The Research About Teachers' Power On The Curriculum In Regular Senior High Schools

The new round of curriculum reform China initiated has been carried out for more than ten years. Gradually, with the deepening of the new curriculum reform, people began to care about whether the huge investment in curriculum reform has been paid off.With the carried out of the new curriculum reform, we also came to understand the important effect of teachers in new curriculum inform. From a practical point of view, The further research of Teacher's curriculum Power , can let teachers to learn more about themselves, be more clear about their direction, increase the teacher's knowledge of the Teacher's curriculum power, and enhance the professional competence of teachers. It can also make the school administrators and teachers be more clear of the effect of the Teacher's curriculum power, promote the teachers to protect their own power, and to provide ideas and methods to promote the school administrators give the teachers curriculum Power that belong to them. From the view of theory development, the full research and survey of the Teacher's curriculum power can increase people's awareness of the professional identity of teachers; Expand and deepen the study of the Teacher's curriculum power; Enrich the connotation and framework of the Teacher's curriculum power; Enrich the theory of the management school teachers and curriculum.However, due to relatively weakness of the sense of Teacher's curriculum power, lack of the ability to realize their own curriculum power, lack of the capacity to reflect and evaluate the carried out status of Teacher's curriculum power; schools have misunderstandings on Teacher's curriculum power; the lack of the power level and discrimination the state empower to teachers. Such reasons as Institutional and environment barriers, and the lack of Teacher's curriculum power affecting the effectiveness of the implementation of the new curriculum reform.The study use empirical combined with qualitative research methods. Firstly, by combing the content and the basic elements of the Teacher's curriculum power to provide a theoretical basis for teachers to realize their curriculum power. The research suggests that Teacher's curriculum power refers that, under the existing education laws and the national curriculum policies, teachers are given a series of power when they participate in the process of curriculum improvement. And then through the teacher's awareness of curriculum convent into a sense of curriculum responsibility, it is such a kind of power that can be achieved only from the process of practice. Its purpose is to promote the professional development of teachers through the curriculum reform, so that can be more conducive to overall development of the students.Secondly, explore the value of the Teacher's curriculum power. The research suggests that for students, the play of the Teacher's curriculum power is good to the individualized education and promote the development of student's personality; it is also conducive to the establishment of harmonious relations between teachers and students; be conducive to the joint of school, family and the community forces to the formation of educational efforts. Meanwhile, the teachers as curriculum developers, implementers and evaluators, the carried of the Teacher's curriculum power can promote the growth of teachers'professional ability; and has a great significance for the promote of curriculum quality.Thirdly, make an objective description of the carried out problems of the Teacher's curriculum power. including the sense of Teacher's curriculum power, the ability to realize teachers own curriculum power, the capacity to reflect and evaluate the carried out status of Teacher's curriculum power, the schools'views on Teacher's curriculum power, and questions as the power level and discrimination the state empower to teachers.Finally, according to the cause of the carried out status of the Teacher's curriculum power, propose a course to achieve Teacher's curriculum power, a means or mode from theory to practice. Provide a path for teachers to achieve their curriculum vision to solve the problem that teachers can do nothing when facing the curriculum in hand.