The Study On Curriculum Management Of Rural Schools About Inner Mongolia

“Decisions of the State Council on the Reform and Development of Basic Education”(No.21 Document of State Council 2001) in May 29 th, 2001 first mentioned “The implementation of nation, locality, school in the three grade curriculum management”, which announced that the long-term course management system is broken down.This study uses the methods of literature, questionnaire method of interview,and on-the-spot investigation and on the basis of the existing research, through the investigation of reality of the rural school curriculum management in our region, This thesis puts forward the countermeasures on curriculum management reform of school in rural areas in order to provide reference for school curriculum management in our region. The thesis consists four parts in detail:The first part is the introduction, which introduces the reason of choosing this topic and expounds the purpose and meanings of this research. This part also combs out the status and deficiencies on the school curriculum management research at home and abroad, research methods and research design.The second part introduces the definition of core concept and the theoretical basis of the research and analysis the school curriculum management under the three level curriculum management and the related conceptions. The author questionnaired and interviewed the rural schools of Bayanur, Ulanqab and Hohhot, which studied the reality of curriculum management.But relative to the curriculum management in the new curriculum reform, there still exists many problems in rural schools: the curriculum management is too striped-pants in rural schools. IThe fourth part analyzes the factors that affect rural school curriculum management problems in our region. It mainly includes the following aspects: This cause the teacher-student ratio is far more than the national standard. The aging phenomenon of rural school teachers is serious, the personnel are jumbled and the teachers are lazy.The fifth part is based on above several parts of the comprehensive analysis to put forward some countermeasures for curriculum management reform of rural schools.