Narrative Research On The Curriculum Leadership Of Language Teachers In Primary Schools

In the past forty years,scholars from various countries have made certain achievements in the theoretical and empirical research of curriculum leadership,and there are still some shortcomings.First of all,Lack of understanding about the curriculum leadership,the selection of the research subjects is mainly focused on the principal and the director.The curriculum leadership of the teacher's is an important part of the curriculum leadership.The current academic community has not caused enough importance to it.The emphasis and universal recognition have not yet fully studied the theory of its essential connotation and constituent elements.Secondly,the existing research on teacher curriculum leadership is either theoretically focused on the source,constituent elements and models of teacher curriculum leadership,or in practice only select teacher groups for questionnaire surveys,and then learn that they are in the curriculum leadership.Information on the status quo of development and influencing factors,but neglects the use of qualitative research methods to conduct in-depth and systematic research on teacher curriculum leadership.Since primary school teachers are the mainstay of the compulsory education stage,language education is also the mother tongue education of the Chinese nation and is the most important part of China's basic education.Therefore,it is very necessary to study the influencing factors in the development of primary school Chinese teachers' curriculum leadership and the path of its formation and development.It mainly uses narrative research methods to explore the development process of the course leadership of the research subjects,and on this basis,combs the components of her curriculum leadership,and then discusses various factors affecting the development of its curriculum leadership,as well as the generation and development of curriculum leadership.The path of force.This can also provide reference and reference for the development of curriculum leadership of other primary language teachers,so that they can better participate in the curriculum and provide practical and theoretical support for the further in-depth study of teacher curriculum leadership.In the introduction section,the background,purpose and significance of the research are first introduced.Then,the relevant literatures of teacher curriculum leadership are comprehensively combed from the two dimensions of quantitative analysis and qualitative analysis.Based on the review of research results,“teacher curriculum leadership”,“teacher curriculum leadership” and “teachership leadership” are defined.Primary school Chinese teacher curriculum leadership "three core concepts.Furthermore,the theoretical knowledge of distributed leadership theory and post-modern curriculum concept used in the research is explained.First of all,the research design is elaborated in the first part,and the research questions,ideas,methods,objects,reliability,validity,promotion and ethical issues are discussed.Secondly,in the second part,the development process of the subject's leadership is re-examined,mainly based on the five questions raised by Teacher L,namely,“Teaching the language,what is it for”,“Chinese language course,how to design”,“ The curriculum resources,how to integrate,"Chinese language classes,how to get on" and "evaluation,why is it" to present and analyze the data.Thirdly,in the third part,aiming at the actual development of the research subject leadership,the author puts forward that the teacher curriculum leadership components are “Course Value Judgment”,“Course Design Planning Power”,“Course Development Integration Power”,and “Course Implementation Guidance”.,“Course Evaluation Incentives” and “ Peer Teacher Influence”.Thirdly,in the fourth part,through the collation and analysis of relevant materials,we can find that the factors influencing the development of the subject's leadership include: the national training program and the team of teaching and research personnel to provide institutional guarantee for its development;teacher-apprentice pairing culture in education,regional culture of inter-university joint teaching and research and research and the united and progressive school culture provide cultural nourishment for its development;the support of the principal and the mutual help of the team members also promote the development of the research subject leadership;the sister's motivation and husband's understanding provide for its development.In addition,the personal characteristics of the “lifelong learning philosophy”,“active reflection consciousness”,“positive professional emotion” and “good at getting along with others” are also the development of curriculum leadership.Inexhaustible source.Finally,in the fifth part,we will sort out the enlightenment of generating and developing curriculum leadership for the research subjects: one is to change the traditional school curriculum management system and give teachers more curriculum leadership;the second is to enhance the integration of teacher education and promote the teacher group curriculum.The overall development of leadership;the third is to create a regional synergy and mutual assistance culture,to create a campus unity and forge atmosphere;the fourth is to encourage teachers to establish a learning community and seek common progress of the group;the fifth is to stimulate teachers' positive professional emotional factors and improve teachers' independent development ability.