Transformation And Breakthrough: Research On Curriculum Leadership Of X Primary School

With the in-depth development of curriculum reform,the three-level curriculum management system has been implemented in our country for more than ten years,and the school has a certain degree of autonomy in curriculum leadership.As a community organization,the school’s curriculum leadership should not only refer to the individual abilities of the principal,but also cover the abilities of every member of the school community.Based on past research and related leadership theories,in order to explore the actual development of school curriculum leadership,this research focuses on X elementary school,adopts qualitative research methods,and describes through observations,interviews with principals,teachers,etc.,and analysis of related materials.The style and characteristics of curriculum leadership in the school’s transformation process are summarized,and the remaining problems in school curriculum leadership are summarized and corresponding improvement suggestions are put forward.The school is a community organization,and its explicit curriculum and invisible curriculum carry the development of the school in tangible and silent ways.The evaluation of a school’s curriculum leadership should not only refer to the individual abilities of the principal,but should also cover every member’s ability of the school.Therefore,based on past research and related leadership theories,in order to explore the actual development of school curriculum leadership,this research focuses on X Primary School and adopts qualitative research methods,through observations,interviews and related materials of principals,teachers,etc.The research describes the style and characteristics of the school’s curriculum leadership in the process of transformation and development,summarizes the remaining problems in the school’s curriculum leadership,and puts forward corresponding suggestions for improvementThe study found that in the actual curriculum leadership process,X Primary School formed a leadership community composed of principals,vice principals,teachers,etc.The power of curriculum leaders in the community not only derives from the administrative power they are given,but also stem from their own influence.The rights of curriculum leaders in the community originated from their influence rather than the administrative power they were given.School curriculum leadership is mainly embodied in five dimensions: curriculum vision planning,curriculum resource integration,curriculum team cohesion,curriculum implementation guidance and curriculum effect evaluation.Eventually formed the curriculum vision of "Harmony Education";created a distinctive school culture and a series of school-based textbooks;relied on the learning community to improve teachers’ professional knowledge,and deepened the teaching context to improve teachers’ professional skills;established the concept of peaceful education,explored the model of harmony education;determined the evaluation model of multiple subjects.At present,the curriculum leadership of X elementary school can play a role in promoting the continuous improvement of the school curriculum,but there are still the depth of curriculum vision implementation that needs to be strengthened,the breadth of curriculum resource integration needs to be expanded,the cohesion of new teachers in the curriculum team is insufficient,and the ability of curriculum implementation subjects needs to be improved.The problem of poor evaluation of the effectiveness of incentives.In this regard,suggestions for improving school curriculum leadership are put forward: lead the curriculum leadership community to self-transcend with a shared vision;broaden the breadth of resources with open linkage;improve the collective strength of the curriculum leadership community with democratic management;use professional support to help the community to optimize its capabilities;To highlight the incentive function of curriculum evaluation with reflective practice.