A Study On Place-based Educational Value Leadership Of Rural Principal In The Perspective Of Education Modernization

With the rapid advancement of education modernization and high-quality education construction in China,although rural schools have been equipped with adequate equipment,full curriculum,and teachers in recent years,and their teaching forms are increasingly standardized and standardized,they are facing the problem that the teaching contents are increasingly detached from the experiences of rural children and the local natural ecology and cultural reality of rural communities.Rural education is an important part of education modernization,and it is also the shortcoming of education modernization in China.Implementing Place-based Education linked to one’s land and water is one of the ways to modernize rural education,and in this process,rural principals,as the helmsmen and key figures of rural schools,play an extremely important role in developing rural schools with their Place-based education value leadership.In view of this,based on the theory of rural education modernization,the theory of localized education and the theory of value leadership of principals,this paper proposes that the value leadership of rural principals in Place-based Education consists of the philosophy of rural principals’ own educational values,the ability of rural principals to identify Place-based Educational values,the ability of rural principals to guide Place-based Educational values,the ability of rural principals to integrate Place-based Educational,and the ability of rural principals to practice Place-based Educational values.The five components of the study are Using questionnaires,interviews,and case studies,we describe the current situation of the development of rural principals’ value leadership in Place-based Education in China,summarize the successful experiences of different cases,and raise problems at four levels: the principal’s own level-in terms of time management,the principal At the level of principals themselves-in terms of time management,principals take up too much time for administrative affairs;in terms of professionalism,they are not willing to learn and have insufficient channels.At the level of the leaders-instability of teachers and students;lack of attention from parents and other stakeholders.Place-based Education Environment Level-Inadequate infrastructure;special rural social environment.Institutional level-institutional constraints;value orientation of work rationality.The above findings were synthesized,and opinions and suggestions for the development path of value leadership of rural principals in Place-based Education were put forward at four levels: principal’s own level-reducing the principal’s administrative burden and improving his or her own time management ability;shaping the principal’s philosophical beliefs in Place-based Education and enhancing his or her own professionalism.At the level of the led-to stimulate the vitality of the subject and enhance cultural confidence;to convey the values of Place-based Education and enhance conceptual identity.Place-based Education environment level-improve infrastructure and build Place-based Education information platform;improve education environment and build Place-based education support ecology.Institutional level-improve the system to guarantee the practice of Place-based Education values;play the guiding role of the system to establish the correct value pursuit.