School Curriculum Reform With The Participation Of Curriculum Experts

With the popularization of compulsory education in our country today,people have higher expectations for the quality of school education.Deepening the comprehensive reform in the field of education and building a high quality education system have also become new policy requirements.The three-level curriculum management established by the new curriculum reform entrusts the school curriculum power and curriculum responsibility,but the school curriculum reform is a complex and arduous project.Therefore,the participation of curriculum experts in school curriculum reform has gradually become an important way for schools to improve the quality of running schools and form school-running characteristics.By reviewing the domestic and foreign literature,we found that the theoretical and practical research on the participation of curriculum experts in school curriculum reform is limited in our country.Therefore,this paper aims to explore the school curriculum reform process with the participation of curriculum experts,and discuss the characteristics and deficiencies of the reform process from the aspects of environmental factors and school factors.Based on the comprehensive framework of the international Effective school improvement Project and the case data of this study,the analysis framework of the participation of curriculum experts in school curriculum reform is generated from the special role of curriculum experts in school improvement and the relevant theories of school improvement,involving five dimensions in the two fields of environmental factors and school factors.They are improved external pressure,improved external incentive,improved culture,improved process and improved result.By using descriptive case study method and following the principle of purposively sampling,this study selected Z School in District A of Guangzhou as a case study.By interviewing curriculum experts,school administrators and teachers,a total of 7 research participants were collected with the help of field observation and textual data,and the analysis framework of this study was used to describe and analyze the school reform process of Z School with the participation of curriculum experts.It is found that the school curriculum improvement with the participation of curriculum experts has the following characteristics: on the one hand,in terms of environmental factors,firstly,the local level of thrust and support is needed;secondly,when the university curriculum experts have dual identities,their participation is special;On the other hand,in terms of school factors,a reform community of interaction between theory and practice is gradually generated within the school during the reform.It is embodied in the school-based reform plan as a blueprint for practice,the restructuring of management organization to optimize the division of labor,the learning organization to gather consensus on reform,and the unique collaborative wisdom generated by multiple subjects in cooperation.In view of the shortcomings of the participation of curriculum experts in the school curriculum reform in this case,the suggestions put forward in this study are to further clarify the reform objectives and distinguish the primary and secondary,seek the support of the transition link between experts and teachers,the participation of experts should comply with the principle of democracy and equality,and further refine the evaluation mechanism of the reform.