A Case Study Of Curriculum Leadership In A Middle School In Lhasa Under The Background Of "Group Education Aid To Tibet"

In the three-level curriculum management system,the respective curriculum rights of the state,local governments and schools have been clarified,and in response to the call of the Sixth Tibet Work Forum of the Central Committee,the Central Committee has launched a demonstration of primary and secondary schools affiliated to universities directly under the Ministry of Education,with schools in Tibet as the main body.The support task is to help aided schools clarify their development ideas,strengthen school management,improve rules and regulations,undertake teaching management tasks,and guide the development of teaching,research,training and teaching reforms,aiming at promoting the improvement of education quality in Tibet by building 20 demonstration high schools and standardized primary and secondary schools.Based on the characteristics of Tibet’s own development,this paper selects one of the 20 schools(A Middle School)supported by the "group-type" education aid to Tibet,and investigates the curriculum leaders of A Middle School,and collects their curriculum leaders’ support,curriculum planning,curriculum development,curriculum implementation,curriculum evaluation,teaching and research activities and teacher training with the support of the "group-type" education aid to Tibet.According to the investigation materials,this paper analyzes the characteristics of curriculum leaders in A middle school,and then gives research conclusions and suggestions.By collecting and sorting out the literature on the research of "group-type" education aid to Tibet,curriculum leadership and school curriculum leadership,the author understands the development process,specific work content,purpose and significance of "group-type" education aid to Tibet,as well as the concept,emergence,development and current situation of curriculum leadership and its related important exposition,so as to understand the research status,research methods and related achievements of school curriculum leadership.On this basis,according to the research needs of this paper and the actual situation of the respondents,the interview outline and observation record form are compiled,and the research plan is formulated and field research is carried out.Finally,according to the analysis of the survey data,the present situation and characteristics of curriculum leadership implementation in A middle school are obtained,and relevant research conclusions and suggestions are given for this study.The purpose of this paper is to deeply understand the implementation status and characteristics of curriculum leadership in A middle school in Lhasa with the support of "group-type" education aid teachers,and give conclusions and opinions on the implementation status and characteristics of curriculum leadership in A middle school.The purpose is to provide reference experience for the implementation of curriculum leadership in other schools in Tibet by summarizing the achievements and experiences of curriculum leadership in A middle school under the background of "group-type" education aid to Tibet,and make suggestions for school curriculum reform in Tibet.It provides reference and suggestions for Tibetan education administrative departments to formulate policies to promote school curriculum reform and further optimize the "group-type" education aid to Tibet,as well as for radiation to promote the improvement of education quality in Tibet.