The role and tasks of curriculum leaders of the principals of the middle school from the perspective...

THE ROLE AND TASKS OF CURRICULUM LEADERS OF THE PRINCIPALS OF THE MIDDLE SCHOOL FROM THE PERSPECTIVE OF SCHOOL BASED CURRICULUM DEVELOPMENT Tang Hsiu Chin1 Abstract The purpose of this research is to discuss the new curriculum that will be on the road in the year of 1998 The course leader of the coun try’s principal has a key role in coordinating and guiding the planning and development of future school based curriculum The purpose of this article is to hope that in the case of the Middle School[.]

OF THE PRINCIPALS OF THE MIDDLE SCHOOL FROM THE PERSPECTIVE OF SCHOOL-BASED CURRICULUM

DEVELOPMENT

Tang Hsiu-Chin 1

Abstract: The purpose of this research is to discuss the new curriculum

that will be on the road in the year of 1998 The course leader of the coun-try’s principal has a key role in coordinating and guiding the planning and development of future school-based curriculum The purpose of this article

is to hope that in the case of the Middle School, the principals of the country and the country are advised to: 1 Consolidate teacher expertise, student traits, and school resources to develop issues related to the development

of school-based curriculum leaders 2 the composition of curriculum R &

D team through the core team responsible for curriculum development 3 Construct a system of "School Vision → Curriculum Vision → Core Accom-plishment → Capability Indicators" 4 carry out SWOT analysis and draw

up plans or strategies for promotion 5 Complete the overall curriculum structure and develop detailed plans 6 Encourage the morale of the R&D staff (teachers) and improve the quality of the workforce 7 Conduct course evaluation and revision, integrate all forces and resources, and conduct overall course leadership By providing a viable development course for the school-based curriculum of the principal of the country or university, it serves as a reference for the headmaster of the school principal.

Finally, through the use of formulas, the author came up with conclusions and suggestions to provide the principals of the schools in the country to promote the school-based curriculum and education administration agen-cies to pay attention to relevant resources.

Keywords: course leader, twelve years of national education,

school-based curriculum

1 Doctoral student, Department of Educational Policy and Administration, National Chi Nan University

The development of school-based curriculum is based on the concept of

“student-centered” (Cai Qingtian, 2005) It reverses the education project

of traditional education thinking Taiwan’s education, with the reform of the world’s educational trends, is oriented toward “relaxation of courses, curriculum

"Consistent and integrated curriculum" has its own special goals, and we look forward to lead students toward a new era of education based on diverse learning, diverse values, and cross-disciplinary competence

The meaning of "course" is literally interpreted to mean "the process of homework." Zhuzi Quanshu Studies; and the word "curriculum" in Spanish is derived from the Latin currere, which means the racetrack or carriage track The latter is cited as various subjects offered by schools in the field of education (Wu Qingshan, 2015) In the process of school development, "course" has always been

a very important and important factor (Egglesston, 1980) It is for the purpose

of education Under the arrangements of the school and under the guidance

of the teacher, there are procedures for achieving educational goals Learning activities and experiences (Fang Binglin, 1983; Lu Subi, 1986) This series of experiences and activities experienced by students are the skills and attitudes that will enable students to face the situations that occur in their lives Schools can choose courses based on the content of social and cultural subject knowledge and student learning experience, provide purified learning experience with excellent learning experience, in order to improve the quality of life (Huang Guangxiong, Cai Qingtian, 2009)

School-based curriculum

1 st The significance of school-based curriculum

The school-based curriculum is a "bottom-up" school autonomy curriculum development for the purpose of achieving education goals, rather than a "bottom-down" passive teaching execution model To provide schools and teachers with more space for curriculum and teaching independence and flexibility, and to provide students with adequate opportunities for development This is a grass-roots and autonomy curriculum developed mainly on a school-based basis Emphasis is on "participation," "sharing," and "Shared" education activities (Cai Qingtian, 2002; Cai Qingtian, 2007; Zheng Yuanquan, 2008)

The school aims to achieve educational goals or conform to social and local needs, student-centered, and school-based educators as the main body, according

to social resources, school conditions, parents' expectations, and the needs of students' learning The schools, communities, teachers and students Parent-teachers participate in, adjust, and construct curriculums for creation (Ministry

of Education, 2001) School-based curriculum development (SBCD) refers

to a school’s cooperation with principals, administrators, teachers, students, parents, and community members to reach the school’s educational goals or solve unique education problems Based on the school-centered, school-based situation and resources, we will consider the curriculum legal system, community characteristics, future expectations, student needs, social needs, and school tense levels, and jointly plan, design, and implement the school autonomy curriculum The process and results of the assessment will complete the curriculum plan that meets the needs of students, schools, and society (Ministry of Education, 2000, 2001; Zhang Jiayu, 1999; Zheng Yuanquan, 2007)

When school institutions intend to carry out curriculum design and development, they should assess the school’s cultural context and conditions, and take into account appropriate course target models to carry out the design and development of the curriculum Under the leadership of the principal, the school administrative team should also cooperate and cooperate with school teachers, school parents, and community personnel to take responsibility for the development of school-based curriculum development (Huang Xujun, 2004) According to the target model, situation analysis model, and OECD school-based curriculum development factors, the school-based curriculum development steps are as follows: Evaluating school situations and needs ⇒ Formulating school curriculum vision and goals 决定 Defining curriculum implementation scope and time planning ⇒ Establishing curriculum development team (Elite team) SWOT analysis Develop curriculum development plan 进行 Design course plan (courses and teaching objectives → Select teaching materials → Course organization) 沟

Course test and implementation 课程 Course review Corrections and Corrections (Zheng Yuanquan, 2008)

Course leader

1 st The principal is the leader of course school curriculum

The curriculum leadership is everyone's responsibility Principals, directors, and teachers all play an important role in the curriculum leadership at the

school level However, the overall development of the principals leading the school should be the main curriculum leader in the school First, the principal

is responsible for the success or failure of school affairs His cognition and attitude have a considerable influence on the curriculum reform Second, the principal understands school ecology, campus atmosphere and other material conditions more than others, and is beneficial to the decision of the curriculum; Third, participating in increased opportunities to interact with other members contributes to professional growth Fourth, participating in curriculum decisions

to increase school pressure can promote school reform (Schwab, )

The core of the curriculum leadership is the principal's awakening awareness

of the curriculum, the application of curriculum design, implementation, evaluation

of the wisdom and quality, and teachers and students into the curriculum, conduct

a journey of the curriculum, and create a high-quality curriculum culture Only administrative leaders without curriculum leadership may lose the vitality of the curriculum and reduce the quality of education

In recent years, school-based curriculum development has been promoted, and the resources and environment of the community, such as tea, the sea, old streets, and temples, have become teaching materials for schools This is a very good phenomenon However, most teachers still focus on the "facts", such as the age, architecture, shape, and decoration of the temple They did not discuss the relationship between the temple, the community, and the residents' history and culture The significance of their spiritual life was not further studied The significance of these learning for children's lives Even the school-based curriculum design is still largely unrelated to the learners’ lives

3 rd The principal thinks twice about "subject" and "activity."

In a remote country, the socioeconomic environment of the school district is relatively poor, students’ motivation for learning is not strong, and the implementation of curriculum and teaching is very difficult However, the principal is very ideological and vigorously promotes community activities such as drums, lions, kite clubs, drama clubs, choirs, orchestras, etc Students must attend at least one club and the principal strives for all kinds of resources and brings student clubs to the country Appearance, competition, spirit is commendable The headmaster emphasized: Insufficient cultural stimulation

in remote schools, students lack self-confidence, and unwillingness to study, community activities allow students to have opportunities for performance in different fields, discovering self and confidence Teachers are also willing The value of community activities, the self-confidence and sense of accomplishment students gain in their activities gradually becomes self-affirmative, and it also becomes a motivation for learning It is helpful for the study of subjects, and parents and students share the same views

4 th Principals' course leaders must start from the concept of humanism

Emphasizes the student center and respects students' abilities, interests, and aptitude to develop individuality However, in practice, school administration measures, especially curriculum design, seldom take students into account and exclude students from the decision-making process In their beliefs, children and students are "established, universal truths." Adults can create "beliefs and values" for them

In a remote country, approximately 90 percent of the students in the school district went to other countries to study, leaving the entire school with only 50 students The school is remote and inaccessible It is close to the city and has established a new school The subjective and objective conditions are not very detrimental to the school The principal can come in and have a meaningful journey

of school reconstruction with the teachers and students For example, by using flexible learning time, we will design a "reconstruction ○○, reproduce brilliance" curriculum Teachers and students will jointly draw up plans, design research processes and steps, and let students explore the advantages and disadvantages, characteristics, improvement strategies and development direction of the school Write posters, flyers, etc.; then study the community’s ecology, humanities, social environment, power relations, etc., use the village’s people’s assembly, parents’ meetings, primary school activities in the school district, other rallies, or hold home visits etc For various opportunities and occasions, schools will be strongly promoted Teachers should combine these activities with the content and competency indicators of the various learning areas In these learning processes, students not only participate in the school’s administrative decision-making but also study the subjects; they not only acquire knowledge, but also learn methods and research methods Learn more about the school and know more about the community in order to love the school and love the community Students participate in the reconstruction of their school to discover themselves and build the main body This is the student center curriculum

5 th Management and control are still the basic assumptions of curriculum leaders

Today's young people are no longer as simple as we imagined, but schools rarely explore what the child thinks Curriculum leaders do not respond to changes in the society and the needs of students Older courses and teaching are left behind by students After the rapid popularity and trend, the school still attempted to suppress student resistance with the authority of management and control In the past, the curriculum and teaching in static society should be re-thought along with the drastic changes in society, especially the infiltration of post-modern social phenomena What kind of society is in the 21st century? Which kind of course is needed?

The current school is still full of traditional rules and regulations The curriculum and teaching have again produced the existing authoritative structure The school lacks a social space for teachers and students to negotiate new rules and laws Therefore: the new schools should give play to the course's leading power, create consultation space, negotiate new teaching conditions with teachers and students, and rebuild new teaching culture to encourage students to actively study

6 th Curriculum leadership is isolated and there is a lack of partnership

The curriculum policy is a matter for each school The principal must bring together all members, including teachers, students, administrators, parents, community members, and supporters, to form an educational community and develop curriculum Curriculum design or development is not isolated, and it

is impossible for the principal to close the door to the curriculum leadership Curriculum development is a process of cooperation and deliberation All personnel in the school must be integrated into teams, establish forums, and make more public expositions to promote growth and development Self-analysis and review to clarify the hidden ideas and theories, to form a school organization and culture that supports reform Teachers and students jointly participate in classroom activities, define the content and methods of learning, bring in their experiences, and share them with others; parents, community members, and experts become resource characters to promote student learning, and the results

of the learning should be shared with other classes and other schools Share it with people outside the community

Therefore, teachers, students, parents, community members, etc should develop partnerships, networks, and alliances with each other and continue

to learn in order to form new values, goals, and strategies to share the vision and direction of the school and promote its realization This indicates that the establishment of new schools should create a political atmosphere of responsibility sharing and trust, establish new political relationships among teachers, administrators, parents, students, and community members so that the opposing interest groups can form political alliances and release vested interests

To provide all opportunities and resources for all students, this redistribution of political interests not only challenges the school's technical engineering, but also challenges the moral basis of school education This is the most important task of the principal's curriculum leadership

7 th The theory of the curriculum cannot be personal or bureaucratic

It is grouped or school-wide and penetrates into the actual context How the curriculum leader can inspire everyone in the community to actively participate, and tolerate diverse perspectives and opinions, awaken the curriculum theory, and develop dialectical thinking with the curriculum practice, not only can improve the quality of professional discourse, but also can challenge one's own “study” The theory of inspection is reviewed and criticized at any time

Curriculum leaders are the same kind of self-learning and self-awakening as the executive leadership The self is the main driving force for curriculum development Emphasize personal feelings: Where was I in the past? What now? What will happen

in the future? This feeling has always been ignored by leaders The curriculum leader must ask: How to understand yourself and enjoy your work and life? How can I improve my situation? Share your past, present, and future with others Self-empowerment, Self-empowerment, and self-enhancement and empowerment can make important changes and transitions At this time, the curriculum leader becomes an autobiographical person who has deep self-knowledge In listening to and sharing other people's professional autobiography, he is aware of the type and principle of decision making, making the experience of principals, teachers, and students the center of curriculum design, and becoming the best textbook

Future courses should not only create new knowledge content, but also emphasize new forms of knowledge relationships, such as between disciplines and learning, between subject knowledge and non-subject knowledge, between the specialization of knowledge and the specialization of social division of labor, and theory New relationships between and applications, school learning, and non-school learning At the same time, new relationships and learning must be

carried out between teachers and students, among school personnel, schools and communities, schools and universities, education professionals, and governments Learning is life-long, not limited to time and place, and everyone can develop emancipatory learning potential

Curriculum leadership and administrative leadership are mutually reinforcing Curriculum leaders must also be applied to the theory of many executive leaders The principals all have considerable leadership experience and have laid a solid foundation for curriculum leadership How to awaken one's own curriculum

in professional growth, develop curriculum literacy, work hard with teachers, students, parents, etc., create curriculum culture, and guide the development of school-based curriculum in schools are the most eagerly anticipated expectations

of principals of the principals of the country

Participation, school-based curriculum development examples:

1 st The school profile

It is hoped that China National University will be a small school located

in Gongguan Township and there will be more than 200 students in a class of 9 special classes in the ordinary class of the school Due to the geographical location close to Miaoli City, on the one hand, the top students are threatened to study at the university, and on the other hand, they are disadvantaged by lack of cultural stimulation Parents are disadvantaged and the society is more low-income As

a result, students’ learning achievement and motivation are generally low, and family functions are mostly unable to support learning Although children are not good at reading and exams, they have rich creative potential, artistic talent, and passion and vitality in performing Through the distinctive curriculum, the school manages school characteristics carefully It upholds the spirit of bringing each child up Through multi-curricular design, it hopes to train students to take the ability to go The school is designed to consider the structure of school teachers, students’ diverse learning, and parents’ expectations of the school The school’s existing resources and other factors, using “humanities, character, and creativity”

as the principle guidelines for the teaching excellence program, are expected to improve students’ reading ability, enhance student learning activities, and give full play to the creative potential of students, combining seven major areas and major issues, The children's traits and needs, in order to encourage students' self-confidence, in order to achieve the ultimate goal of promoting all aspects of learning and progress

2 nd Student performance:

The school uses arts and cultural education to experience fine arts, music, and script writing, deepen its cultural literacy, implement the cultivation of humanities and knowledge, and practice to promote local cultural characteristics

In order for students to have a goal and a stage for performance, to promote school-based light and shade dramas, and to recruit members at the beginning, students are always lacking in interest They always say, “It is better to waste time playing electric.” But the teacher does not give up, use the lunch breaks, classes, clubs and other piecemeal times again and again, and take the students

to learn to sing and even perform In the course, I saw students getting more and more involved, and my eyes sparkled with confidence This was a completely different situation from the lifeless appearance in the classroom Children who have poor learning attitudes and who are always sleepy find their talents in drawing through the puppet course and find confidence in the creation of the paper puppets Children who often return home late and do not want to go to school are no longer excluded because of puppet attraction Children who go to school, who are reticent and lack interpersonal interactions, learn to work in teams and communicate with others through puppet theater Children who are often poor and disobedient to discipline do so through disciplines and cooperation The school integrates creative materials through multimedia resources and integrates social resources such as the Film Association, Eslite Bookstore, and Journalists’ Association to develop students’ horizons and deepen their artistic creation It is said that the training of the arts fosters the students' ability to express their spoken language and their confidence in the stage performances The rooted puppet show, combined with creativity, aesthetics, scriptwriting, and light and shadow focusing, is a stable learning experience for students and a space for students to develop their confidence

School-based curriculum planning development process

It is hoped that the school-based curriculum development in the country (SBCD) emphasizes multi-type design and the development of school characteristics The basic methods of its development are:

1 st The consolidation of teacher expertise, student characteristics, school resources development school-based curriculum

Plan and develop the school's cohesive and unified school-based curriculum, and implement the comprehensiveness of the curriculum and the development of

the integration of longitudinal integration In light of the hope that the country’s existing teacher structure can be used to integrate the various programs currently available in the school, combined with various resources and human resources

in the community, under the planning, dialogue, and focus of the principal and the administrative colleagues and the community leaders, the school anchors the development of school-based curriculum

2 nd The composition of the curriculum R & D team through the core team responsible for curriculum development

The school consists of curriculum research and development groups Starting from the field of art and humanities, combining the fields of nature, integration, language, and society, the principals lead the research and development of the curriculum in a leading position and are supported by the active support of the administrative team to promote the smooth development of the curriculum research and development The course development team should be the principal convener of the school principal and assume the role of course leader

The main tasks of the course group are the design of the curriculum plan, the communication and explanation of the course plan, the implementation plan of the course plan, and the revision of the course plan

3 rd Construction of the "School Vision → Curriculum Vision → Core Accomplishment → Capability Indicators" System

It is hoped that the National School of Management will focus on the characteristics of the school through its distinctive curriculum With the spirit

of bringing up every child, we hope to train students to take their abilities through multi-curricular design, and use “humanities, character, and creativity”

as their vision for the three major schools Combining light and shade dramas, compiling wonderful and rich script stories and skill enhancements in the process

of performing a spouse, allowing children to experience the joy of creation and performance, and jointly thinking about the artistic beauty that light and shade dramas can produce through teamwork, and then deliver stories Bring people touched Based on the four overall curriculum objectives of the 12-year Outline of the National Basic Education Curriculum, “Inspire Life Potential, Foster Career Life, Promote Career Development, Embrace Citizenship Responsibilities” to assist students in learning and development, and implement 12 years of national basic education “spontaneous "interaction, mutuality, and goodness." In order to