On the leadership of the school curriculum paradigm shift.docVIP

 PAGE \* MERGEFORMAT 28 On the leadership of the school curriculum paradigm shift Abstract: The leadership of the new curriculum reform to make the curriculum in schools has become an important practical activities, and this practice in the current paradigm is facing a transformation, that is, from “bureaucratic - control” paradigm shift “Reflection - Independence” paradigm. Among them, “bureaucracy - control” paradigm characterized mainly as follows: Section layer-like school organization, the leadership of the scope of legal knowledge and practice of bureaucratic authority, make full use of rational problem-solving logic and technology, while the “self - Reflections on” paradigm characterized mainly as follows: the leadership style of the Community School Organization; “experience” the leadership of the scope of practice, ethical and professional authority, as well as reflective practice make full use of rational problem-solving logic. Keywords: curriculum leadership “bureaucracy - control” paradigm “Reflection - self” paradigm As the curriculum theory and leadership theory, in-depth study of the school curriculum leadership has gradually become the leadership of curriculum development and school change “concentric axis”, which in the United States, Britain, Austria and other countries has long been cause for concern. In China, the first from Hong Kong and Taiwan scholars be introduced and piloted in the corresponding region, while in mainland China, the study of curriculum leadership just after the new curriculum reform began to appear, and was academic as a “curriculum management “the term replacement or repair. However, I believe that, curriculum management and curriculum leadership differences, mainly due to the paradigm of dealing with curriculum issues different. In order to eliminate this difference, so as to practice of our school curriculum to provide a more clear direction, there is a need for our school’s curriculum leadership