New curriculum and school culture

New basic education curriculum reform being implemented , studies have shown , has a close relationship between the curriculum reform and school culture . On the one hand , the new courses Chengyun Han with a new culture , the implementation of the new curriculum will bring a change of culture in schools ; On the other hand , the implementation of new curriculum ideas need the support of the school culture . Field trips this article by being a primary school in the implementation of the new curriculum , to explore mutual restraint between the new curriculum implementation and school culture , the essence of the analysis of the curriculum reform , build a school culture like the ideal state , seeking to shape the new curriculum ideas to adapt quality school culture strategy . The article is structured as follows : Introduction The first part is an introduction , introduces the era of this study , the theoretical background of the practice , research methods and research process , the article studies the basic concept . The second part theoretical overview of curriculum implementation and school culture , defined the school culture connotation in this study make , and summed up the pursuit and need new curriculum school culture . The form of the theme of the story , the third part presents the results of the case studies , The eight thematic story : \\The fourth part is the analysis and summary of field research data , presented the conclusions of the study and a question worth considering : (a ) the implementation of the new curriculum of the school culture is changing ; (b ) the opportunity of the new curriculum reform , schools are conscious initiative to shape a new culture : (c ) factors of the existing school culture and adapt new curriculum ; (d) of the existing school culture and the course of the conflict ; (e) the successful implementation of the new curriculum is the school culture deep level change , thus it takes time ; (f ) the quality of the school culture is the internal driving force of the development of the schools ; (vii) the principal quality school culture shapers .