The purpose of this study is to perform a comprehensive analysis on the successful curriculum reform in Shenzhen Pingzhou Primary School, which implements a new curriculum system that adopts Gardner's eight intelligences to develop eight intelligences curricula (open formula curriculum). Furthermore, the study provides holistic research on the principle's effective curriculum leadership through five stages of curriculum management in order to find out what kinds of curriculum leadership contribute most to successful curriculum reform. The study results are 1. Planning—the principle has transformational leadership and strategic leadership. 2. Organization—the principle uses collaboration leadership. 3. Implementation—the principle adopts professional leadership and distributed leadership. 4. Monitoring—the principle uses instructional leadership. 5. Evaluation—the principle adopts transformational leadership. This study contains a deep introduction on the multiple intelligences curricula and provides practical experience for curriculum leadership implementation, which can be referenced for curriculum reform in other countries and regions. Copyright © 2021 Association for Computing Machinery.
|Title of host publication||Proceedings of 2021 2nd International Conference on Computers, Information Processing and Advanced Education, CIPAE 2021|
|Place of Publication||New York|
|Publisher||Association for Computing Machinery|
|Publication status||Published - May 2021|
CitationFang, X. (2021). Curriculum reform in primary schools in China: A multiple intelligences curricula case study. In Proceedings of 2021 2nd International Conference on Computers, Information Processing and Advanced Education, CIPAE 2021 (pp. 1360-1364). New York: Association for Computing Machinery.
- Multiple Intelligences curricula
- Curriculum leadership
- PG student publication