| School-based curriculum emerged in the 1970 s and was a key link in the course of curriculum reform in many countries.In 1998,the Action Plan for Revitalizing Education for the 21 st Century and in 1999,the Decision of the CPC Central Committee and The State Council on Deepening Education Reform and Comprehensively Promoting Quality-oriented Education were issued,which clearly proposed to try out national,local and school courses at the national level.The Guiding Outline of National Basic Education Curriculum Reform formulated by the Ministry of Education in 2001 further clarified the establishment of a three-level management model of national,local and school curriculum.Therefore,primary and secondary schools in China have started the exploration of school-based curriculum,and many excellent and worthy of promotion experience and achievements have emerged nationwide,but there are many problems in the development process of school-based curriculum.For example,it is difficult to guarantee the quality of school-based courses in China due to the widespread time consumption,heavy burden on teachers and unbalanced resource matching.At the same time,education evaluation reform is also advancing.For example,in 2014,the Ministry of Education issued opinions on Comprehensively Deepening Curriculum Reform and Implementing the Fundamental Task of Moral Education,which required that "all regions should organize and implement the comprehensive evaluation reform of primary and secondary education quality,encourage schools to actively explore,improve the scientific and diversified evaluation index system,and guide the establishment of a scientific concept of education quality.With the advancement of educational evaluation reform,school-based curriculum evaluation is also developing in a scientific and reasonable direction.In the first study,the subject,object and principle of school-based curriculum evaluation were fully explained theoretically.At the same time,some scholars tried to construct the quality evaluation system of school-based curriculum in primary schools.However,there are still several problems as follows:First,the formulation of evaluation standards lacks the communication and cooperation between curriculum experts and front-line teachers,so it is difficult to realize the connection between theoretical height and teaching site,leading to the lack of scientific evaluation system;Secondly,it only pays attention to a certain aspect of school-based curriculum quality evaluation or only pays attention to a certain period of school-based curriculum quality evaluation,resulting in the lack of universality of the evaluation system;Third,the direct introduction of foreign research is in the majority,lack of indigenous.Therefore,it is imperative to construct a scientific,universal and suitable school-based curriculum quality evaluation index system based on both theory and practice.This is the basic way to solve the problems encountered in the development of school-based curriculum,and it is also an inevitable move to perfect the evaluation mechanism of school curriculum.At the same time,it is also the focus of promoting the professional development of teachers,promoting the all-round development of students,and then realizing the connotation development of the school.Based on the above research purposes,this study takes the school-based curriculum quality evaluation scale as the starting point of the study on school-based curriculum development,and determines the research idea,namely,clarifying the connotation of school-based curriculum quality,developing evaluation scale and constructing evaluation model on this basis,and finally applying and testing the scale and model.The research adoptsLiterature research method,expert consultation method,questionnaire survey method,interview survey method,case study method,comprehensive use of exploratory verification analysis,analysis of variance and other statistical analysis methods,has interviewed 142 experts,2938 primary and secondary school administrators and teachers samples.The main process and conclusions are as follows:First,construct the connotation of school-based curriculum quality.Based on the analysis of research status,international comparison and expert perspective,this study finds that the quality of school-based curriculum is a characteristic development mode and quality development mode that determines a school to form different from other schools.School-based curriculum quality refers to the degree to which schools can meet the development needs of multiple subjects such as schools,teachers and students in terms of background environment,resource guarantee,implementation process and curriculum efficiency based on their own characteristic development needs and quality development needs.School-based curriculum is different from national curriculum and local curriculum.School-based curriculum is an independent curriculum endowed by the state,which needs to fully reflect the school’s curriculum autonomy.Such curriculum autonomy is based on the professional cognition and practice of the curriculum,rather than blindly implementation.The realization and development of school-based curriculum quality is a systematic process of continuous cyclic improvement,and the realization and development of school-based curriculum quality is a process of constructing curriculum system scientifically.From the macro level,the quality of school-based curriculum is an important long-term strategy of school reform and development,rather than a short-term concern;From the perspective of middle view,school-based curriculum quality is a basic strategy for schools to improve their ability,and its purpose is to promote the development of school characteristics and quality improvement.School background environment,resource guarantee,curriculum implementation and result efficiency are the core contents of school-based curriculum quality.The quality of curriculum is characterized by subjectivity,complexity and process,and people’s value judgment on the quality of curriculum will not be absolutely consistent.However,it is not equal to saying that it is irregular to follow.The quality of school-based curriculum is not embodied in "catching up with fashion",nor "unconventional".Although the power of school-based curriculum is granted to schools,it is by no means blind development.Second,construct the school-based curriculum quality evaluation index system and evaluation scale.Based on the essential understanding of the connotation of school-based curriculum quality,this study conducted a large number of expert interviews and field surveys.Based on the analysis and research of a large number of materials,this study constructed an evaluation index system of school-based curriculum quality with four first-level indicators and fourteen second-level indicators: Four first-level dimensions,namely,school-based curriculum background environment,school-based curriculum resource guarantee,school-based curriculum implementation process,school-based curriculum result efficiency,The fourteen indicators are concept and goal,internal and external environment,demands of teachers and students,teacher participation,student participation,teaching participation,system guarantee,funding guarantee,teacher guarantee,satisfaction,improvement of students’ core literacy ability,improvement of teachers’ curriculum execution ability,improvement of principal’s curriculum leadership,and improvement of school characteristics and quality.According to the index system,develop the school-based curriculum quality evaluation questionnaire,after two exploratory factor analysis and confirmatory factor analysis,established by seven background information and evaluation questionnaire consisting of28 formal tests,among them,the school-based curriculum background environment dimension 4 item,school-based curriculum implementation dimension 11 item,school-based curriculum guarantee dimension 3 item,There are 10 questions in the effect dimension of school-based curriculum.Thirdly,it analyzes the development level of school-based curriculum quality and its relationship with related variables.This study adopts the method of point-to-point combination to use the scale of school-based curriculum quality evaluation and actual case analysis: one is to analyze the development level of school-based curriculum quality in a certain region as a whole and its group differences in different variables;The second is to select a high school,junior high school,primary school each implementation case analysis,and school-based curriculum quality status of the diagnosis.Through the data analysis of the scale,it is shown that the response of different groups to the scale is stable at the provincial level and the county level,the mode of score frequency distribution tends to be high,teachers’ evaluation of school-based curriculum quality tends to be positive as a whole,and the development level of school-based curriculum quality is generally good.The scores of school-based curriculum quality evaluation show significant differences in teachers’ professional development,students’ academic quality,schools with different development levels and teachers of different positions,etc.There is no significant difference in the influence of urban and rural schools,teachers of different teaching years and teachers of different teaching subjects.Three schools were diagnosed with school-based curriculum quality assessment scale and suggestions for improvement were put forward.It is particularly important that the academic quality of students in this study adopts official statistics,which are objective and accurate.Primary school academic performance is measured by county data,middle school three consecutive years of high school entrance examination statistics,college entrance examination statistics for three consecutive years.In addition,teacher professional development data are collected from the statistical data of famous teachers of all levels and types in various schools.These objective,comprehensive and continuous data lay a solid foundation for ensuring the scientific nature and accuracy of the analysis results.In terms of the analysis results,the significant predictive effect of school-based curriculum on students’ academic quality is consistent with the conclusions of relevant studies at home and abroad,and the prediction of high school students’ academic quality is significantly higher than that of primary schools.The first-level dimension of school-based curriculum assurance in the quality evaluation of school-based curriculum has a significant prediction of teachers’ professional development,which is highly consistent with the conclusion that school-based curriculum assurance should be paid more attention to and strengthened in relevant studies.In general,the innovation of this study is mainly reflected in the following aspects:First,it focuses on the major needs of front-line practice in basic education.School-based curriculum is an important content of basic education schools,and it is an important way to promote the development of school characteristics and realize the overall development of students and individual development.A line on the basis of the current education practice,school of school-based curriculum has for a long time and a lot of practice to explore,however,the effect of the practice of school-based curriculum,how to evaluate school-based curriculum in the process of the development and implementation of the achievements and the deficiencies,whether in theory or in practice at present level,the attention to this aspect is obviously not enough.Therefore,it also directly leads to the "blind spot" of the front-line practice of basic education in their own school-based curriculum,thus affecting the overall development and curriculum construction of the school.The development of this research is to solve the needs of the front-line practice of basic education for school-based curriculum evaluation,and to solve problems and service practice for the purpose of implementation.Secondly,develop scientific and reasonable evaluation tools for school-based curriculum.In view of the current academic circles in school-based curriculum quality evaluation,relative lack of effective,can specifically for practice of school-based curriculum in basic education evaluation tools,this study through scientific methods and procedures,to construct the school-based curriculum quality evaluation index system,and developed can be directly applied to practical investigation and study of the evaluation tools.This research through the combination of qualitative research and quantitative research methods,based on the 142 experts,2938 primary and secondary school managers and teachers,build the school-based curriculum quality evaluation index system and scale,regional level and the school can be realized through the scale tool self-evaluation and self diagnosis,find the problems and improvement,It provides the basic guide and reference for the high quality development of school-based curriculum,and also lays the foundation for the research of characteristic development and quality improvement of school.Thirdly,the paper empirically explores the development level and correlation of school-based curriculum quality.This study quantitatively describes the development level of school-based curriculum by using the school-based curriculum quality evaluation scale,and comprehensively diagnoses the status quo and problems of school-based curriculum quality by combining regional level and specific school cases,and puts forward improvement directions.In order to study the influence of teachers’ professional development and students’ academic quality,which are closely related to the development of school subjects,objective and effective data are collected for quantitative analysis.Based on the effective implementation of school-based curriculum requirements in primary and secondary schools,the evaluation and diagnosis of school-based curriculum quality will attract more and more attention and needs.Fourth,innovate the research method of school-based curriculum quality.Based on the perspective of multidisciplinary integration of pedagogy,statistics and management,this study adopts a combination of qualitative and quantitative research methods,and on the basis of more emphasis on quantitative research,breaks through the uniformity of curriculum research methods and vision of the school.By "school-based curriculum quality evaluation index system construction" as the breakthrough point,in meet the quality connotation and evaluation system of school-based curriculum understanding on the study of the theory cognition,assessment,created the system of school-based curriculum research and innovation,covers for clarification of the concept of connotation,take the lead in the research of quantitative evaluation,and development scale tool,etc.It will provide systematic theoretical support and operational tools for national,regional and school implementation of school-based curriculum development strategy and self-evaluation and diagnosis. |
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