A Study Of The Strategy Of School-based Curriculum Development In Chinese Basic Education

School-based Curriculum Development (SBCD) spread in the mainly developed countries of the West in 1970s. SBCD is a model of curriculum development which is opposite to the model of center-based curriculum development (CBCD). Its nuclear idea lies in that the activity of curriculum development should connect to the specific school, so as to enhance the applicability of school curriculum and satisfy diversified needs of different students. SBCD is an important complementary way to CBCD. With the promulgation and implementation of Levels Three Curriculum policy in China, both curriculum theorists and educational practitioner have gradually started to pay more attention to SBCD in recent years. As to China, SBCD is, after all, a brand-new task and there are lots of problems which require us to consider, not only in the theoretical aspect but also in the practical aspect. This thesis tries to clarify the following questions: What is SBCD? Why is SBCD claimed to carry out in Chinese basic education? And how is SBCD carried out in Chinese basic education? Three main parts of the thesis are derived from the above questions accordingly.The first part probes into the meaning of SBCD, the inherent mechanism of SBCD and its requirements. SBCD is an inevitable outcome which has resulted from the contradiction movement between CBCD and the diversity of the specific school. Curriculum theorist, such as J. Schwab, L. Stenhouse and M. Skilbeck laid its theoretical basis. Owing to the unlikeness of management system of curriculum, there are two understandings of SBCD. One is Curriculum Development of School-based, the other is Development of School-based Curriculum. SBCD has its own characteristics and values that CBCD doesn抰 possess. On the basis of collected foreign reference materials, the part also probes into the inherent mechanism of SBCD, from the aspects of type of SBCD, operational model of SBCD and evaluating frame of SBCD. In addition, it expounds SBCD抯1urequirements from three levels of school, instruction and personal.The second part inspects the curriculum present situation of Chinese basic education from three aspects: management system of curriculum, structural form of curriculum and implement state of curriculum. That means the necessity and pressing of SBCD in Chinese basic education. The aggravated faults in curriculum of Chinese basic education have restricted the reform and development of Chinese basic education seriously. Therefore SBCD is probably a prime trend in curriculum reform of Chinese basic education.The third part does some deliberations on the principles, approaches and steps of SBCD in Chinese basic education. The author puts forward five principles that SBCD in Chinese basic education should follow, the Principle of Goal Leading, the Principle of Coordination, the Principle of Integration, the Principle of Diversity and the Principle of Suitability. SBCD in Chinese basic education may attempt to adopt the following approaches: collaboration development, study and experiment of a task, assistance between counterpart schools and so on. The implementation of SBCD in Chinese basic education must go through two stages, that is, prepar&tive stage and concrete development stage.The end part probes into human resources of SBCD in Chinese basic education, from teacher, principal, curriculum theorist, parent and representatives of the community respectively. It purports to attract the attention to the study of the resources of manpower, material, organization and time.