The Study Of School-based Curriculum Development In Multicultural Background

School-based curriculum development went into curriculum studies in 1960s. When we realized that national curriculum could not overcome it's defects, we attempt to find another curriculum to make up it. In the September of 2001,our country published a three-rank management policy of curriculum. In this policy school-based curriculum development obtained legal status. With the new curriculum reform, school-based curriculum development goes deep into all kinds of primary and middle schools in our country. There are many nations in southwest areas of our country. These nations have their special culture, but now the culture could not develop fully. In view of existing situation that main culture hold all textbooks of curriculum, school-based curriculum development stares us in the face. In the base of analysis of history and present situation of school-based curriculum development, this research put forward the theory and practical tactics school-based curriculum development in multicultural background.The dissertation consists of five parts.Part one is an introduction, which synoptically introduces the development of research on school-based curriculum development, discusses the significance and research plan of the issue, and does some defensive explanation for this research.Part two is the history and present situation of school-based curriculum development in multicultural background, which states simply it's history in the world, In the base of investigation of questionnaires in 12 schools (includes 7 primary schoolsand 5 middle schools) of minority nationalities in south-west areas (Yun nan and Gui zhou),We find that there many questions. In these schools the level of school-based curriculum development need to improve urgently.Part three is the theories of school-based curriculum development in multicultural background, which involves the special characters, basic views and value orientation. And then it formed a basic theory frame.Part four is the practical tactics. In connection with the existed, it draws lessons from tactics of multicultural curriculum, analysis the influenced factors and conditions, in the end draws three tactics.Part five is the epilogue, which prospection of school-based curriculum development, and draws suggestions of teacher cultivation. Furthermore, it pointsout the direction for the future follow-up researches.