A Study On The Development Of School-Based Moral Education Curriculum Of Professional Special Secondary School

Developing school-based curriculum is the request of the times; it is the need of showing the characteristic of a school, promoting the teacher's quality and carrying forward the student's individual character. Developing a school-based curriculum that meets the social development as well as the school and student's development has already become one of the important issues of the new round of curriculum reform in our country. We adopted the single management mode of national moral education curriculum at professional special secondary school originally. Although this mode is helpful on carrying out our country's moral education goal; it is deficient in reflecting the times'request and the effectiveness for the period of the time, it is short of developing student's individual character and training students' initiative spirit. That is, it has left a big space for the development of a school-based curriculum, which and the national curriculum it supplements meets the requisition of personnel training of the social development better. This thesis, taking Liuzhou Normal School as an example, carries on preliminary research on several issues about school-based moral education curriculum development at professional special secondary school. The author hopes to help raise the understanding from the individual character to the generality and finally give some theoretical and practical reference suggestions on school-based moral education curriculum development at professional special secondary school. On the basis of the fact that most of us have but a hazy understanding on the school-based moral education curriculum development and lack of ability to accomplish it at present. The author will probe into three relevant problems that we may meet while developing school-based moral education curriculum at professional special secondary school. The first is to understand the concepts. This part mainly introduces several relevant concepts, covering the definitions of school-based curriculum, school-based curriculum development and school-based moral education curriculum development; the differences between the school-based curriculum, national curriculum and local curriculum; the relations between school-based curriculum, elective course and activity course. By learning the concepts, we can make essential preparation for studying the development of school-based moral education curriculum at professional special secondary school. . The second is to study the theoretical foundation. Through probing into the supporting theory, instructive idea and the real value that the curriculum has on the school and student's development, this part offers a strong theoretical foundation to the school-based moral education curriculum development at professional special secondary school. It can also indicate its momentous current significance and clarify hazy understanding on it. The third is to think over the process of the curriculum development. Taking Liuzhou Normal School as an example, this part discusses specially from six respects on how the professional special secondary school develops a school-based moral education curriculum. The prerequisite of succeeding in developing a school-based moral education curriculum is to carry on environmental analysis (including environment inside and outside school) at first. Second, on the basis of environmental analysis, we should set a clear goal of the curriculum in which the characteristics and the requests of students have been considered. The statements of the curriculum goal should try best to accomplish concrete, clarity and norm. Third, since the content is the embodiment of the goal, in order to realize the goal of the curriculum and really embody its value, the developer should follow the followingbasic principles while selecting the content: ideological, professional, valid and interesting. Fourth, we should pay attention to the variety and practicality of the method while organizing teaching and learning, so as to excite the student's study interest. The fifth, the curriculum can be implemented in the forms of required course, elective course or activity course, but the latter two are adopted mostly. The sixth, the curriculum assessment should reflect the characteristics of school-based, process and pluralism. The purpose of the assessment lies on diagnosing the curriculum, revising the curriculum and confirming the value of the curriculum; besides, it also predicts what kind of school education the society needs while the situation develops and promotes the curriculum development to go on deeply and lastingly. To sum up, the author hopes that through the above-mentioned three discussions, she can give the counterparts engaged in moral education some inspiration and references and promote the development of the moral education at professional special secondary school in the end.