A Study On Teachers' Capacity Of School-based Curriculum Development And Its Cultivating Strategies

The curriculum reform is not only the core of education reform, but also themost complicated systematic project. From experience of every country in theworld, any reform is hard to achieve substantial effect without curriculum reform.In Compendium of Basic Education Curriculum Reform issued by EducationMinistry in 2001, one goal of new curriculum reform is to carry out the nationalcurriculum, the place curriculum, the school-based curriculum three levels ofcurricula management and strengthen curriculum adaptability to locality, schooland student. School-based Curriculum Development is one of the importantorientations of basic education reform in our country now, and also the trend in theworld. Teachers are the main body of school-based curriculum development andimplementer. So, the quality and level of the school-based curriculum depend onteachers' capacity of School-based Curriculum Development, and the immanentrequirement of teachers' professional development. But for most schools andteachers, School-based Curriculum Development is a new concept. Our country hasno systemic research at present, and many problems have occurred in the practiceof School-based Curriculum Development. So this research has significance intheory and practice.This dissertation adopts the methods of interview, investigation, literature andlogic analysis, etc. Based on the expatiation of the meaning, characteristics and relative theories of teachers' capacity of School-based Curriculum Development,we analyze its influential factors and investigate its actuality, and attempt to putforward the cultivating strategies of teachers' capacity of School-based CurriculumDevelopment.This dissertation tries to promote the school-based curriculum constructionthrough the research and exploration of theory and practice of teachers' capacity ofSchool-based Curriculum Development.This dissertation consists of five parts. Following are the main researchachievements:Part One. Expounding this dissertation's research aims and internationalresearch actuality and achievementsPart Two. Expounding the meaning of teachers' capacity of School-basedCurriculum Development. Based on the very important concept, we analyzecharacteristics and expound theoretical basis for teachers' capacity of School-basedCurriculum Development.Part Three. Objectively analyzing the actuality and results of teachers'capacity of School-based Curriculum Development.Part Four. Systematically summing up the internal and external factors whichinfluence teachers' capacity of School-based Curriculum Development.Part Five. Combining with the actuality investigated, we put forward thecultivating strategies of teachers' capacity of School-based CurriculumDevelopment.