A Survey On The Science And Technology School-based Curriculum Development Of Secondary School In The Ethnic Minority Region Of Southwest China

The School-based curriculum development is significant content of the new reform round of elementary education in China. In view of its importance and broad prospects for research, this study, basing on the Southwest ethnic minority region, focused on the development status quo of science and technology school-based curriculum in ethnic minority region.The status quo includes three aspects: Firstly, the real development situation of science and technology school-based curriculum in these regions, secondly, the views and feelings of teachers on the development of science and technology school-based curriculum, and thirdly, the attitude and expectations of students on it. Based on the complete possess of the above materials, the study analyzed deeply the factors which might affect the development to provide strategy and advice for the smooth implementation of it in these areas. On the aspect of information collection, the study took questionnaires as macro-survey and field visits micro-survey to do the investigation. The questionnaires are divided into two parts, one is for the teachers and the other for the students, and field visits, which are supplements to the questionnaires, include interviews and in-kind collections such as timetables and teaching materials etc. The conclusions are as follows:(1) 70.69 of the schools are implementing or have implemented technology-based courses, 50 percent are implementing this lesson and the participate persons are mainly made up of teachers. The school-based curriculum class ratio is below 10 percent in most of the investigated schools. There are biggish differences among different grades on the offer of school-based curriculum, which is mainly offered in the non-graduating classes.(2) Most teachers can literal correctly understand the content of science and technology school-based curriculum and therefore are in favor of the implement of it. They also thought themselves to have the capability to develop a certain number of technology-based courses. However, only 49.77 percent of science teachers participated the development in practice. By comparison, over 75 percent of the students actively supported the creation of science and technology school-based curriculum and they had greater expectations of the harvest on it.(3) Teachers involved more in the development of such courses as the workforce technology courses and academic knowledge extension courses, which made up 11.54 percent and 28.46 percent respectively of the total number of development items, and the remaining proportion of various courses is less than 10 percent. The students preferred technology-based courses such as Information Technology, Scientific Experiments, Hand-made, Day-to-day Practical Technology and so on, and there were certain differences between them.(4) The teaching methods and curriculum evaluation methods of the technology-based courses tend to diversify. The former are mainly teaching and practical inspection and the latter are mostly a combination of daily behavior and the final examination scores. The teachers would take the interests and developing needs of the students as the most important factor, though.(5) During the development, the teachers relied mainly on three types of resources which included books from school library, school laboratories and network.(6) At present, the elements impacting the development of science and technology school-based curriculum include the teachers without accepting the concept of it completely, the insufficient funding shortages, the lack of available courses resources, too much course hours, the lack of incentive mechanism and the negative attitude of the leaders and so on.