The Research Into Strategies About School-based Implementation Of The National Curriculum Of High School Geography

Traditionally , curriculum refers to the entity and contents of school education while teaching means the procedures as well as approaches . Consequently, curriculum and teaching are separated deliberately. Teachers,however, have become passive performers rather than the main force of curriculum development, which—their sensitivity, creativity and even curriculum consciousness ..The new concept of elementary education curriculum reform emphasizes that curriculum should accommodate the diversity of schools and students , displaying selectivity. It is necessary that schools select and redevelop the national curriculum according to their own education objectives and environment so as to transform the ideal curriculum put forward by the experts into the realistic practical curriculum of the students, make sure of the adaptability of the curriculum and put it into practice creatively and effectively. Senior high school geography includes quantities of practical contents concerning natural sciences , social sciences , as well as concepts of space and region. The students become overloaded because , on the one hand , it is included in NMET ;on the other hand it has an important traditional position in senior high school curriculum. Consequently, it remains a problem for the teachers how to improve the class efficiency and carry out the curriculum better.To achieve the above-mentioned goals , it is necessary to transform the teachers and schools acting as passive performers of curriculum into main force of the curriculum reform, making them participate in the practice and perform the national curriculum of high school creatively according to the curriculum standards of national geography , situation of the school and need of each individual student ,and meanwhile achieve the goal of redevelopment and construct the concrete curriculum of high school geography according to the development of schools and students.The thesis is a combination of the author's practice and exploration into the theory and approach of school-based curriculum of high school geography.The introduction deals with the—and the present situation of the research at both home and abroad , thus establishing the theory and the starting point of the research.The first section deals with the definition of the implement as well as the background of school-based curriculum of high school geography theoretically and practically.The second section deals briefly with the content of school-based curriculum of high school geography in four aspects, namely , elaborate division and specification of curriculum objectives , reorganization of curriculum resources , the teaching design of geography and the assessment of the implement of school-based curriculum.The third deals with the basic strategies and procedures, providing practical cases for analysis and research. The procedures include: I. analysis of school education situation, including education resources and the students' learning conditions and demands ; II. comprehension of the new curriculum of high school geography; III. the elaborate division and specification of curriculum objectives , reorganization of curriculum resources IV. the analysis of curriculum resources and reorganization; V. the innovation of designing of geography teaching VI. the analysis of the assessment strategies of the implement of school-based curriculum.The fourth section deals with conclusion and prospects.