High School Language Study Of School-based Curriculum Development And Practice Of VII School In Jinan City As An

China's policy on school-based curriculum at the earliest can be traced back to 1986; the State Council promulgated the "People's Republic of China Compulsory Education Law." It is proposing to implement the central and local levels curriculum management, which promoted the teaching of diversity and flexibility in curriculum development. Since the late 90s of 20th century, it begin to implement national, local, School curriculum management system, part of curriculum decision-making power delegated to the school. Such as the former State Education Commission in 1996 promulgated the "full-time ordinary high school curriculum plan (pilot)" provides that: schools should be "reasonable setting of the school classes and activities for any lesson," this part of the total hours of the week accounted for 20% ~ 25%. Division of Basic Education, the Ministry of Education in 2000 to develop the "full-time ordinary high school curriculum plan (test revised version)" provides that: places and school arrangements accounted week elective class cumulative number of 10.8% -18.6%, meanwhile School also necessary to assume development of the "General Practice Activity" (8.8%) courses."School-based curriculum development" in our country is still at the initial stage of curriculum reform. Even though at the practical level, some of the Key Senior High School of our country, such as Shanghai Datong School, Qibao School, Jiangsu Province Xishan high school, has carried out a "school-based" meaning curriculum development, has achieved research results. But as a first-line teacher, I feel deeply for the vast number of teachers is still poorly understood"school-based curriculum development". The development of school-based curriculum for Senior Chinese was lacked of theoretical knowledge and practice of effective integration. Based on the above understanding,"Practice and Research of School-Based Curriculum Development for Senior Chinese" to make every effort through theoretical study and analysis of actual cases, to explore school-based curriculum development Senior Chinese ideas and methods.The full text of a total of three parts:The first part: To explore the significance and the status quo of the Senior Chinese school-based curriculum development. The significance of the development of curriculum in the perfect system to meet the growing needs of students, the school embodies the characteristics and the professional development of teachers in some aspects. However, the status quo of the development is not optimistic: lack of full use of curriculum resources, not meeting the needs of students, not reflecting the school characteristics, such as the development of the main lack of capacity.Part II: To explore the theoretical basis of Senior Chinese school-based curriculum development and analysis the curriculum resources. Theoretical basis of Senior Chinese school-based curriculum development was based on the theoretical study and the new concept of analysis of curriculum reform. In addition, the development of Chinese school-based curriculum is necessary to know the curriculum resources. This paper mainly introduces the teachers, teaching materials, local culture and network resources, such as several major Chinese-based curriculum resources.Part III: Discussion on Senior Chinese school-based curriculum development strategy. Choice a specific school as an example, it explores aspects of Senior Chinese school-based curriculum development strategy separately from the school level, teacher level, and student's level. To Combined with specific cases through the development of basic, curriculum outline, the specific implementation of curriculum to reflect on some steps, and explore the language of school-based curriculum development process important aspect.