The Research Of School-based Curriculum Development Based On Paradigm Teaching

The second curriculum reform established the goals of education that is to develop students, to cultivate the student's spirit of innovation and practical ability, and the educational concept that is to provide students with learning experiences and gaining the vehicle of learning experiences. Meanwhile, it advocates developping the school-based curriculum that can increase students interest in learning, suited to the characteristics of school students. This thesis analyzes the Flash status of teaching materials, teaching status, student status of Junior Secondary School Stage, and explores to introduce the paradigm teaching theory into the curriculum design and classroom teaching of the new era, through trying "paradigm appreciation - paradigm analysis - paradigm inquiry - paradigm development - paradigm summary", makes the students to play the main role in the teaching mode of appreciation, then designs and develops "Flash animation works appreciation and production" School-based curriculum and takes the preliminary practical application. This thesis contains the following five parts: The first part is introduction that includes the topic generation, settlement, the purpose and significance of the research, research methods, and so on. This part demonstrates the feasibility of research and development of the school-based curriculum based on the paradigm teaching several examples of teaching.The second part is the literature summarization including school-based curriculum development related concepts, paradigm of teaching theory and its application in China's research in the theory and literature study. This part further clarify the process and theory of the curriculum development. Part III is the main part of this thesis. This part specifically discusses the guiding ideology of curriculum development, the establishment of the curriculum and teaching goals, the form of curriculum organization, curriculum content choice, class arrangement, presentation form of courses and curriculum characteristics, and gives the details about the basic structure of the course taking two examples. Part IV specifically addresses the practice and application of the school-based curriculum in the classroom teaching, and presents the problems that should be paid an attention in the paradigm teaching process and the course evaluation and feedback. Part V is conclusions and prospect. The research approaches in this thesis include literature, questionnaire survey method, case law, action research method.