The Characteristics And Differences Of School - Based Curriculum In Shanghai And Taiwan Schools

Since 2001, Taiwan officially has implemented Nine-year Consistent Curriculum Reform. This curriculum reform tries to develop grassroots school-based curriculum by setting up the school curriculum development committee, a series curriculum groups of disciplines and other measures. In 2001, China issued the "Outline of Basic Education Curriculum Reform”. The outline proposed "three level curriculum" policy, which means that local districts and schools have been given greater autonomy in curriculum development. Although the school-based curriculum development has made some achievements and gained some experience in recent ten years, most schools still have problems and difficulties in curriculum development.This study uses literature review and text-analyzing as two main methods and tries to analyze their respective characteristics and reveal the difference between the two cities, based on six samples of school-based curriculum from Kaohsiung and Shanghai. This study is aimed to provide constructive views and suggestions for further promoting Shanghai primary schools’ school-based curriculum development.Three school-based curriculums of Shanghai are not selected randomly in this research, while the other three ones of Taiwan are selected randomly. Referring to a lot of literature and cases the development of school-based curriculum in Shanghai, the author finds that the school-based curriculum in Shanghai has some excellent cases, but there are still many deficiencies. To improve Shanghai primary school-based curriculum, the author tries to choose the typical Shanghai primary school-based curriculum cases. The dimensions of analysis are divided into the following five aspects: the relationship between the curriculum and the development of school, the relationship between the objectives of the curriculum and school educational target, the relationship between course content and student development, the relationship between curriculum implementation and school resources, the relationship between learning evaluation and the pattern of school teaching evaluation. Through the analysis of the five aspects, the characteristics of school-based curriculum development in Shanghai and Taiwan are divided into the following four points: first, the characteristics of school-based curriculum development path; second, the characteristics of school-based curriculum development orientation; third, the characteristics of school-based curriculum plan; fourth, the characteristics of the development of the students.Based on the comparison of scientific nature, systematicity and normativity between shanghai and Taiwan, this research tries to put forward some suggestions for the further development of the school-based curriculum in Shanghai primary school: combination school-based curriculum development path which is supported by school administrative and that which is supported by teachers’ research; try to establish a complete system of school-based curriculum development; school-based curriculum development should pay attention to the needs of students, educational goals and school resources; school-based curriculum development should pay attention to teachers’ professional development and students’ personality development; school-based curriculum plan should be specific and detailed; school-based curriculum development should be both systematic and normative.