Teachers And School-based Curriculum Development

According to the established the nation's Reform Essentials of Elementary Education Curriculum; we should carry out a three-degree curriculum arrangement policy, composed by state, locality and school, and improve the flexibility of curriculum to meet the different requirements of different localities, schools and students. The elementary education curriculum developments are becoming a question for study, which attracts the attention from the reptilians and educators. School-based curriculum development is the key point of the reform. Educators practice school-based curriculum development in schools and teachers are the principal participants of it. School-based curriculum development is a chance for all the teachers as well as a challenge, which raises new requirements for teachers, which it is obvious that teachers, as the chief participants in school-based curriculum development, are not well for the challenge.This dissertation includes four parts. The first part analyzes the connotation, basic concepts and types of school-based curriculum development. Teachers' position and role in the process of school based curriculum development is analyzed in the second part. The contents of these two parts are further stated in three sides: one side is teachers' role changing from by standers to participants; second is teachers' chief position and role in school-based curriculum development; the another side is that in the process of teachers' participating in school-based curriculum development. The currying problems include teachers' lack of the ability of school-based curriculum development, lack of consciousness of school-based curriculum development and cooperation ability, besides various of difficulties existing in objective condition, such as in sufficient support from in-school and out-school, lack of time, energyand financial capacity. Through the analysis on the result of sampling survey of school-based curriculum development of Yunnan province and through questionnaire investigation and interview, I further affirm the existence of those problems occurring in the process of teachers' participating in school-based curriculum development.To those problems, I put forward the following countermeasures: First, proving support from out of school is a essential condition for teachers to practice school-based curriculum development and the support includes the changing of idea, supplying curriculum resource and the assistance from education experts. Second to learn be researchers is an effective way for teachers to practice school-based curriculum development. To become researchers, teachers should change their role in action research and regard themselves as researchers as well as learn to experience feeling of self-accomplishment, only in this way, teachers requirements-, cognition and emotion can be activated so as to improve their zeal for school-based curriculum development.