Teachers In School-based Curriculum Development Capabilities

School-based curriculum development is an important point of basic education curriculum reform in our country ; meanwhile it is a trend of basic education curriculum in the world . Teachers' capacity of school-based curriculum is the demand of the curriculum reform and the immanent requirement of teachers' professional development. But whether frendness or homeland it has no systemic research, and many problems has occurred in the practice of school-based curriculum. So this research has significance in both theory and practice. In this dissertation, the methods of literature, investigation and logic have been adopted. Based on the expatiation of the meaning, characteristics, structure and developmental phases of teachers' capacity of School-based Curriculum Development, we analyze its influential factors and investigate its actuality. Then combing with exploring its foundation, we attempt to put forward the cultivating strategies of teachers' capacity of School-based Curriculum Development. This dissertation consists of nine parts.Part One is an introduction, which mainly states the reasons, the significance, the thoughts and methods of teachers' capacity of School-based Curriculum Development, the summarizes the existing study about it.Part Two is Positions and Roles of Teachers in School-based Curriculum Development. First, an analysis has been given to the role-transformation of teachers. Then, the issue related to teachers as main body in School-based Curriculum Development has been advanced from three aspects respectively. Finally, the significance of School-based Curriculum Development with the participation of teachers has been expounded from various angles concerning the development of different specialities for teachers.Part Tree is the characteristics, structure , developmental phases and influential factors of teacher's capacity of School-based Curriculum Development. Based on the meaning of teachers' capacity of School-based Curriculum Development, we consult its characteristics which are practice, innovation, actuality, tendency and cumulation. Then we analyze its structures and development phrases . At last , we analyze the influential factors from teachers intrinsically and extrinsically.Part Four is the actuality of teachers' capacity of School-based Curriculum Development. With investigation we find out its actuality thatabsence of teachers' awareness and capacity of School-based Curriculum Development, the short knowledge of School-based Curriculum Development, the capacity of weakly collecting information and exploiting curriculum resources, the tendency of teacher's personal professionalism and shortage of the capacity of Curriculum Action Research .Part five is cultivation strategies of teachers' capacity of School-based Curriculum. In this section, we attempt to put forward the cultivating strategies, that is Curriculum Action Research . We analyze the relationship between and curriculum action research, put forward the steps of curriculum action research during School-based Curriculum Development process.Part six is appendix.Part is seven an epilogue. The study on teachers' capacity of School-based Curriculum Development is a long exploring course. It is a primary research in this dissertation, and many problems needed us to research and think more.Part eight is thanks.