A Study On Special Teachers' Attitude Toward Participation In School-based Curriculum Development In Guangdong Province

School-based curriculum development (SBCD) is a school-based activity to develop curriculum involving multi-subjects, including school principals, teachers, parents, community members and experts. In China, it did not arouse increasing attention till the end of20th century when the national curriculum reform began.At present studies on teachers'participation in SBCD are relatively rich, but they are mainly concentrated on regular schools and rarely on special schools; primarily focus on macro-theory level and rarely on teacher' participation; more in theory investigation or experience summarization and less in empirical study. This study conducted a survey in a random sample from four special schools in Guangdong Province by using author-designed attitude questionnaire, with the aim to enquire into teachers'attitude toward participation in SBCD, analyze the influential factors and put forward the strategies to improve teachers'attitude.The study found that teachers'attitude toward participation in SBCD is generally positive. Specifically, the two cognition components scored highest, followed by the behavioral intention and the emotion component. Based on this result and the relationship between the three components of attitude, the relatively positive attitude may mainly result from teachers'high level of cognition of SBCD. Teachers'age, years of teaching experience, professional title and education background significantly affected their attitude, while the gender, the grade they teach and participation experience had no significant effect.According to the result of this study, the emotion component was the most vulnerable part of teachers'attitude toward participation in SBCD, so its core status failed to highlight. In order to make the three components of attitude a better interactive system, the author put forward four suggestions:first, change teachers'conceptions to enrich their knowledge of SBCD. Second, satisfy teachers'need to improve their positive emotions. Third, make self-adaption to form positive behavioral intentions. Fourth, change the institute culture to create a learning campus environment.