Research On School-based Curriculum Development In High School

School-based curriculum development in foreign emerged in the1970s, originated in education democratization movement, has becomeour country’s basic education stage of curriculum reform of a trend.Recently, with the publication of the third-class curriculum managementpolicy in our country, School-based curriculum development has alreadybeen a problem confronting schools and teachers. How to developschool-based curriculum of mathematics, requires more of both schoolsand teachers, a lot of problem in theory as well as in practice demand ourexploration and researches.This study is based on the reform of basic education requirements, inWuhai NO.1High school grade one was developed as a mathematicalparadox and falsehood for the content of School-based curriculum,mainly to the classroom teaching of mathematics plays a supplementaryrole. through mathematical paradox and falsehood as the content ofSchool-based curriculum development of elementary mathematics,students through some typical paradox or the fallacy of the problem oflearning, so that students can solve problems in from the front can alsofrom the opposite problem analysis. In this process, not only improve theproblem solving ability and cultivate thinking ability, stimulate theirinterest in learning, make the students’ mathematical thinking morecarefully.In addition to high school in the early convergence problems hasbeen the high school mathematics teaching is an important problem, hopethat the implementation of the curriculum to help students through thisperiod between as soon as possible. At the same time, through the courseof development and to stimulate student’s interest in learning, trainingstudents to independently explore and self-development ability andcultivate science spirit. This article is divided into four parts: The first part: introduce the purpose and the significance, the presentsituation of the study at home and abroad, the research methods andinnovation points.The second part: introduces the School-based curriculum contentsystem, including the history of mathematics, the definition and origin ofparadox、the famous paradox for example, and the three mathematicalcrisis as well as the middle school mathematics algebra, geometry,probability and statistics in relation to some of the paradoxes andfalsehoods.The third part: discusses the high school mathematical paradox andfalsehoods for the content of School-based curriculum, which set thecourse outline is described, and the order in which a class" one yuanwhere to go?" the case for the teaching are analyzed. It also discusses theSchool-based curriculum development of students’ mathematics learningeffects, including the interest in learning, thinking skills, and problemsolving performance.The fourth part: on the development of mathematical paradox andfalsehood as the main content of the school based curriculumdevelopment summary.