A Case Study Of The Morality And Society School-based Curriculum Implementation Of The Primary School

China in the curriculum of the1990s there had been "social studies" in attendance, since the new curriculum, the new "moral and social" appears as a comprehensive curriculum.and the many problems caused by this integration has not been solve even the course of the preparation of those who failed to make a clear answer, some problems still relatively vague expressions. High Gap in social studies and civic education literacy education-from the establishment of the Social Studies in the United States and Japan about "such a statement:" In general, is to make young people understand the social life at home and abroad in a variety of mutual interdependent relationship (groups) and its classification, understanding of these relationships and the responsibilities and obligations, and adaptation of; develop young people observe and think about social problems, cultivate the attitude of young people committed to social progress and capabilities;, etc. that is to say, a work containing the entire contents of the citizens ’quality education." can be seen early goal of the social Studies point to the quality of citizens’ culture; while compulsory education, moral and social curriculum standards (2011version)"(hereinafter referred to as the (standard)) made goods society positioning:" moral and social programs aimed at students of good moral character, and to promote the social development of students, for the students to understand the social participation in society, to adapt to society become citizens lay the foundation for a loving, responsible, good habits and personality traits."here, some scholars have pointed out that the social development itself has meaning and moral education," social Studies ", its origin and development of integrated curriculum, the fusion of these two courses have combined to create a semantic ambiguity,"we still need to get to the bottom of courses positioning one civic education, curriculum ideas, nature, significance, the lack of in-depth research, positioning general, of course, the rough concept, which directly affects the curriculum design and careful." can be seen, is necessary to make a clear definition of the disciplinary nature.Social Studies was originally imported from the United States and Japan, in China do not form a deep accumulation of disciplines, theoretical work is still solid enough, the practice has also exposed a lot of problems. Theoretical missing in the above expression, practice dazed from the front-line teachers confused. Initially set to "Social Studies" positioning "common sense lesson", and this is no different with the curriculum in the general sense, teachers can even follow the traditional knowledge-based teaching methods; since the new curriculum reform advocates explore cooperation way of learning, and the new integrated curriculum, it seems difficult to catch the old logical system, front-line teachers in teaching practice or continue to follow the old method, lecture method, the classroom is still the main positions of teachers; either in the form of the diverse activities courses teaching, although the form of the active, but rare rigorous and explicit teaching point.The face of the "Morality and Society" was a lot of questioning voice, meanwhile made a bold response in primary schools, to give their own answers. Under the guidance of the educational philosophy of "open· Personalized, D primary re-interpretation of the" social", a separate set of primary social Branch, which carried out a series of curriculum change activities, and achieved certain results. Author of the study provide a realistic platform.This study as the main tool case, through the observation of the case of schools, the data collection, as well as interviews with teachers, classroom observations, attempts to show the whole picture of the case school social school-based curriculum implementation, noted Chen pros and cons, and clear in this process the elementary School social studies disciplines property sort out social studies school-based ideas, in order for the construction of basic school social studies curriculum suggestions.The thesis consists of the following four parts.The first part is an introduction, this section do the research background, research questions, research methods, research design and research significance statements.The second-part is the implementation of existing research on school-based curriculum to sort out the main use of the method in the literature.The third part is the main body of the thesis, conducting research on a case-by-case school social status of implementation of school-based curriculum. I go deep into the middle of the related subject teachers, school-based curriculum development and implementation of empirical observations and interviews, materials, and analysis and interpretation.The fourth part of the thesis are conclusions and recommendations. This part by screening data collection and analysis, combined with school-based curriculum theory, to summarize the D school our practice and suggestions for improvement strategy.