A Study On Teachers In School-based Curriculum Development From The Perspective Of Knowledge Integration

Curriculum reform is the most complex system works with the coreissues in the education reform. From the experience of countries in the world, we cansee If no depth to the curriculum reform, any reform is difficult to obtain a significant,substantive effectiveness.The latest curriculum implemented a national, local and schoollevels course management mode, so as to meet the various needs of different regions,schools and students, but also to improve the applicability of the course. School-basedcurriculum development across the country, as the focus of attention, has become one ofthe important direction of China’s basic education curriculum reform, has also becomethe issue of whether educational theory community practice community of commonconcern, the world’s basic education curriculum reform and development of importanttrend. Be brought to the attention of the school-based curriculum developed them inschools and teachers to be realized, so teachers will become the the important mainbody of the school-based curriculum development, become a school-based curriculumdevelopment specific actors. However, due to the teachers’ level of restrictions, manyteachers have not been through professional training curriculum development, teacherprofessionalism and knowledge structures are difficult to meet the requirements of theschool-based curriculum development, resulting in a lot of school-based curriculumdevelopment stuck, and how solve the problem of the structure of teachers’ knowledgelead to the development of school-based curriculum is difficult to maintain, the papermainly discusses the problem.This paper consists of a total of four parts. The first part of the analysis of thecontent of school-based curriculum development, to understand the status of teachers todevelop school-based curriculum. The second part involves some theory, such asknowledge, knowledge of teachers, school-based curriculum development, knowledge integration clarification. The third section describes the process of teachers to developschool-based curriculum from confusion to clarity, found where the problems and howto solve the problem. The fourth part of the analysis and interpretation of the teachers inthe school-based curriculum development practices that exist between teachers cannotcommunicate effectively, knowledge cannot be integrated, and proposed thecorresponding countermeasures to address the problem. Part V Reflection andsuggestions on this article.