School-Based Curriculum Development Of Secondary Vocational Education In Ethnic Minority Areas

Vocational education in ethnic areas is an engine for the local development, which makes it urgent to implement the vocational education.This paper discusses the necessity and feasibility of school-based curriculum development and takes Jianghua secondary vocational school as a case study by such research methods as literature researches and questionnaires. Theoretical research and empirical research are explored to draw lessons from the successful experience of school-based curriculum and find the practical difficulties faced by the school.At the same time, new ideas and suggestions for school-based curriculum development of vocational education are put forward after analyzing the current situation of school-based curriculum development in Jianghua secondary vocational school that is combined with local resources and national cultural characteristics. Difficulties faced by Jianghua secondary vocational school include the poor capability of teachers’ curriculum development, the single course presentation, the short funding and so on. According to this, ideas based on curriculum objectives, course content, and course evaluation for the school-based curriculum development of vocational education in ethnic minority areas are put forward.The body of this thesis consists of six chapters. Chapter one mainly deals with the introduction of the thesis which contains the background information of the research, general survey about school-based curriculum development of vocational education both at home and abroad, as well as the main methods and ways of the research. Chapter two focused on the contents, features and status of vocational education in ethnic minority areas. Chapter three analyses the necessity and main procedure of school-based curriculum development of vocational education in ethnic minority areas. Chapter four takes Jianghua secondary vocational school as a case and analyzes the achievements it make and the difficulties it faces during the school-based curriculum development. Chapter five discusses the school-based curriculum construction based on theoretical and empirical research. The last chapter is conclusion.