The Investigation On The Status Of Implementation Of School-based Curriculum In Ethnic Minority Primary School

With the basic education curriculum reform continued to deepen, the state put curriculum management rights to local area and school. Carry out the system of country, local and school three levels curriculum management, so as to strengthen the adaptability of curriculum. Therefore, the development of school-based curriculum popularized nationwide. As the school curriculum of national characteristics, school-based curriculum carrying the minority traditional culture and embodies the national characteristics. So, we investigated and analyzed the present status of school-based curriculum in ethnic areas of the school. Given advice and help to the implementation of school-based curriculum. In this study, in order to analyze the problem reflected by the national school-based curriculum of minority nationality areas in the implementation, taking the school of ethnic minority areas as a sample, Using literature method, interview method and observation method, Aiming at the existing problems in practice of the course, put forward the suggestions for reference.This study is divided into five parts:The first part is Introduction. Discuss the reasons for choosing this topic; discuss the purpose and significance of the research; clarify the ideas and methods of the research.The second part is literature review. Defining the core concepts, carding the research situation at home and abroad; reviewing the content of existing research; expounds the key content of this research.The third part : It analyzes the sample schools’ curriculum implementation problems. The problems are mainly included: the sample school’s curriculum support systems, content-based curriculum, school-based curriculum embodiment, and the school-based evaluation methods. The author found out the main problems in minority school-based curriculum implementation through the observation of the sample schools and the interview to principals, teachers, students.The leaders in school don’t pay much attention on the school-based curriculum. Teachers’ attitudes to school-based curriculum are negative. The memberships of the school curriculum development capacity are weak. There are not enough resources to support school-based curriculum. The school-based curriculum content set too single. The school-based curriculum implementation is lack of effective participation from teachers. Teachers’ developments of school-based curriculum remain a low level. Teachers’ understanding of the concept of school-based curriculum is not enough. The school-based curriculum evaluation methods are based on traditional evaluation methods, emphasizing student achievement.The fourth part: suggestions. This part attempt to strengthen school-based curriculum resources from construction, just for Ethnic Minorities in schools ’curriculum implementation process difficulties. Fulfill the membership of the school curriculum to improve capacity development mechanism. Try to establish evaluation system on school-based curriculum and improve minority schools’ curriculum support systems, etc. And then reasonable improvement suggestions are given for Ethnic Minorities in schools’ curriculum implementation.