The Development And Reaearch Of The School-based(Art) C Urriculum Of The Intangible Cultural Heritage

School based curriculum development(based- Curriculum Development School, referred to as SBCD) of the ideas from the 60-70 era of the western developed countries in the western countries, the development of the western countries have been relatively perfect. However, in our country, the main idea is to develop the curriculum based on the development of the national curriculum, and to realize the democratization and diversification of curriculum decision-making. In fact, Chinese scholars have been concerned about the development of school-based curriculum in theory for more than ten years.School based curriculum development is an important part of the curriculum reform of basic education in China. The reform of basic education curriculum put forward new requirements to the art curriculum. How to deal with the new requirements of art education in primary and secondary schools is a subject worthy of study.This topic mainly aims at the development of the school-based art curriculum research, the compulsory education of fine arts curriculum standard(2001 Edition) "has the course of intangible cultural heritage(folk art) do specific requirements, in recent years, the intangible cultural heritage is being attention of national and local government departments and vigorously protected. Intangible cultural heritage as the world heritage protection project has incorporated into the national primary and secondary school art textbooks. This is the curriculum reform of basic education in the fine arts teaching material content a complement of, however, the national curriculum is often from the minimum requirements for all students and the general level of consideration and arrangement of curriculum, the reaction is the country for the future of our national basic education and literacy requirements, students choose courses range is relatively small, but each student and their different needs and preference.This article is divided into four parts of the study was performedThe first part of the school-based art curriculum concepts involved in the discussion, including curriculum, school-based curriculum. The concept of intangible cultural heritage exposition, discussion of curriculum resources, of intangible cultural heritage as discussed curriculum resources, and discusses the domestic and foreign advanced case of the school-based curriculum-related research, and then leads to the focus of this research study.The second part of the school-based art curriculum resources in Shenyang area and survey students, teachers, parents and the community Shenyang five schools, identify problems, analyze problems and propose solutions to the problem.The third part for the problem found in the investigation, such as school-based curriculum students do not know, do not know, do not care, teacher-based curriculum development incomplete without depth, for their own requirements too low, too self-will, ignored the students a number of issues of interest and curriculum needs of parents and the community does not care about art school-based curriculum development and other proposed solutions, summarized the results of the development, analysis of deficiencies.The fourth part of theory and practice of school-based art curriculum combined, according to the "style and performance," "Design and Application" "Appreciation and Commentary," "comprehensive and explore the" four fields of study designed four experiments. Provide a theoretical basis and practical guidance for schools yet developed based curriculum.Anyway, this topic will our school-based curriculum policy the full-time compulsory education art curriculum standard(experimental draft) "with the actual situation of the local school together, is to deepen the study of the school-based art curriculum development, and design specific cases, has certain guiding significance in practice.