Investigation And Study On The School-based Curriculum Development To Promote The Professional Development Of Teachers

With the introduction of the western curriculum theory and the development of our country’s curriculum theory and practice, the curriculum which is taken as an independent research field has been attracted more and more attention. Since reform and opening-up, national education policy has put forward quality education, “double bases” teaching and then the “core competence”. In the short period of several decades, the education administrative departments, schools and teachers are experiencing great changes. The good news is that our country pays more and more attention to the development of education and the status of teachers also continues to improve. At the same time, the requirement of education for teachers is getting higher and higher. We have to say that the pursuit of their own career and the wave of education reform promote the development of teachers constantly.Combining theory with practice, this study which considers the front-line teachers and school administrators as the research object, explores teachers’ professional development based on school-based curriculum development through investigation, interviews and documentary research. It is confirmed that the school-based curriculum development is of great help to the promotion of personality and intelligence of the teachers’ professional development. At the same time, the study summarizes teachers’ confusion according to the feedback of questionnaires and interviews, then to analyze and solve it.This study is divided into four chapters.The first chapter is the introduction which describes the research background, significance(theoretical and practical significance), research methods(documentary research, questionnaires and interviews) and current research at home and abroad.The second chapter is the theoretical research of school-based curriculum and teachers’ professional development. In order to provide theoretical basis of the study, this chapter analyzes the concept, characteristics, types and significance of school-based curriculum development, and the concept, influencing factors, stages and features of teachers’ professional development systematically.The third chapter is the investigation and analysis of the current situation of teachers’ professional development in school-based curriculum development---a casestudy of a primary school in Weifang city. From the analysis of basic situation of research objects and research results, the study lists relevant data to improve the conclusion. On one hand, it confirms the validity and significance for teachers’ professional development of school-based curriculum development. On the other hand, it analyzes and summarizes the problems encountered by teachers and school administrators in the development of school-based curriculum.The fourth chapter is the strategy research of the realization of teachers ’ professional development in school-based curriculum development.