A Study On School-based Curriculum Development Based On Tibetan Culture

With the guidance of national policies and curriculum experts, a new round of basic education curriculum reform is in a full implementation and deepening. The school-based curriculum development is very attractive in this reform. However, the school-based curriculum development, as an exotic in Tibetan ethnic minority areas,how to have foundations in here. How to combine itself with Tibetan culture resources. The key to achieving the good effect of the school-based curriculum reform is to develop the students’ learning curriculum in Tibetan areas.This thesis attempts to take the case study as the breakthrough point, in the perspective of multicultural integration education theory, and it takes the Tibetan culture as the main part of curriculum resources development of school-based curriculum. The author makes a test before the formal investigation through literature method and filed research method in Qinghai Tibetan ethnic minority areas, such as Haibei, Hainan and Yushu etc. On the basis of the constantly improvement, the author makes a formal investigation on the current situation of school-based curriculum development in one Tibetan ethnic minority areas middle school in Qinghai by using the questionnaire method and interviewing method. Through data processing, analysis and field observation, the author ca find that: on the one hand, school leaders and teachers pay attention to the value of the Tibetan culture resources development, and realize the importance of the Tibetan culture curriculum resources development. On other hand, the current situation of school-based curriculum development based on Tibetan culture is casual, which is lack of theoretical guidance. The reasons for the disconnect between thought and behavior are that: the school leadership’s concept is old; the theoretical level of the school-based curriculum development is very weak;they do not have relevant experience and experts’ guidance; they do not have specialized research teams to formulate management policies; they also do not have enough money and resources to support and implement the school-based curriculum development. At the same time, this thesis gives many specific suggestions to theschool-based curriculum development based on Tibetan culture from cognition,knowledge and competence, supportive system and practice aspects. For example, To strengthen the concept and connotation of the school based curriculum development of Tibetan culture; to train teachers to grasp enough theoretical knowledge; to establish the supportive system of curriculum resources and management; to ensure the smooth progress of school based curriculum development of Tibetan culture in Qinghai. This can improve the comprehensive development and utilization of school-based curriculum resources of Tibetan culture in Qinghai. What’s more, These suggestions can be helpful to cultivate and improve students’ abilities in different aspects and to improve teachers’ professional development and the formation of the characteristics of the school.