Educational Phenomenology Study On The Experience Of Teachers And Students In School-Based Curriculum Development In Ethnic Minority Area

China has implemented three-level curriculum management system: national curriculum,local curriculum and school-based curriculum.School-based curriculum adapts to the cultural background of different regions and schools,integrates the local characteristic resources,pays attention to the connection between education and students undefined life experience,and promotes the development of students from many aspects.To a certain extent,it makes up for the lack of neglecting the cultural background differences of students in the implementation of the national curriculum,and is an indispensable part of the third-level curriculum system in our country.Ethnic minority areas can rely on local and school resources,conditions,by school teachers to develop and implement courses with school characteristics."Return to the fact itself" is the attitude of educational phenomenology.Educational phenomenology advocates "pursuing the original" and holds that the essence behind the analysis of experience plays a positive guiding role in educational activities.From the perspective of pedagogy,experience is not only an activity,but also a result.According to the nature of the object and means of experience,experience can be divided into positive experience and negative experience.The study of the experience of teachers and students in school-based curriculum development in ethnic minority areas is helpful to understand the advantages and obstacles in school-based curriculum development in ethnic minority areas,so as to carry out school-based curriculum development more targeted.The research finds that in the stage of describing the phenomenon,teachers and students' positive experiences in the development of school-based curriculum are mainly manifested in: school-based curriculum promotes students' happiness in learning school-based curriculum,and the pride of being a “small teacher” is the main manifestation of the positive experience in the development of school-based curriculum.Enhancing cultural self-confidence in order to cultivate multi-cultural vision;The negative experiences gained by teachers and students in the development of school-based curriculum are as follows: school-based curriculum is a sub-subject,which tends to be utilitarian in students' study of school-based curriculum,and it is difficult to carry out the Dai painting exhibition-the development of school-based curriculum lacks the support of parents.School-based curriculum does not take into account the characteristics of students' physical and mental development.At the stage of essence exploration,we try to explore the essence of school-based curriculum development and form the basic theme of the thesis.As the flower of hope,the school-based curriculum promotes the development of students: relieving pressure and feeling happiness,gaining attention and seeking self-confidence,inheriting culture and multiplicity coexistence,cultivating emotion and infiltrating concern;The reason why school-based curriculum exists in the gap is that W primary school is faced with the following problems: teachers' curriculum consciousness is weak,professional development lags behind;under the pressure of examination-oriented education,school-based curriculum development is difficult to be guaranteed.Based on this,the author puts forward that we should play down the selection consciousness and the only “result theory” in education,teachers should pay attention to the students' life world and understand the students,at the same time,the teachers should promote the curriculum consciousness and promote the teachers' professional ability through the school-based curriculum development.Finally,in the stage of meaning interpretation,it is pointed out that the development of school-based curriculum is related to the life world of students,that the development of school-based curriculum highlights the existence of students as “whole people”,and that the development of school-based curriculum calls for teachers' thinking of curriculum consciousness.