A Study Of Knowledge Choice In School-based Curriculum Development In Rural Schools

The issue of the inheritance of local culture and the cultivation of farmers' social adaptability has been put on the agenda once again thanks to the in-depth development of the new urbanization.It is clearly stated that “Implementing three-level curriculum management at the national,local,and school levels to enhance the adaptability of the curriculum to local,school and students” in the Basic Education Curriculum Reform Outline(Trial)issued by the Ministry of Education in2001.As a result,the school-based curriculum in rural schools is also regarded as a way to protect local culture and cultivate students' social adaptability because it has the advantages of flexibility and local adaptability.However,although the school-based curriculum in rural schools has achieved some achievements in the past two decades,the overall implementation effect is still not satisfactory.It ignores one of the important influencing factors–rural characteristics blindly follow the trend of urban schools for knowledge selection.Normally,there are two main tasks for rural schools when optimizing knowledge selection of school-based curriculum development.For one,it should learn from the successful experience of school-based curriculum development in urban schools and strive to meet the general requirements for knowledge selection in school-based curriculum development and for the other,it should base itself on the actual conditions of rural areas,and strive to reflect the characteristics of knowledge selection more clearly in the development of school-based curriculum in rural schools.Regarding the development of school-based curriculum in rural schools,it should systematically analyze three problems including “who chooses knowledge,what knowledge to choose and how to choose knowledge”,and then to explore the unique theoretical and practical results of knowledge selection from three sections of knowledge selection subject,object and methods.However,there are great difficulties for knowledge selection of school-based curriculum development in rural schools.First of all,in terms of the subject of knowledge selection,the core part is well-meaning,the potential subject appears to be absent and meanwhile the auxiliary subject is incapable of action.Secondly,in terms of the object of knowledge selection,there is a deviation in the value with obvious utilitarian value orientation,resulting in poorly play of the local value.Besides,the supply and demand of knowledge are out of balance with prominent authoritative tendency of knowledge and lacking student-based knowledge orientation.Moreover,single type of knowledge with a fraction of implicit knowledge and random organization with insufficient continuity and systematicness are also major matters.Finally,in terms of knowledge selection methods,there is a large proportion of knowledge adaptation in school-based curriculum development in rural schools,while it has low efficiency in knowledge integration and scare capacity in knowledge innovation.Given all this,it is desperately in need for rural schools to find out both internal and external reasons causing the dilemma and put forward the targeted optimization strategies to practically improve the efficiency and quality of knowledge selection in school-based curriculum development.Firstly,forming the knowledge selection subject with a balance of power and responsibility,among which Education authorities should support curriculum experts to go to the countryside so that rural schools can actively promote the cooperation between urban and rural schools,and rural students should be clear about their own interests and development.Also,rural parents and communities should give full play to the geographical advantages and get actively participation in knowledge selection.Secondly,building a diversified and complete knowledge structure system,among which the protection of local culture must be put in place to enhance the value status of local knowledge,and students' social adaptability should be cultivated based on the evaluation of quality-oriented education.We should also attach importance to rural life experience and give play to the potential role of tacit knowledge.What counts more is to refuse to deal with knowledge fragmentation,and set up a systematic knowledge organization system.Thirdly,establishing a flexible and innovative knowledge selection mechanism,among which rural schools should diversify the ways of knowledge selection,strengthen interdisciplinary knowledge organization and promote knowledge integration.In addition,the utilization rate of knowledge should be enhanced on the basis of promoting the school-based comprehensive curriculum,and at the same time,we should focus on the priority perspective of context and enhance knowledge innovation.