The Study On The Middle-School Teachers Participating The Curriculum Development

New Curriculum Reform of Basic Education advocates the curriculum concept of democracy,open and science, has established the three-level managerial system of curriculum which concludes national curriculum, local curriculum, school-based curriculum . This puts forward many kinds of requests for teacher. Requesting the teacher to not only change the idea, but also change the role, from the executer of curriculum implementation into the constructor and developer of curriculum. So the teacher participating curriculum development is a very important aspect .The former curriculum reforms limited at the development of curriculum and teaching material mostly, and usually neglected the human factor in the curriculum development, so that the curriculum development lacks the sustainability and is very difficult to hold out for long time. From the actuality demand of the middle-school teacher's development in our current country, this dissertation claims that the curriculum reform is the basic strategy of making teacher develop, focuses on the nature meaning of the curriculum reform on the person's (teacher and student) development, makes curriculum development become a mechanism of teachers self-directed development. Building on the practice of the middle-school teacher participating the curriculum development in our current country, this dissertation inquiries into the meaning of the middle-school teacher participating the curriculum development, analyzes the influential factor of the middle-school teacher participating curriculum development, puts forward the curriculum development strategy of fitting to the middle-school teacher's development according to the problem of the teacher participating the curriculum development,. This dissertation consists of five parts: Part one is preface. We set forth mainly about the research background, methods. Part two is the theory sight of teacher participating curriculum development. Part three is introducing the present situation of the middle-school teacher participating the curriculum development in our country, including the achievement and problem. Part four is analyzing the influential factors of the middle-school teacher participating the curriculum development. Part five is putting forward to the strategy of the middle-school teacher participating the curriculum development.