The Thought On The Status Quo Of Chinese School-based Curriculum Development

School-based Curriculum Development was not introduced into our country from the West until 1990s .It is a newborn thing to teachers in primary schools and middle schools. It includes all kinds of activities of Curriculum Development that participated by teachers, students, curricula experts, householders and community persons. School-based Curriculum Development is developed according to the school educational idea, characters, conditions and the available resources in order to meet the students'study needs The effective School-based Curriculum Development benefits the fulfilling of the education aims and characters, the development of students personality, the improvement of teachers profession. It needs schools hold up the idea of "students are the foundation "and possess a serials of basic conditions. Such as, clear educational philosophy and the tenet of running a school; democratic and opening school framework; the educational system embodying school philosophy and tenets; self-discipline interior mechanism of estimate and amelioration; the guarantee of teachers'work time and the preparation of techers'professional shills. Can the schools in our country provide with these conditions? What are the facts of the School-based Curriculum Development? How far is the status quo from the ideal effects of School-based Curriculum Development? How do we treat the facts? What are the causes of the status quo? These are the focus of the thesis. The study on the facts is the reason that the thesis adopts Qualitative research. Qualitative research needs the presence of the researcher in the spot and the researcher should collect information and make a comprehensive study of social phenomena to describe and understand specific social phenomena. It also needs the researcher try hard to disclose all kinds of relations; to interpret the social concealments behind the "the imaginative facts""facts fabricated by figures""the hoped facts"that glide on the surfaces of facts and was watched by demonstration research. The keystone of the thesis is the true reflection and profound thinking to the reality of Chinese School-based curriculum development of S Middle School in Guilin city. The research found the reality of Chinese School-based curriculum development of S Middle School was not the same as our thinking, but very embarrass. Why is it in such conditions? As the people who benefit from the School-based Curriculum Development, students are utterly ignorant in it. The aims of the Curriculum Development are not at the needs of students'personality and the whole improvement of Chinese accomplishments but at the entrance exam to college in Chinese .Chinese teachers do things without any help .The indifferent attitude of teachers to School-based Curriculum Development lead its'unexplored. For this reason, the thesis home analyzes the reason of this embarrass. Through the analysis of the relation between the Chinese School-based Curriculum Development and the Chinese teacher, the entrance exam of college in Chinese, school conditions, it can be found the teacher, headmaster and appraise system play a very important role in the success of the Chinese School-based Curriculum Development. The main reasons to the failure of Chinese School-based Curriculum Development are the wrong educational thoughts of headmaster, the bad special attainments, the traditional evaluation system .According to the status quo, the ending of the thesis put forward some advices as follows. Enhance the teachers'accomplishments through all kinds of means, which is the key to the success of School-based Curriculum Development .To keep the Chinese School-based Curriculum Development in the right track, the headmaster should set up the correct educational thoughts and do the effective favor to it. Establish the new Chinese educational evaluation system to fit the development of it, which is the safeguard of it .Fully exert the geographical advantages and strengthen the cooperation with the colleges to find the help on theories. Qualitative research is used and the object is confined in the S middle school, So the intentions of the thesis are not to establish a great theory of curriculum development, but truly and home reflect the many questions and predicaments in some places and some schools through truly taking on the Chinese curriculum development of a certain middle school. In this way, it can urge the readers to shock violently and reflect themselves, and make them pay more attention to the status quo of Chinese education in our primary schools and middle schools.