School-based Curriculum "math Appreciation" Development Practice And Thinking

School-based curriculum development has always been a heated issue ever since 1999, when the Ministry of Education launched a new round of nation-wide reform of basic education curriculum and promoted the management policy of the three-level curriculum. The proposal that teachers should take part in the development of curriculum and become researchers has provided millions of teachers with great enthusiasm and expectations on the development of school-based curriculum. However, from the present standing point, there are a considerable number of teachers who have not received a systematic study of the theories of school-based curriculum development in normal universities. Therefore, in the process of teaching in school, these teachers have a rather limited amount of knowledge of the guidelines, structure, content, implementation, assessment and management of the curriculum, and to some extent, they lack the practical experience as well. In the development and implementation of school-based curriculum, teachers, as developers and implementers, are faced with many new requirements as well as challenges. We will use an example of the development, implementation, and evaluation of a particular course and expose our ideas from five aspects: the preparation of curriculum development, the implementation of the curriculum, the effects of the development, issues, and reflections on the curriculum development. In this paper, we are discussing the role of teachers and the requirements of the development and implementation of school-based curriculum.We focus our attention on summarizing our practical experience and offering the teachers necessary techniques of curriculum development that they can put into practice in their daily teaching. In addition, we will provide practical evidence for further exploration on the development and implementation of school-characterized curriculum.