The New Curriculum Background Development Of School-based Curriculum

School-based courses have the broad and narrow sense. Broad sense, refers to the school-based curriculum implemented by a full course of both the national curriculum, local curriculum, but also develop their own courses. The narrow-based curriculum specifically school-based curriculum, that is a good school in the implementation of the national curriculum and local programs under the prerequisite of development suited to their actual school, with its own characteristics the school curriculum. There is now used to develop their own school curriculum will be referred to as school-based curriculum, to distinguish between broad-based curriculum.This paper called "School-based curriculum development" is a certain type of school or a school of individual teachers, some teachers or all teachers in accordance with national aims of education formulated in the analysis of the external environment and internal environment on the basis for school, the grade or a particular group of students in this class, preparation, implementation and evaluation of courses. Categories according to the modern curriculum theory to examine school-based curriculum is not a course type, but a course management aspects of an area is being formed among the three courses with our management system suited to the new curriculum for basic education system of a components, namely, the new curriculum in primary and secondary an indispensable part of the program.School-based curriculum development has a strong theoretical and practical significance. The United States, Professor Gardner multiple intelligences theory, emphasized on the basis of self-awareness, through self-selection success. Mr. Tao Xingzhi well-known educator, said, "Everyone has talents and who, without all-rounder, and avoid weaknesses, all talent." School-based curriculum development for the country concerned, is conducive to the full implementation of education policy; for three courses, is conducive to compensate for deficiencies in the national and local programs; for teachers, help to promote the continued development of professional competence of teachers; for students words, is conducive to individual strengths Zhang Yang; for schools is concerned, is conducive to the formation of school characteristics; for undeveloped areas, it is able to provide reference. This study was to find the right school-based curriculum development initiatives and the general pattern, to compensate for the current national curriculum, lack of local processes, using elective courses in the form of address of student's personality development, continue to meet the students, parents, the curriculum needs of students interest in the development of student skills, and to meet the economic and social right right individual talent needs.National school-based curriculum development are the main problems: First, understanding ambiguous, leading to the direction is not clear. Development of school-based curriculum can not be equated with the textbook, or not primarily used in the preparation of students in uniform, the manpower of a textbook, but should be fully developed and the use of local curriculum resources, greater use of activity patterns as well as carrying out activities of choice Some refer to the program of courses. Second, the development of confusion and disorder, resulting in a waste of educational resources. Mainly the development of a wide range of limits is unknown, did not form a main line, resulting in a waste of educational resources. Third, content is divorced from reality, can not meet the needs of students. Fourth, policy, disorientation, lack of specific guidance. For the majority of teachers in general to reflect the lack of theoretical basis for school-based curriculum development and related curriculum resources support; school in a relatively closed state, cooperation and exchange of atmosphere strong enough; the lack of curriculum experts to lead the study was not thorough enough, their science is not effectively guaranteed, there is "a teacher-oriented" phenomenon.Thus proposed to solve five measures: First, to overcome the misconceptions and establish a correct guiding ideology. Establish a "student-centered," "shared decision-making", "full participation" and courses on philosophy and "everybody always everywhere every course" the new curriculum and so on; Second, is to integrate educational resources and grasp the course content in real terms. Focus on developing academic classes, art classes and a comprehensive body of practical classes such as explicit curriculum and teacher-student environmental management four hidden curriculum; Third, develop teachers, students, schools and parents to develop the main role in constantly to meet all needs; 4 is to develop evaluation criteria, the implementation of appropriate assessment principles, assessment strategies, evaluation methods, evaluation mechanisms; 5 to highlight the practice of other development priorities, defining the effective implementation of programs.In this paper, Weifang High-tech bilingual school as a case study in order to Weifang bilingual high school teachers and students to investigate the object and the object of study, using interviews, surveys, and reviewed the literature, methods such as research and analysis for the previous question at the same time try to sum up laws, hopefully be able to provide a reference for other schools. At the same time, the issues raised in this study and the methods and measures, but also need to be further tested by practice.