The Research On The "False Show" Of School- Based Curriculum Implementation In The South- West Minority Areas

In the ups and downs of the long historic culture and the long years’washing, the southwest national area which adheres to the thickness of everything has spawned a colorful natural and cultural resources. Along with the further development of the new curriculum reform in the new century, school-based curriculum presents a scene of prosperity which bears the inheritance and protection of the southwest national area culture. The schools in ethnic areas, however, during the process of school-based curriculum development, which still maintained a relatively superficial, indexes of curriculum development present situation. Curriculum development practices from outside to inside push mode, which attaches importance to the suspensions from external forces, and emphasis on that it should abide by the national policies faithfully. The implementation of school-based curriculum is simply to carter to the superior department’s examination and the ruled index of course. But as the main body of curriculum development——teachers who know little of school-based curriculum and do not understand what is school-based curriculum, even resist it. The school-based curriculum implementation of the false performance type problem will severely hinder the effect of the school-based curriculum and the protection of the national culture.Because of special features of space and time in southwest ethnic areas, from the date of birth of school-based curriculum is obligatory for inheritance and protection of ethnic culture and cultivate the turn of the new nation. Ecological culture is the ethnic culture, only the national is world. School-based curriculum in southwest ethnic minority areas with rich and colorful ethnic culture characteristics of west wind, it resolutely shows the special cultural adaptation in the ethnic areas. Its main features include:The first is the national character. School-based curriculum in southwest ethnic minority areas must reflect the characteristics of national culture and show the special connotation of national culture. So it is not the same, blindly follow suit and its purpose is to protect national culture and cultivate talent. The second is integrity. School-based curriculum is not only to reflect the overall education on structure function requirements, but from the content choice, establishment, evaluation should reflect the training objectives of school education as a whole. Third is the cultural adaptability. School-based curriculum is also named local teaching material. So it should embody the cultural characteristics and connotation and should not be to cater to some administrative requirements intentionally.Through to the on-the-spot investigation in kang ding and the analysis of the related data, we found that a lot of practical problems in the school-based curriculum implementation, such as utilitarian education purpose, the randomness of course content choice, extrapolated implementation type of school-based curriculum etc. So these reflects the false performance problems of the school-based curriculum in the implementation course. And i hope to analyse the phenomenon of the false performance from vertical and horizontal two dimensions and try to find out what factors prompted the false of school-based curriculum implementation. Finally, by summing up the reasons of false performance in the school-based curriculum implementation, i put forward my opinion on this basis in order to improve the situation of the current, make the way of school-based curriculum in the healthy and orderly develop its cultural value, meet the demands to talents training in ethnic characteristics in ethnic minority areas.