Research In The Development School-based Curriculum In Pop Words On Campus In Secondary Schools

After the introduction of new standards, secondary schools around China try to respond and design their school-based curriculum. However, based on the current situation, these curriculums are developed solely by teachers, while students, who play an important part of the curriculum, cannot take part in the development process. Moreover, these(school-based) curriculums are aimed at the National Higher Education Entrance Examination, which indicates that they overlap with the compulsory curriculum and contradicts the purpose of promoting individuality. Pop words on campus, which arise due to school culture, are used not only outside the classroom but also in class or even in their academic writings. In the past, teachers and school administers noticed the effect of pop words on students, but did not intend to bring them into the development of school-based curriculum. Pop words on campus are popular as more than a language; they are part of school culture that reflects students’ emotions and life style. We believe the development of school-based curriculum in pop words on campus will bring in content that students are familiar with into classes, enhance the communications between teachers and students and make up for the blanks in the current curriculum.This paper begins with the status quo of school-based curriculum. Through inquiries online and case studies, we summarize the characteristics and existing problems of the school-based curriculum in some areas, and analyze the features of pop words on campus and the significance of bringing them into curriculum.This paper includes five parts: firstly, we define the question and relevant concepts, survey related work and describe the significance of our research and our methodology. Secondly, we analyze some existing problems of Chinese school-based curriculum in some areas. Thirdly, we examine the characteristics of pop words on campus and consider the viability of bringing them into curriculum. Fourthly, taking account of existing problems, we put forward our thoughts regarding school-based curriculum in pop words. Finally, we conclude the deficiencies and innovations of our research.