An Empirical Study On The Quality Of School-based Curriculum Planning Program

"School-based curriculum planning" refers to make an overall plan on the school-based curriculum, which is based on the educational philosophy, students needs and resource assessment. School-based curriculum planning is an important task of a school’s curriculum development and management. It is an embodiment of school curriculum democratization, an important measure to promote community development programs, and also an important symbol of the school curriculum development capabilities. Since the implementation of three-grade curriculum management, a lot of practice has been carried out in primary and secondary schools, but unfortunately, many still failed to live up to expectations. An important reason is the lack of school-based curriculum planning and evaluation criteria. Without the criteria, there is no direction in planning. It will also affect the improvement of the program itself and the quality of the school-based curriculum implementation. Therefore, it is necessary to build an analysis framework and evaluation standards for the school-based curriculum planning.On the basis of existing research, this study attempts to construct a framework for the school-based curriculum planning program. The framework consists of 3 dimensions and 18 items.3 dimensions refers to "aim conformability", "consistency" and "usefulness". "aim conformability" aims to inspect reliability of the presentation of school-based curriculum planning; "consistency" aims to inspect the consistency of each main point elements; "usefulness" pays attention to practical guidance of the program and its operability. Based on this framework, the study selected 53 Z City junior high schools as a sample source, planning an empirical study on the basis of 28 collected text-based curriculum.The study found that:(1) the quality of school-based curriculum planning quality shows great disparity in different schools. School-based curriculum planning in public and urban schools shares better quality; (2) the program is guided by the new curriculum ideas but lack of response of students demands; (3) the program presents key elements of the plan, but lack of association between those elements; (4) the program builds a basic curriculum implementation path, but it is not clear on the safeguard mechanism and how to improve. Thus, the study made recommendations on the following three aspects:improving program management capabilities, enhancing the school curriculum planning and school-based curriculum planning mechanism.