Narrative Study On School-based Curriculum Development Promoting Professional Growth Of Primary School Mathematics Teachers

In 2001,the basic education curriculum in China officially realized national,local and school levels.Since then the school-based curriculum is no longer subject to the superior order,but the rightis in the hands of the teacher,who becomes one of the subjects of this change.The development of school-based curriculum is a rare opportunity and challenge for primary school mathematics teachers to improvetheir quality and realize their ideal so that they can master curriculum development technology,enhance research ability and promote professional growth.In this paper,the narrative study method wasused to study four primary school mathematics teachers under the natural situation who participated in the school-based curriculum in Chongqing,make meticulous observation and understanding of the objects,and achieve a diversified representation of their professional growth.The common characteristics reflectedwere analyzed and concluded to further enrich the school-based curriculum development to help their professional growth.The study consists of following parts:The first part contains the reason,purpose and significanceof the study,the overall idea,the selection of research objects and research methods.The second part narrates theprofessional growthof four primary school mathematics teachers in the school-based curriculum development,including the basic situation for them to participate in the school-based curriculum development,and their acquisition,confusion and expectations in the professional growth.Through the four stories,theprofessional growth ofthe four mathematics teachers in the school-based curriculum development is summarized.The third part is based on the second part and relevant literature to analyze thevalue reflection,general characteristics and influencing factors of school-basedcurriculum development promotingthe professional growth of primary school mathematics teachers.The fourth part is based on the third part to proposestrategies and recommendations for school-based curriculum development promotingthe professional growth of primary school mathematics teachers.First,targeted school-based curriculum research should be strengthened to improve theresearch ability of mathematics teachers.Second,cooperative development awareness of teachers should be enhancedfor common growth.Third,school support and management should be reinforced.