Research On The Problems And Strategies In The School-Based Curriculum And Implementation In Junior Middle School

With the deepening of the educational reform,the there-level curriculum management system has been implemented and improved gradually,which includes national curriculum,local curriculum and school curriculum.As a useful supplement to the National Curriculum,in order to improve the development of the students’ individuality,elevate the teachers’ professional level and highlight the special features and connotation of the school,the school-based curriculum development has become an important task for schools at all levels,especially in primary and secondary schools.However,in the process of implementation,there are such problems as "emphasizing the theory and operation while ignoring the reflection",which makes the school-based curriculum fail to give full play to its educational role.At the present stage,although the school-based curriculum development is in the full wing in primary and secondary schools,the research on school-based curriculum development is mostly from the perspective of a theory or a course and there are few people doing the research from the perspective of the school.After a period of practice,what is the current situation of the school-based curriculum development in ordinary middle schools? What is the attitude of teachers and students towards the school-based curriculum development? What is the implementation effect of the school-based curriculum? What are the restraining factors? With these questions,the author conducted a questionnaire,including 329 students and 75 teachers in A middle school in Zhengzhou,and interviewed 14 teachers.Through the investigation and analysis,the author finds that the problems in the process of the school-based curriculum development and implementation mainly includes four aspects: teachers’ insufficient capacity for developing the school-based curriculum,the unreasonable allocation of funds,the systematic of school-based curriculum which needs to be improved as well as the school evaluation to the school-based curriculum,which is not scientific enough.By drawing lessons from the domestic theoretical research achievements and suggestions from teachers and students on the school-based curriculum development,the author considers that the school-based curriculum in middle schools should be improved from the following aspects: standardizing the school-based curriculum development and implementation of the management,improving the school-based curriculum development ability of teachers,perfecting the evaluation system of the school-based curriculum and rationally allocating the school-based resources.This study has aroused great attention from school leaders in particular.Schoolbased curriculum development system and the implementation process are actively carried out and improved.The research makes proposals that teachers’ professional training should be strengthened,teachers of the school-based curriculum development should be sent to other schools for learning and communicating,selecting mature school-based curriculum and compiling school based teaching materials to create excellent courses,allocating the resources reasonably as well as increasing investment in special classrooms and creative classrooms.These proposals have been accepted and then implemented respectively in May and August 2017.This study not only improves the school-based curriculum development of the case school,but also provides a case study for the combination of theory and practice in the school-based curriculum development.The practical research on the development and implementation of the school-based curriculum in middle school needs the attention and extensive participation from experts,school leaders as well as teachers and students.Only in this way can the school-based curriculum development be perfected continuously,so as to truly realize the development of students’ specialty and the characteristic development of the school,and reflect the value of the school-based curriculum as a useful supplement to the national curriculum.