Local History Resources Are Introduced Into The Study Of The Development Of School-based Curriculum In High School History

Continuous development and progress of social economy and culture along with the reform and opening-up policy, the old curriculum mode appears more and more dull and rigid. It is neither able to adapt to the differences between different areas, nor beneficial to the cultivation of the diversification and individuation talents. In the new round of education reform, school-based curriculum becomes the focus. The three-level curriculum management system is formally established. School reserves the right to develop school-based curriculum, according to the specific situation of the development level of local economy and culture, combining with the school features and students' interests. To ensure that the school-based curriculum occupies certain proportion in the total number of hours. These caused attention of schools, teachers and the education department.But facing the huge pressure of the college entrance examination, many high schools in Zhengzhou often ignored the school-based curriculum development. Especially in the mind of most people, the history is divided into the so-called "other" category. Therefore, the high school history school-based curriculum development is facing greater obstacles. However, how to develop the practical school-based curriculum of high school history, one of the feasible methods is that the high school should be on the basis of their features and the teaching objectives, history teachers are as the development main body, related people must cooperate with each other, local education resources should be used and developed through the survey of students'need, teaching activities and a reasonable evaluation mechanism should be designed.The local history drawing into high school history school-based curriculum development is the research object of this paper. Under the guidance of the school-based curriculum development theory, combining with the history characteristics and my teaching practice, to 106 middle school of Zhengzhou as an example, this paper's research purpose is in order to practice research of the high school history school-based curriculum development. Research methods are literature analysis method, questionnaire survey method and case analysis method. This paper includes five chapters:The first chapter is introduction. This chapter mainly discusses the reason of the selected topic, research significance, research methods. The present situation of domestic and foreign related research was analyzed and summarized.The second chapter is the theoretical basis of the history school-based curriculum development. Constructivism theory, humanism theory, justice theory and dialogue theory are of guiding significance for the school-based curriculum development.The third chapter is the necessity and feasibility analysis of the local history drawing into high school history school-based curriculum development. On the one hand, with the powerful policy support and rich local history resources, the local history drawing into high school history school-based curriculum development has a great feasibility. On the other hand, the local history drawing into high school history school-based curriculum development is conducive to the reconstruction of the new knowledge ethical relationship, is beneficial to teachers' professional development and curriculum transformation, is in favor of the students' humanities development and the cultivation of learning history interest, is advantageous to the curriculum resources development and local culture heritage.The fourth chapter is the present situation, problems and reason analysis of Zhengzhou high school history school-based curriculum development. This paper selects the representative ten middle school of Zhengzhou and makes the questionnaire survey to the students and teachers, then analyzes the survey result, finally sums up the existing problems and the reasons.The fifth chapter is history school-based curriculum development of Zhengzhou 106 middle school. Include the basic steps of history school-based curriculum development:analyzing school situation, constructing organization and system, determining the course objective and content, curriculum implementation, curriculum evaluation, course outline of THE ANCIENT AND YOUNG CITY---ZHENGZHOU, teaching design case, re-thinking about the local history drawing into high school history school-based curriculum development.