A Case Study Of Teachers’ Cultural Consciousness Based On School-based Curriculum Development Of Local Culture

Teachers’ cultural consciousness is teachers’ self-knowledge of their own culture,and teachers’ profound and rational thinking of culture.Teachers’ cultural consciousness is becoming more and more important in the current school-based curriculum development.Because in the trend of China’s cultural diversity,the inheritance of local culture has been seriously impacted.For the continuation of local culture,school-based curriculum plays an important role in the inheritance of local culture.The party and society also attach great importance to cultural consciousness as an important way to inherit local culture.Based on the current local culture school-based curriculum development research findings.Cultural consciousness is a kind of quality that most teachers lack,and its generation is worth studying deeply.Therefore,the author adopts the empirical research method,taking teachers’ cultural consciousness as the research object.Two national award-winning school-based courses are selected for research.It is used to verify the correlation between teachers’ cultural consciousness and the quality of school-based curriculum development of local culture.The analysis of successful cases shows that teachers’ cultural consciousness is positively correlated with the quality of school-based curriculum development of local culture.At the same time,from the two successful cases,we also find the factors of teachers’ cultural consciousness.It provides an alternative path for the promotion of teachers’ cultural consciousness.The promotion of teachers’ cultural consciousness can improve the quality of school-based curriculum development of local culture.So that the excellent local culture can be inherited from generation to generation.This paper studies from four aspects.First of all,from the reality of the origin of the problem,define the core concept and literature review,explain the research ideas,content and methods.Secondly,it combs the national award-winning cases,"Peixian Fenghou tiger" and "paper art" two school-based courses.To find out teachers’ cultural consciousness and ensure the quality of school-based curriculum development of local culture.In order to develop the school-based curriculum of local culture,all the teachers in the case have the feelings of local education.Teachers consciously go deep into the countryside,excavate the curriculum elements of folk culture,and make the school-based curriculum integrate and return to the local culture.Thirdly,through case analysis,it is found that teachers’ cultural consciousness is produced in the development of school-based curriculum.That is,the development of local culture school-based curriculum is the carrier of teachers’ cultural consciousness,the regional cultural resources and environment are the soil for teachers’ cultural self-conscious growth,and the growth and transformation of teachers are the internal driving force of cultural consciousness.Finally,based on the analysis of the production process of teachers’ cultural consciousness.The path of promoting teachers’ cultural consciousness can be considered from three aspects: society,school and teachers themselves.That is to say,teachers’ cultural consciousness can be improved by creating a harmonious resource environment,focusing on the development of school-based curriculum and teaching practice.In short,the formation of teachers’ cultural consciousness is positively related to the quality of school-based curriculum development of local culture.In the development of school-based curriculum of local culture,schools should pay attention to enhancing teachers’ cultural consciousness,so as to promote the inheritance and Transcendence of local culture.To achieve the local culture of "achieving one’s own goal yields gratification,lending a hand to consummate others’ goal doubles satisfaction,goals of self and others can be unified,thus the world can be harmonized",complete the historical mission of cultural heritage.