Research on the Development of School-Based Curriculum in Ethnic Regions of Northwest China

Author: Li Dingren / Country: Mainland China
Publisher:
Publish Date: 2006-05-01
Features: This book consists of two parts. The first part is the basic theory of school-based curriculum development in Northwest ethnic areas, attempting to provide a comprehensive introduction and theoretical framework for the development and implementation of school-based curriculum in Northwest ethnic regions. The second part is case studies on school-based curriculum development in Northwest ethnic areas, mainly summarizing and reviewing the work of school-based curriculum development and implementation in several representative regions in Northwest China. The book discusses school-based curriculum development in the following aspects: School-based curriculum development provides opportunities and possibilities for various kinds of knowledge to enter the curriculum system. In practice, it is essential to establish a democratic concept of equal knowledge, respecting the value of all knowledge and the local indigenous knowledge, which serves as the starting point and distinctive feature of school-based curriculum. Only when students truly master local knowledge can they contribute to the economic and social development of their region. At the same time, school-based curriculum development also opens important channels for various kinds of knowledge to enter the curriculum system. It should explore cultural resources of significant importance to local economic and social development, maintain respect for local cultural traditions, and eliminate the hierarchy between different kinds of knowledge. School-based curriculum development not only relies on the wisdom and creativity of teachers but also requires the support of parents, community members, and active participation from students. Among these, particular emphasis should be placed on respecting teachers' experience and treating them as experts in curriculum development. During the curriculum development process, the content of the curriculum should be adjusted to ensure that all valuable knowledge is included in the curriculum system, forming a complementary and mutually advancing state. At the same time, attention should be paid to controlling the total amount of knowledge in the school curriculum and properly managing the relationships between national curriculum, local curriculum, and school-based curriculum.