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School-based curriculum is broad and narrow. The broad-based curriculum is a school full course of the implementation of both the national curriculum, local curriculum also includes self-development courses. Narrow school-based curriculum specifically refers to a school-based curriculum, schools under the premise of the implementation of good national curriculum and local curriculum developed for our actual school features courses. People to develop their own habits on school courses known as the school-based curriculum, broadly-based curriculum to distinguish. This article said the school-based curriculum development by a certain type of school or a school of individual teachers, some teachers or all teachers based on the countries to develop educational purposes, on the basis of the analysis of the outside environment and internal environment for our the grade or the class specific groups of students, preparation, implementation and evaluation of programs. Classification according to the modern curriculum theory to examine the school-based curriculum is not a course type, but belongs to all areas of the curriculum management, is being formed with our three course management system adapted to the new basic education curriculum system in a components, namely, an indispensable part of the new curriculum programs in primary and secondary schools. School-based curriculum development has a strong theoretical and practical significance. Professor Gardner, the United States proposed the theory of multiple intelligences, emphasizing on the basis of self-awareness, self-realization success by selecting. China's famous educator Tao said, \conducive to make up for the lack of national and local curriculum; For teachers, help to promote the continued development of teachers' professional capacity; For students, there is conducive to individuality expertise; schools is conducive to the formation of school characteristics; not in terms of the development of the region, able to provide a reference. This study was to find the correct measures and the general pattern of school-based curriculum development, to make up for the lack of current national curriculum, local process, the form of optional solve the problem of the students in the development of personalized, continuously meet the needs of students, parents, of course, students interest, the development of student expertise, personalized talent to meet the economic and social needs. The main problems of the school-based curriculum development: First, understanding blurred, resulting in a clear direction. Development of school-based curriculum and textbooks can not be equated, or not primarily to prepare students unified, staffing a textbook, but should fully develop and utilize local curriculum resources, activities morphology and choose activities reference curriculum program. Second, chaotic development, resulting in the waste of educational resources. Is the development of a wide range of unknown boundaries, did not form a main line, resulting in a waste of educational resources. Content is divorced from reality, not to meet student needs. Developing the highest school characteristics as the main objective, while ignoring the needs of the students, disciplines, student-centered, community-centered still three basis points of the school-based curriculum. Fourth, disorientation, lack of specific policy guidance. The majority of teachers in general reflects the lack of a theoretical basis for the school-based curriculum development and curriculum resources support; school in a relatively closed state, cooperation, exchange of atmosphere is not enough strong; lack of curriculum specialists lead the study was not thorough enough, its scientific lack of effectively guarantee the existence of the phenomenon of \Thus proposed five solutions: First, to overcome misconceptions establish a correct guiding ideology. Curriculum ideas and establish a \The explicit curriculum focuses on the development of disciplines class, art and physical and comprehensive practice and teachers and students of environmental management and other four categories recessive courses; Third, play the main role of the development of teachers, students, schools and parents, continue to meet the needs of all parties; four develop evaluation criteria, and the implementation of appropriate evaluation principles, evaluation strategies, evaluation methods, and evaluation mechanisms; prominent practice development priorities, defining the effective implementation of the program. Weifang High-tech bilingual school as a case study for the the survey object and the object of study, Weifang High-tech bilingual school teachers and students, using methods such as interviews, questionnaires and literature review, research and analysis, the question posed earlier, at the same time try to summarize law, I hope to be able to provide a reference for other schools. At the same time, the various issues raised by the study and the methods and measures needs further test of practice.
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