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who highly view the School-based Curriculum Development will leave much space for teachers to develop. In the contrary, students will be restrained only in the dull language learning class. Consequently, middle schools are in urgent need of curriculum experts, qualified teachers 130 and related resources. Emphasizing decentralization of national curriculum system, School-based Curriculum Development has positive intentions to improve students’ creativity and practicality. The introduction of national education policy will inject a power to School-based Curriculum Development. The teachers’ professionalism will be constantly improved and the characteristics of schools will be enriched. 135 3 A case of Gulang Island School-based Curriculum Development will improve the construction of quality-oriented education system. The middle schools in Gulang Island will be chosen as a case to develop English School-based Curriculum. English School-based Curriculum Development is a kind of curriculum development strategy 140 which highlights the traits of teachers and students and schools with school as basis. The implement of English School-based Curriculum Development requires six essential conditions. These conditions are specifically embodied by the structural function of school system; therefore, the systematical concept should be employed to create and use these conditions. First, education philosophy and school-running intentions are explicit and distinctive. 145 Generally speaking, the training intentions and standards of different-class schools are stipulated by the country. The kind of regulation is the most basic principle, so it can not meet the specific requirements of different-class schools. In addition, the united training intentions and standards cannot meet the current society development and individual development. On this occasion, schools should establish their own distinctive education philosophy and school-running intentions. 150 [4] Schools should develop their own styles according to teachers and students’ characteristics, educational resource, school environment and school-running aims. The middle schools in Gulang Island are superior in its treasured natural environment, attracting tourists from all over the world to travel here. Based on it, students here have more opportunities to expose in real English communication surroundings. Seizing this typical advantage, middle school opens English 155 School-based Curriculum to promote students’ English communicative skill. Oppositely the missing of explicit and distinctive education philosophy and school-running intentions will obscure the ongoing of English School-based Curriculum Development. “Develop” but without “purpose” will blind the participants. Second, it is based on democratic and open school structure. Principals, the core figure in 160 schools, play an indispensable role in School-based Curriculum Development. A survey on the middle school in Gulang Island indicates that if a principal determines to carry out the innovations and revolutions, the democratic and open school organizing structure will be set up. This organization should be equipped with personalized managing style and outstanding personalities. This should be given priority to reform School-based Curriculum. The implement of School-based 165 Curriculum makes the schools become the focus of evaluation, which will receive deferent-degree pressure from outer and inner schools. This requires democratic school management and burdens the difficulty of principal’s work. In middle school in Gulang Island, a democratic principal is highly respected, regarding his leadership quality, the ability of encouraging cooperation between school staff and teachers, using power without abuse, having sympathy, loving to help others and 170 endowed with open consciousness. The responsibilities of the principal s are emphasized in that the principals can promote and lead the teachers to achieve the results within anticipation. Third, constructing a near perfect teaching system in accordance with explicit and distinctive education philosophy and school-running intentions. [5] In order to implement the School-based Curriculum Development in efficient way, schools should establish the teaching system with 175 explicit and distinctive education philosophy and positive learning environment, creating the atmosphere in which work load can be shared and success can be pursued actively. This kind of near perfect teaching system can be set up in middle school in Gulang Island. Proficient training in group decision-making process, clear and easy understanding training aims and school-running intentions, the deep considerations for teachers, the respect to students’ diversity and distinctions 180 and the multi-change of implement the curriculum are the main factors to guarantee the success of School-based Curriculum Development. Apart from this, teaching system should keep contact with the curriculum experts. The inner feedback and incentive system should be set up to stream the work and make common effort to develop. Fourth, the inner evaluation and improvement system at school should be reasonable. Although school-based curriculum is organized by school itself, it differs one 185 to another. It is impossible for nation to use the same examination to evaluate the implement of School-based Curriculum. Middle schools in Gulang Island carry out the self-evaluation, reflecting the problems in the process of School-based Curriculum Development. Self-criticism, self-improvement and self-motivation will put the School-based Curriculum Development in right direction. 190 Fifth, working time of the teachers can be flexible with more professional skills. Teachers are the main participants of the School-based Curriculum Development, so the implement of School-based Curriculum should consider the time arrangement of teachers and meanwhile teachers should have the skills to design School-based Curriculum. It can be an unsuitable policy for the burden-stricken teachers to open a School-based Curriculum Development. Teachers who 195 only want to obey the school’s policy will deal with the School-based Curriculum Development irresponsibly. If teachers are free enough to design curriculum but without the required knowledge and skills, the development of School-based Curriculum will be a dream. Teachers in middle schools in Gulang Island will spend their spare time improving professional skills and discussing the design of School-based Curriculum. 200 Sixth, take good advantage of various resources. Proper use of curriculum resource, reasonable distribution of the time, arena and capitals, taking good advantages from the nearby education institution like universities consist of the essentially ongoing conditions of the School-based Curriculum Development. According to some relative statistics, middle schools in Gulang Island have sufficient cultural and natural resource to be chosen to develop English 205 School-based Curriculum. Enjoying the reputation of “Land of Music” and “Land of Piano”, many world famous musicians were once born and grew up here. The profound artistic factor can provide resource for School-based Curriculum. Because of the colonial period of history, the building on Gulang Island are of a great variety, such as south Fujian houses with upturned eaves, the Eight Trigrams Tower, grand and towering catholic churches, European building with red tile 210 san large roofs, and villas of both Chinese and western styles. The Island has over 4,000 kinds of plants, belonging to over 80 families. With fresh air, thick forests and blooming flowers all year around, the Island is also named “Garden on the Sea”. In this Treasure Island, it is accessible to gain all kinds of resources. 4 Experiments in Gulang Island Middle school 215 There are 200 students in the school picked randomly to be split into four classes, labeled as class A, B,C and D. Each class has 50 students with class A and class B using the English textbook based on the syllabus while class C and class D using the English resources from school-based. Also, their prior English ability is balanced split into those four classes. A year later, the hug gap comes between class A, B and class C.D. It displays in the table1 and table 2 below. 220 Tab.1 the figures displayed before the experiment English levels in four classes Class A Class B Class C Class D Advanced level 10 10 10 10 Medium level 30 30 30 30 poor 5 5 5 5 Extremely poor 5 5 5 5 Tab.2 the figures displayed after the experiment English levels in four classes Class A Class B Class C Class D Advanced level 8 9 14 13 Medium level 32 35 35 34 poor 6 3 1 3 Extremely poor 4 3 0 0 From the figures, it is easily to find out that the students with advanced level and extremely poor decline in class A and B, at the same time it is happy to see medium 225 level students slightly increase and poor students in class A increase, while class B decrease. Compared with the class A,B, students in class C,D have changed much in advanced level with number 14 and 13 respectively. It is surprised to find that there is no one remaining in extremely level, which means they have improved a lot in speaking, listening, reading and writing. And medium level students 230 rise in class C, D, poor level shrink in class. The figures could illustrate that English school-based curriculum in Gulang Island is a success, which cultivate students’ interest to learn and improve their ability. 5 Conclusion Taking school as the base, English School-based Curriculum Development is considered to 235 be an open, democratic process of curriculum development. With the globalization of the economics, the place of English becomes more and more critical. Therefore, it is of great significance to develop English School-based Curriculum in middle school. English School-based Curriculum Development needs some conditions to put into practice. It calls supports from the nation, principals, teachers and communities in urgent now. 240 References [1] GU Zhun. On the setup of competency-based curriculum of chemical-technology specialties in vocational colleges[J]. Theory and Practice of Education, 2011,(03). [2] LI Zhichen,Zhang Jiajun. Understanding based-curriculum thoughts:Characteristics and Inspirations[J]. 245 Shenzhen University, 2010(05). [3] Kaufman,Dorit;Crandall,JoAnn.Teachers of English to Speakers of Other Languages[Z].Inc.(TESOL).2005. [4] Wolf,Dennie Palmer. Of Courses:The Pacesetter Initiative and the Need for Curriculum-Based School Reform[J] English Journal, 1995, 84(1): 60-68. [5] East Lansing.High School English: A process for Curriculum 250 Development[OL].[1985].http://web.ebscohost.com/ehost 学术论文网Tag：代写论文 代写代发论文 论文发表 代发论文 代写英语论文 |
