THE DEVELOPMENT LOGIC AND IMPLEMENTATION PATH OF SCHOOL-BASED CURRICULUM FROM THE PERSPECTIVE OF SITUATED LEARNING THEORY

Abstract This paper explores the development challenges and reconstruction pathways of school-based curriculum in the context of national curriculum reform. Although school-based curriculum are positioned as the core vehicle for connecting knowledge learning and literacy cultivation, their development logic still suffers from issues such as functional positioning deviations and a lack of diversity in implementation pathways, making it difficult to achieve the goal of ‘five-education integration’. Based on the concept of ‘community of practice’ in Situated Learning Theory, this study proposes the construction of a multi-contextual community encompassing schools, families, communities, and professional institutions. Through the functional collaboration of these four entities, it aims to break through the limitations of traditional classrooms and promote the deep integration of curriculum content with real-life practice. The research emphasizes that taking real-life situations as the starting point for school-based development, combined with a dynamic iterative mechanism, can effectively address the drawbacks of school-based curriculum such as ‘knowledge accumulation’ and ‘static implementation’, providing theoretical support and practical paths for high-quality education.