At present, in the process of curriculum development in school, it results in a phenomenon of confusing school-based curriculum and integrative practical activity curriculum.
在目前学校具体的课程开发当中，出现了将校本课程与综合实践活动课程混淆的现象。
The second part in theory pays attention to studying the boundary types meaning principle it should follow and developing experience of moral school—based curriculum development.
第二部分主要从理论上研究德育校本课程含义的界定、德育校本课程类型、德育校本课程开发的意义、德育校本课程开发应遵循的原则及开发过程。
It has the properties of complexity, concealment, stagnancy and controllability. The evaluation of curriculum cost based on the curriculum development should adopt the dual method.
课程代价具有复杂性、隐蔽性、滞后性和可控性，课程代价是以课程进步为前提的代价，评估课程代价应采用要素投入的二重性方法。
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