20世纪70年代，美国在经历了一次由国家主导的失败的教育改革后，学者们提出了“校本课程”这一概念，打破了长久以来由国家垄断的课程管理权力。在新课程改革的背景下，我国的课程权力开始下放，逐渐形成了国家、地方、学校的三级课程管理方式，使得校本课程开发在中学校园中得以真正实现。本文以文献研究法作为主要的研究方式。在回顾了校本课程开发的理论、中外研究现状、多角度的研究方向，以及历史校本课程开发的现状的基础上，对历史校本课程开发的相关概念进行了详细界定，探讨了学校环境与学生需求在历史校本课程开发中的基础性作用，并以新课标为指导，从知识与能力、过程与方法、情感态度与价值观这三个方面确定了历史校本课程开发的目标。本文以《中国近现代疆域变迁》为例，结合近现代中国疆域问题的历史研究成果，进行了课程框架与具体内容的编写。本课程主要包括四个章节，第一章为晚清时期的疆域规模，下设两节内容，分别为列强对中国领土的蚕食与鲸吞，及疆域理念的变化与反侵略斗争；第二章为北洋政府时期的疆域规模，下设两节内容，分别为北洋政府卖国政策对疆域的危害，及外蒙古独立与北部疆域的收缩；第三章为国民政府时期的疆域规模，下设三节内容，分别为日本侵华加深中国半殖民地化程度，国民党忙于反共无暇顾及边疆危机，及抗战胜利保证了中国疆域的基本完整；第四章为新中国成立后的疆域规模，下设三节内容，分别为新中国继承了近代中国的疆域范围，中国与邻国陆地边界的划分及遗留问题，及中国与邻国海洋边界的划分及争端。此外，本文还探讨了历史校本课程的实施与评价环节。在最后，本文从对现有历史教材的补充、完善与启示，对历史校本课程开发范式的探究，对高中生进行保卫祖国边疆的爱国主义教育这三个方面，论述了选择“中国近现代疆域变迁”这个题材进行课程开发对于历史校本课程研究的意义所在，将本文的研究内容放到了历史校本课程开发的大背景之下进行了探讨。

In the 1970s, the United States experienced a country-led education reform failed; the scholars have proposed a “school-based curriculum" concept. This concept has broken the monopoly by the state curriculum management authority. In the context of the new curriculum reform, decentralization of curriculum authority started and gradually formed a three courses management. This course management includes national, local and school these three levels.This article uses literature research as the main research method. The article reviews the theories of school-based curriculum development, status of Chinese and foreign research, different directions of school-based curriculum development and specific research status of school-based History curriculum. On the basis of the above, this paper also conducts a detailed definition of the relevant concepts, and explores the school environment and the needs of students have played a fundamental role in the school-based History curriculum. With the guide of the new curriculum standards, this paper identifies the historical development of school-based curriculum from the knowledge and ability goals, processes and methods, and attitudes and values.In this paper, “Changes in Modern Chinese territory”, which contains the framework and the specific contents, is the main subject. This theme draws on the achievement of modern Chinese territory issues. The course consists of four chapters. The first chapter is the territory of the late Qing Dynasty. This chapter consists of two sub-sections: the capitalist countries invaded China’s territory, the change of boundary concepts and the struggle against aggression. The second chapter is the territory of the Northern Territory government periods. This chapter consists of two sub-sections: traitorous policies are not conducive to territorial integrity, independence of Outer Mongolia and the contraction of the northern territory. The third chapter is the territory of National Government. This chapter consists of three sub-sections: Japan's invasion of China increased the degree of semi-colonial, KMT was busy attacking the Communist Party and ignored the border crisis, the victory of Anti-Japanese War ensured the basic integrity of the territory of. The fourth chapter is the territory of New China. This chapter consists of three sub-sections: New China inherited the range of modern China’s territory, delineation of the border and the remaining issues between China and its neighbors, delineation of the maritime boundary and disputes between China and its neighbors.In addition, the paper also discusses the historical aspects of the implementation and evaluation of school-based curriculum. In the end, this paper discusses the selection of “Modern Chinese territory change" this theme to develop school-based curriculum research for historical significance. From the above complement existing history textbooks, improvement and enlightenment paradigm of historical inquiry -based curriculum development for high school students to defend the motherland patriotic education frontier discuss these three aspects. Contents of this article are based curriculum development under the historical background were exploring.