There have been three curriculum reforms in the world since the 20th century, and eight curriculum reforms of elementary education in our country since we founded the new state in 1949. In these curriculum reforms, esteeming students' experience, developing their personality, improving their study ability and education right are the common focuses. Now, the eighth curriculum reform in our country have come into the reflection stage, how to transfer the curriculum power to a lower level, how to locate the curriculum role of teachers and students, how to embody the student's language in the curriculum, all these questions are confronted by teaching staff. When I am thinking them, I meet the idea of negotiation curriculum. It hammers at some specific issues, such as the share of curriculum power, the transform of curriculum role, the practical turning of the language in the curriculum and so on. The idiographic ways put forward by the researchers, the problems they encountered and the experience they harvested in the practice can provide some reference to our curriculum reform of elementary education. Based on domestic and foreign literatures, the author discusses the questions about the curriculum power, the curriculum role and the curriculum language, she wishes this thesis can enrich the curriculum ideas of our country and impulse the curriculum reform of elementary education by her effort.This dissertation includes seven parts. The first part is introduction, in which the author simply introduces the history of the worldwide curriculum reform and our curriculum reform of elementary education, explains the cause she attends to the negotiation curriculum.The first chapter is about knowing the negotiation curriculum. Boomer and Cook are the main advocators of the negotiation curriculum. They have been carrying out their research in the real curriculum situations. In their view, negotiation means democracy and liberation, the meanings of curriculum and study in this curriculum theory are different, too. After defining the essential conception, the author describes the ideal of the negotiation curriculum and its practical pattern, summarizes the