1. Change the tendency that the course pays too much attention to knowledge transmission, and emphasize the formation of a proactive learning attitude, so that the process of acquiring basic knowledge and skills becomes the process of learning to learn and forming correct values at the same time.

2. Change the current situation that the curriculum structure emphasizes too much on discipline, too many subjects and lacks integration, and set up a nine-year consistent curriculum category and class hour ratio as a whole, and set up a comprehensive curriculum that meets the development needs of different regions and students, reflecting the balance, comprehensiveness and selectivity of the curriculum structure.

3. Change the current situation that the course content is "difficult, complicated, biased and old" and pays too much attention to book knowledge, strengthen the connection between the course content and students' life and the development of science and technology in modern society, pay attention to students' learning interest and experience, and select the basic knowledge and skills necessary for lifelong learning.

4. Change the current situation that the curriculum implementation places too much emphasis on learning, rote memorization and mechanical training, advocate students' active participation, willingness to explore and diligent hands-on, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, and communicate and cooperate.

5. Change the function of curriculum evaluation that overemphasizes screening and selection, and give play to the role of evaluation in promoting students' development and improving teachers' teaching practice.

6. Change the situation that the curriculum management is too centralized, implement the curriculum management at the national, local and school levels, and enhance the adaptability of the curriculum to local, school and students.