What do primary and secondary school students learn? How should the course be set up? How to realize the democratization and scientization of curriculum construction? This involves the Ministry of Education, local education bureaus, schools, parents, students and other institutions and groups. We should understand that the current curriculum in China implements a three-level curriculum management system, that is, the national, local and school three-level curriculum management. China's education system has been unified for a long time, and the authority of local governments and schools is too small, leaving little room for expansion. This system is not conducive to adapting to the differences between different regions and different students, and it is also not conducive to giving full play to the enthusiasm of localities and schools. From 65438 to 0989, the research group of the State Education Commission conducted a two-month special investigation on the curriculum of primary and secondary schools in Britain, and submitted a special report to the State Education Commission, suggesting the implementation of three-level curriculum and three-level management. Ten years later, in 1999, in the Decision of the Central Committee of the Communist Party of China and the State Council on Deepening Education Reform and Promoting Quality Education in an All-round Way, it was formally proposed to "establish a new basic education curriculum system and try out national curriculum, local curriculum and school-based curriculum", that is, three-level curriculum and three-level management. So what are national curriculum, local curriculum and school-based curriculum? The so-called national curriculum is a unified curriculum stipulated by the national education administrative department, which embodies the will of the country and is specially developed for the common quality that future citizens will achieve after receiving basic education. It is the main part of the national basic education curriculum planning framework. Compared with local courses and school-based courses, it covers the most courses and accounts for the most class hours. It plays an important role in determining the quality of a country's basic education. For example, mathematics, Chinese, foreign languages, history, geography, music, art, physical education, physics and chemistry offered in junior high schools are all national courses. The so-called local curriculum is a curriculum formulated by the provincial education administrative department or its authorized education department according to the needs of local political, economic, cultural and ethnic development within the scope of the curriculum plan of each educational stage stipulated by the state. Local curriculum is of great value in making full use of local educational resources, embodying the regional characteristics of basic education and enhancing the local adaptability of curriculum. For example, information technology education belongs to local courses. The so-called school-based curriculum is a variety of courses that can be selected by students on the premise of implementing national and local courses, making full use of the curriculum resources of local communities and schools and according to the school's school-running ideas. For example, mental health, instruction in learning Chinese, appreciation of famous works, reading and writing, instruction in English writing (Q bar), English interest groups, and English Olympic Games tutoring offered in our school are all school-based courses. National curriculum, local curriculum and school-based curriculum are three types that are different from curriculum design, development and management. Among them, the leading value of national curriculum lies in reflecting the educational will of the country through the curriculum, the leading value of local curriculum lies in meeting the practical needs of local social development through the curriculum, and the leading value of school-based curriculum lies in highlighting the purpose and characteristics of running a school through the curriculum. In the past, national curriculum attracted much attention, while local curriculum and school-based curriculum were not substantially developed. The new curriculum will 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. This can not only ensure the basic requirements of national unity, but also meet the needs of different regions, different schools and different school conditions and modes. National curriculum, local curriculum and school-based curriculum are not "three sets" of unrelated courses, but are interrelated and internally integrated, because the power subjects of national, local and school curriculum decision-making interact, and they form a "community" of curriculum reform in the interaction. There is no so-called three-level course, which is advanced or important and which is low or secondary. They are all organic parts of the curriculum system of basic education in China, which together constitute the whole curriculum of basic education in China, and bear their respective irreplaceable responsibilities for the development of primary and secondary school students and the development of our society. Courses at all levels are consistent and complementary in the overall goal, all obey and serve the overall goal of China's basic education, and all reflect China's educational policy and educational training goals at all stages. The three-level curriculum management policy requires that curriculum must be combined with teaching, and teachers must play a main role in curriculum reform. Teachers should not only be executors of curriculum implementation, but also builders and developers of curriculum. Teachers should improve and strengthen the ability of curriculum construction, so that national and local courses can be supplemented, enriched and improved in school and classroom implementation; The new curriculum increasingly requires teachers to have the ability of localization, localization and school-based development. Implementing curriculum management at the national, local and school levels can change the situation that curriculum management is too centralized and leave room for local and school to develop curriculum. National and local courses mainly solve the common quality problem of the same group of educated people in a certain range, while school-based courses are designed to meet the special needs and interests of each educated person. In addition to developing school-based courses suitable for the actual situation of the school, schools also have the right to choose textbooks approved by the state and the province. In a word, this curriculum reform is based on the national conditions of China, properly handling the relationship between the unity and diversity of the curriculum, establishing a three-level curriculum system at the national, local and school levels, and realizing the combination of centralization and decentralization. The establishment of three-level curriculum management system is helpful to the diversification of teaching materials and meet the needs of local economic and cultural development and student development. This curriculum reform redefines the division of responsibilities of the state, local governments and schools in the curriculum management of basic education, adjusts the proportion of national courses in the whole curriculum plan, and increases some flexibility in curriculum content and class schedule, so that local governments and schools have corresponding choices. The operation of the three-level curriculum management policy has created good conditions for the curriculum to adapt to the particularity of local economic and cultural development and meet the needs of students' personality development, which embodies the uniqueness of running a school and will certainly have a far-reaching impact on accelerating the democratization and scientific process of curriculum construction in China.