It has been more than ten years since 200 1 was launched, and many achievements have been made. For example, when the classroom is active, teachers' curriculum awareness and teaching methods are gradually enhanced, and students' enthusiasm for participating in teaching is also obviously improved. However, seeing achievements does not mean that we can ignore the reality that the new curriculum reform has been difficult to advance in depth for ten years. Recently, "China Youth Daily" published an article, "Why does education reform surround cities from rural areas? [1] thinks that there are many successful cases of educational reform in rural areas, but correspondingly, there are indeed vacancies in schools and prestigious schools in big cities. Immediately, some scholars pointed out that "it is a false proposition that the new curriculum reforms the countryside to surround the city". Since the implementation of "200/kloc-0" curriculum reform, it has been unable to be carried out in schools and prestigious schools in big cities for various reasons, and it is difficult to promote it in rural schools. The saying that rural areas surround cities is not true. " [2] Why is the new curriculum reform "struggling" in the past ten years, which is not ideal in both urban and rural areas? ①

From the start of the new curriculum reform to its implementation, it tries to promote the reform in a more radical way. In practice, it shows a tendency of "eager for success", lacks a deep understanding of the realistic foundation, conditions and background of education, and underestimates the complexity, systematicness and long-term nature of reform. However, although the radical reform model has a fundamental relationship with many problems in the current new curriculum reform, it is better to say that the radical reform model should bear the main responsibility for the problems than that it is dominated or selected by some reform ideas with fundamental leading reforms. Further analysis of the difficulties encountered in the new curriculum reform lies in the tendency of "catastrophe theory" in the conceptual principles guiding the practice of curriculum reform. Although few reformers claim that they have the tendency of "catastrophe theory" in practice, this tendency often permeates the reform process like a ghost, which is reflected in the choice of reform ideas and specific reform practice, and ultimately affects the further development of basic education curriculum reform.