Curriculum is a discipline. We are used to understanding the curriculum as a specific subject in the daily sense. When we talk about courses, we must talk about Chinese, mathematics, foreign languages, physics, chemistry, music, fine arts, physical education and other subjects. Curriculum is discipline, and discipline is curriculum, which has become a very typical and universal basic understanding of curriculum. Discipline and curriculum are closely related. In the history of curriculum, the curriculum view of essentialism is subject centralism based on knowledge centralism. For most supporters of the essentialist curriculum theory, "curriculum is a discipline" is an academic understanding of curriculum. And "curriculum is discipline" expresses the relationship between curriculum and discipline with a simple and rude understanding. Discipline is indeed one of the important curriculum forms in our school education, and it is also one that teachers must always face in their daily work. Subject category, subject knowledge, subject teaching, etc. As a course setting, course content and course mode, it enters the course, which makes the course reflect a kind of characteristics and character of sub-subjects. However, curriculum and discipline are two completely different concepts. Curriculum is not only a discipline, but also a discipline. Careful analysis shows that there are two different understandings of "discipline" here. One is the understanding of "discipline" independent of curriculum. Each subject has its own independent knowledge system, structure and ideographic symbols, which is an objective existence relative to the curriculum, that is, independent of the curriculum. Therefore, from the perspective of curriculum, discipline is a very important curriculum resource, but whether and how it enters the curriculum must follow the inherent logic of curriculum organization and design. Physics and chemistry are not offered in the primary school curriculum, but they still exist independently of the curriculum. That is to say, according to the logic of the curriculum, "physics" and "chemistry" as subjects did not appear in the curriculum system of primary schools; In junior high school, physics and chemistry appeared in the curriculum system of junior high school. This is a question of "whether to enter the class". Physics and chemistry in junior high school can be set separately or comprehensively, but in senior high school, it is set separately. At the same time, both physical chemistry in junior high school and physical chemistry in senior high school should be reorganized according to the needs and logic of the curriculum, that is, according to the law of education and teaching and the law of students' psychological development, so as to be suitable for teachers' teaching and students' learning. The second is the understanding of the "disciplines" that have entered the curriculum, that is, specific Chinese, mathematics, foreign languages, etc. , which is commonly referred to as a subject course. From the perspective of curriculum setting and curriculum structure, subject division can be a way of thinking in curriculum setting, but it is not the only way. Subject course is an important part of the whole course, but it is not the only part. Primary and secondary school curriculum can be divided into subject setting or comprehensive setting, both of which require the participation of curriculum factors such as subjects, activities and environment. In fact, even under the typical subject curriculum system, the courses and resources provided by the school to students are varied: there are both subject courses and interdisciplinary course; There are both academic courses and practical and life-oriented courses; Courses are both explicit and implicit, and a specific school culture is actually a broad course. From the point of view of curriculum implementation and operation, whether it is a subject curriculum with obvious subject characteristics or a comprehensive practical activity, the operation and implementation of curriculum is firstly an interactive process between teachers and students, a dialogue, exchange and communication between teachers and students, and a positive process of constructing curriculum culture and knowledge significance. When we admit that curriculum is a discipline, we will ignore or even obliterate this essential feature of curriculum. Simply understanding the curriculum as a discipline is closely related to the curriculum of basic education in China and the teaching practice in primary and secondary schools. Since liberation, the curriculum system of primary and secondary schools in China has always been a typical discipline-based curriculum system, which is basically discipline-centered, emphasizing discipline setting, discipline teaching and discipline evaluation, and constantly strengthening the boundaries between disciplines, so that primary and secondary school teachers can only see local disciplines but not the whole curriculum, with strong discipline awareness, weak curriculum awareness, strong discipline teaching ability and weak curriculum implementation ability. It is not surprising that the understanding that "curriculum is discipline" is formed from this. In recent years, this phenomenon has changed, and both theoretical circles and reform practice have shouted out the new curriculum slogan of "trinity" of discipline, activity and environment. Subject curriculum, activity curriculum and environmental curriculum have become new concepts of curriculum reform and quality education for a while, which makes people's understanding of curriculum go beyond the cognitive framework of "curriculum is discipline", which is a major progress and qualitative leap in understanding. Courses are teaching materials. In the daily meaning we are used to, "curriculum is teaching material" is also a common curriculum understanding, and it is also a unique curriculum understanding of China people. "Curriculum is discipline", there is such an understanding abroad, and so does China; But "curriculum is teaching material" is a typical local understanding in China. In fact, it is easy to introduce the proposition that "curriculum is teaching material" from "curriculum is discipline"; As for "curriculum is textbook", it can also be extended to: understanding curriculum implementation as teaching according to textbooks, positioning curriculum reform as textbook compilation, and building school-based curriculum is compiling school-based curriculum textbooks. Textbooks are closely related to the curriculum, and the construction of textbooks is one of the important components of curriculum construction. The concept of teaching materials can be divided into broad and narrow sense. We often use the concept of textbooks in a narrow sense, that is, textbooks refer to textbooks. Under the school education system, teaching materials (textbooks) become an important carrier of the syllabus, especially the main or core subjects, such as Chinese, mathematics and foreign languages, and teaching materials (textbooks) become the only blueprint for curriculum implementation. Accordingly, "textbook center" or "textbook center" is derived from "subject center". After liberation, the seven curriculum reforms in China are basically around the construction of teaching materials. The main goal and task of curriculum reform is to compile a new set of teaching materials, but it ignores the formulation of training objectives, curriculum objectives and curriculum standards. This is a kind of curriculum understanding and understanding that puts the cart before the horse. From the logical order of curriculum preparation, the first prerequisite is to determine the training objectives, according to which the curriculum objectives are determined, according to which the curriculum standards are determined, according to which the teaching materials are compiled, and finally, the examination and selection of the teaching materials. In this logical order, curriculum standard is the core, which determines the teaching materials, concretizes the training objectives and curriculum objectives, and becomes the basic basis for the compilation of teaching materials. Curriculum standards are basic, unified and legal, and teaching materials are the concrete embodiment of curriculum standards, which can be diversified, liberalized and market-oriented. The formulation of curriculum standards is a national behavior, the compilation of teaching materials is a social (market) behavior, and the selection of teaching materials is a school behavior. When we understand the curriculum as a textbook, the higher, more important and more core training objectives, curriculum objectives and curriculum standards than textbooks cannot enter our curriculum concept.