It is the preliminary work of curriculum development. Curriculum development includes four links: curriculum objective, curriculum content, curriculum implementation and curriculum evaluation, while curriculum design is the design of curriculum objective and curriculum content.

At present, curriculum development is mainly divided into two categories because of its different needs. One is an academic curriculum development system represented by major universities, and the other is a practical curriculum development system represented by large and medium-sized enterprises. The main characteristics of college-style curriculum development system are comprehensive teaching knowledge system and rigorous and scientific teaching content. The main feature of the development system of enterprise practice course is that the teaching knowledge is operational and practical, and the teaching content is closely related to the work. According to different development needs, curriculum development technology and curriculum design methods are different. Because of the scientific rigor of academic theory, the academic curriculum development system is recognized as Gagne's curriculum design method. Because of its pertinence and practicality, the mature curriculum development technologies at present include Crisp (classroom play) curriculum development technology andNo. 1 benchmark curriculum development technology in the United States.

How to solve the problems existing in the existing curriculum development theory to meet the requirements of practice? The research on curriculum development from the perspective of educational technology provides a new research idea for curriculum development. Educational technology research should adopt "development orientation". Development orientation refers to the research orientation of "trying to solve the practical problems of education and teaching by researching and developing design principles and various reusable technologies, and experiencing and understanding the laws of education and teaching in the process, thus forming a unique understanding of the laws of education and teaching".

As a technical theory, the curriculum development theory in the field of educational technology research includes three parts: concepts (education view, curriculum view, learning view, etc. ), method technology (specific curriculum development technology, such as demand analysis technology, design technology and evaluation technology) and technical organization (flexible and reasonable technical process steps, such as curriculum development model), in which method technology is the core content of curriculum development theory. From this point of view, the deficiency of scientific curriculum development theory is that it thinks that curriculum is the setting of activities and experiences to achieve specific goals, especially the design and decision-making technology of "goal refinement", that is, obtaining content through goal decomposition rather than establishing goals through content analysis, determining curriculum mode first and then selecting curriculum content. To a great extent, this violates the practical logic of finding means from the goal and finding form from the content.

Therefore, the key to perfecting the theory of curriculum development is to explore more suitable methods, techniques and organizational methods of curriculum development. The basic logic of exploration can be: what are the basic units of the course, what are the constituent elements of the basic units, and what methods and skills are used to construct and organize these units into a course. These methods and techniques and their organization are called curriculum development techniques.

Enterprise curriculum development

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The primary task of enterprise curriculum development is to effectively analyze the existing positions according to job descriptions and work instructions, and extract the core skills and key skills of the positions; Secondly, evaluate the knowledge and skills of on-the-job employees and find out the improvement points; Then design the training course according to the improvement points. This is a curriculum design method with the goal of being competent for the post and improving the work.

fundamental principle

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Once the educational objectives of vocational schools are determined, we must study, develop and construct the curriculum system closely related to the educational objectives. A scientific and reasonable curriculum system that can achieve educational goals is a comprehensive and flexible curriculum scheme that can achieve greater benefits. To determine this plan, we must scientifically and reasonably combine the curriculum structure, content and teaching objectives according to the specifications and levels determined by the educational objectives, and we must adhere to five basic principles.

Advance principle

Training talents in vocational schools must be market-oriented. However, there are educational laws in running schools and periodicity in talent training, which requires that the course must accurately analyze and predict the future economic development trend and future talent market demand, and provide a reliable basis for developing the course in advance.

Pluralism principle

The transcendence of modern professional labor boundaries and the demand for workers' knowledge structure require that vocational education must enable the educated to have cross-post and cross-occupation abilities. In order to meet this demand, it is necessary to develop diversified courses, such as compulsory courses, compulsory courses, elective courses and activity courses.

fundamental principle

Marked by profit, market economy is bound to introduce new equipment, use new technology and develop new products, but it is difficult for education to track this change. Instead of "tired of catching up", it is better to strengthen basic ability training, enhance students' potential ability, offer basic courses, such as strengthening the teaching of basic accounting knowledge, and strengthening the training of basic accounting methods and basic accounting operation norms.

functional principle

An important supporting point to realize ability education is practical teaching. Therefore, the curriculum should not only fully reflect the link and content of post qualification, but also reflect the content and form of practice across compound posts and occupations, and also reflect the operability of various practices.

Flexibility principle

While paying attention to the combination of basic knowledge, practical operation and theoretical research structure, the curriculum should also highlight objective and practical needs. In the vertical direction, we should be able to combine different levels of professional talent training programs, such as marketing professional courses can be combined with enterprise marketing planners, marketing managers and counter marketers; Horizontally, we should give consideration to the cooperation between majors. For example, finance majors need knowledge of finance, taxation and statistical investigation and analysis.