1, lack of understanding of the importance of curriculum implementation.

For a long time, the curriculum reform in China has paid more attention to the design of new curriculum scheme and the compilation of experimental teaching materials, but not enough attention to the acceptance and implementation of teachers and students in schools. Every major curriculum reform, the Ministry of Education has to invest a lot of money in curriculum planning, design and evaluation to form a perfect curriculum plan, but it pays little attention to the countermeasures and specific measures for the implementation of the new curriculum plan. The complexity, dynamics, humanity and difficulty of curriculum implementation are not considered enough. Curriculum implementation is not a linear process, and there are many factors that affect curriculum implementation, including the implementation of new curriculum, the influence of family education, the influence of society and the influence of students' personality development. Moreover, the achievements brought by the implementation of the curriculum are not limited to learning, but also include other achievements, such as personal, institutional and innovative programs themselves, such as the "climate" of school reform, changes in school organization, changes and improvements in practitioners' ideas, knowledge and skills, and so on. Therefore, curriculum implementation is a complex process, which determines its dynamic nature, and curriculum implementation cannot be carried out intact according to the curriculum plan. Because no curriculum plan can suit all teaching situations and all students. Therefore, it is necessary to make corresponding adjustment and creation in the implementation process. In the process of curriculum implementation, it requires the implementers to grasp the nature of the situation introduced by the new curriculum, including the political, economic and cultural background of the school, the internal structure and cultural atmosphere of the school organization, creatively organize teaching activities, complete the curriculum plan and promote the development of students.

Therefore, we should abandon the concept of "as long as the curriculum is well designed, the implementation of the curriculum is relatively easy", take the implementation of the curriculum seriously and adopt the correct implementation strategy.

2. The curriculum implementation adopts the top-down mode.

For a long time, China has implemented a centralized curriculum management system, and education reform has been initiated by the Ministry of Education. After the government makes a decision, it is uploaded by administrative means, and the education administrative department pays attention to the formulation and elaboration of principles and policies in order to achieve the goal of running through the reform. It seems that an understanding has been formed that through the government's launch, local governments and teachers can naturally cooperate. Accordingly, a unified curriculum plan, syllabus and teaching materials are used throughout the country, and curriculum reform is always based on the will of the government, and a few experts, especially subject experts, make new curriculum plans. Schools and teachers lack the autonomy to formulate and implement the curriculum, and teachers have formed a deep-rooted concept that curriculum implementation is the process of faithfully implementing the curriculum plan, so the curriculum implementation strategy in China has been relatively simple for a long time. The government and curriculum theorists have little research on the process of curriculum implementation, so there is little information that can provide reference for educational policy makers. The lack of communication between the government and teachers, students, parents and people from all walks of life has led to the exclusion of teachers, students, parents and people from all walks of life from the reform. The top-down model is not conducive to teachers' active participation in curriculum development.

3. Lack of subjective consciousness in curriculum implementation.

After years of development, the evaluation system of primary and secondary schools in China has gradually diversified in form, but the examination system with senior high school entrance examination or college entrance examination as the baton still plays an obvious guiding role in school education. Some schools are still engaged in injection tactics and various mock exams, big exams, middle school entrance exams, quizzes and tests for students [4]. The concept of examination-oriented evaluation obliterates the subjective position and value of teachers and students, the direct participants in curriculum reform, which seriously restricts the play of teachers' subjective role. The main body of curriculum implementation mainly includes teachers, students and principals. Researchers have long pointed out that the strength of teachers is one of the main factors leading to the successful implementation of the curriculum. In our country, most primary and secondary school teachers are still recipients of curriculum knowledge, and their role is mainly to pass on the established curriculum, rather than actively designing the curriculum and implementing it flexibly and freely. The process of curriculum implementation is not the process of curriculum reform plan. This is the lack of subjective consciousness in curriculum implementation. The essence of curriculum implementation is the reconstruction process of teachers' "ideas" and "knowledge". If teachers only understand the curriculum as a textbook, then the level of curriculum implementation is bound to be low. Due to the lack of subjective consciousness in curriculum implementation, it is difficult to flexibly adjust, change and adapt to the curriculum objectives, contents, methods and organizational models in class or school practice situations, let alone create experiences.

4. Traditional teaching theory is dominant, and the strategy of curriculum implementation is still faithful orientation.

After the liberation of China, from 1950 to 1978, China's teaching theory was mainly based on the introduction of the teaching ideology represented by Kailov of the former Soviet Union, and there was no lack of preliminary exploration of contemporary teaching theory [5]. It can be said that before 1980s, Kailov's teaching theory was almost the only foreign teaching theory that directly influenced China. After 1978, under the social background of comprehensive reform and opening up, under the guidance of the ideological line of emancipating the mind and seeking truth from facts, China's teaching theory has also entered a new development period. However, the ideological system represented by Kailov is still the theoretical basis of classroom teaching, which attaches importance to the traditional three centers, namely, focusing on teachers, books and classrooms, attaching importance to collective guidance while ignoring individual guidance, emphasizing teachers' teaching while ignoring communication, dialogue, experience and inquiry learning, and less interaction between teachers and students. These practices have changed in most primary and secondary schools in China.

Influenced by Kailov's teaching thought, the educational circles in our country usually think that imparting knowledge is the primary task of teaching, and the course should focus on the basic knowledge and skills of a subject, so that students can master two basics, which is equivalent to developing their intelligence. Under the influence of this thought, the basic education in China still regards imparting knowledge as an important task. Accordingly, the course implementation adopts the teacher-led loyalty-oriented strategy, and the teacher's dominant position leads the course implementation to the process of carrying out the teaching plan intact, and there is almost no mutual adjustment and creativity in the implementation process.

In view of this shortcoming, the outline points out that it is necessary to "reform the curriculum to pay too much attention to the tendency of imparting knowledge, and emphasize the formation of a proactive learning attitude, so that the process of acquiring basic knowledge and skills will become the process of learning the classroom and forming correct values at the same time." The author thinks that the formulation of "Outline" reflects the needs of the realistic development of curriculum reform in China.

Second, China's curriculum implementation countermeasures analysis

The Outline of Basic Education Curriculum Reform (Trial) does not give a detailed explanation on the implementation of the new round of curriculum reform. Curriculum implementation is a complex social activity, which is restricted by many factors. The main reason for the failure of many educational innovations is not the scientific nature of the innovation plan, but the problem of implementation. In order to achieve the expected effect and make the course implementation achieve the expected effect, the author thinks that the following countermeasures can be taken.

(A) to strengthen the guidance of curriculum implementation policies

At present, China is in the period of curriculum transformation, and the curriculum management system is changing from centralized to three-level decentralized. In terms of curriculum structure, the unified curriculum structure has changed into a diversified and flexible curriculum structure. In the whole process of curriculum development, we should not only pay attention to the research of document curriculum and ongoing curriculum, but also pay attention to the research of curriculum implementation policy. In this case, the decision-making and policy guidance of the education administrative department is still of great significance. For a long time, the curriculum implementation policy will play the role of baton. The implementation policies suitable for China's national conditions will promote the new round of curriculum reform in China and directly affect the effect of curriculum implementation.

The education administrative department should consider the following factors when formulating the policy of curriculum implementation: besides the concept of loyalty, the concept of mutual adjustment is allowed in curriculum implementation, that is, under the premise of curriculum reform, localities, schools and teachers can freely adjust to meet individual needs; Strengthen local government's support for school curriculum reform and ensure the capital and manpower input for curriculum implementation; Implement the appointment system of teachers and principals; Local governments should strengthen the training of teachers; Strengthen the guidance and feedback on the implementation process and so on.

(B) to achieve "from content to experience" conversion

As mentioned above, the teaching of various subjects in China pays more attention to the mastery of students' systematic knowledge. In this way, students listen in class, and knowledge becomes the object of students' subjectivity, which is instilled by teachers. On the one hand, students are unwilling to study, and teachers are helpless to students' weariness of learning. In fact, China's teaching theory still follows philosophical epistemology, and teaching is a process from perceptual knowledge to rational knowledge. This teaching epistemology has its existence value, but it also has its limitations. Its premise is that knowledge is objective and universal, which is a modern view of knowledge. This view of knowledge holds that knowledge is a reflection of the causal relationship between things, does not represent the interests of any individual or group, can benefit everyone, and is the public wealth of mankind, so it is neutral in value. However, the postmodern view of knowledge holds that knowledge is not value neutral. In other words, knowledge is neither irrelevant nor objective, but a subjective reflection of the interaction between man and the environment. [6] Modern curriculum view holds that curriculum is the personal experience formed by the interaction between learners and teaching environment. Curriculum is not prior to students, but lies in students' knowledge system, but is integrated with students' learning process, and the two are integrated. The relationship between curriculum and learners is not one-way, but two-way interaction. Learners are the masters, occupiers and participants of the course. Only when students interact with knowledge in some form can the course really exist, and the necessary condition for knowledge to become a course is students' participation [7]. This requires that teaching must be based on psychology.

Educational psychology believes that effective learning generally requires three conditions (1) external conditions, mainly including teaching materials and meaningful and organized information provided by teachers; (2) The original knowledge and skills stored in long-term memory are important internal conditions for new learning. According to the theory of apperception, Herbart, a German educator, believes that new knowledge can only be acquired by integrating with the original apperception. Modern information processing psychologists all emphasize the key role of original knowledge in new learning. (3) Learners' active processing activities. With appropriate external conditions and the original knowledge base, if students do not take the initiative to process, new learning is still impossible [8].

In the implementation of the course, we must change from the past content-based teaching to dialogue heuristic teaching, and the teaching must arouse the enthusiasm of students. Teachers should carefully organize classroom teaching to adapt to students' information processing. Turn students' external knowledge into students' personal knowledge and personal experience. This is a problem that must be clarified in the implementation of curriculum in China.

(C) Emphasize the main value of curriculum implementation

In the course implementation, the participation of teachers and students in the course development is an important guarantee for the success of the course implementation.

Professor Oliwa, a famous American curriculum expert, once pointed out brilliantly: "Just as curriculum experts first play a role in the curriculum field and then play a role in the teaching field in what we call the curriculum-teaching continuum, teachers first play a role in the teaching field and then play a role in the curriculum field" [9]. The process of curriculum development involves not only managers, decision makers, compilers of courses and textbooks, but also teachers who implement curriculum plans. Before implementing any curriculum reform plan, teachers should get relevant guidance, consultation and even participate in curriculum development. If the teacher refuses to study the curriculum plan, the curriculum implementation will lose its premise. Teachers are direct participants in the stage of curriculum implementation and evaluation. Some research reports point out that teachers' participation in curriculum development can enable teachers to better implement their own curriculum development [10]. Strengthening teacher training, making teachers familiar with new textbooks and understanding the ideas of reform is also a factor for the success of curriculum implementation. Therefore, in the United States, teachers' participation in the formulation, design and implementation of curriculum plans is highly valued, and teacher trainers are regarded as an important means and one of the components of school curriculum plans.

The role of students in curriculum implementation can not be ignored. Without students' participation, the whole course implementation cannot be completed on schedule, students will not cooperate with the implemented course plan, and the course implementation will deviate from the original intention. The ultimate goal of curriculum implementation is to form the individual "experience" of students. Students are the parties in the teaching process, and they have the right to express their expectations. The teaching process is a process of cooperation between teachers and students. In this process, students are not passive recipients of courses, but play an active role in choosing class activities and learning content [1 1]. This requires students to actively participate in the study of the course. If students respond passively, the course implementation will not achieve good results. Therefore, teachers should be student-oriented in curriculum implementation, so that courses that conform to teaching can be creatively transformed into courses that conform to students' learning. Especially in the information age, students are increasingly becoming important curriculum resources and playing an increasingly important role in curriculum implementation. Students can learn through the internet, and teachers can also learn from students.

(4) Strengthen communication and dialogue and coordinate the influence of all parties.

Curriculum implementation is a whole action, and it is impossible to achieve the expected results only by relying on teachers to implement the curriculum plan. It is necessary to strengthen the communication between educational administrative leaders and principals, principals and teachers, teachers and students, teachers and parents. Find problems in time and solve them. Only by reaching a consensus on the curriculum plan and forming a consensus on reform can the curriculum implementation be carried out effectively. Because any curriculum reform, to a certain extent, is a process of sublation of previous practices. Without changing the concepts of principals, teachers and students, curriculum implementation cannot be implemented. Any change should not only go through the stages of initiation, mobilization, adoption and implementation, but also be institutionalized, sustained and integrated into the routine of the school [12]. In order to institutionalize the implementation of the curriculum, it is necessary to coordinate various influences, which may be the cultural tradition of the school, outside the school, the education administrative department, teachers or students, etc. This requires the principal to play an overall role in the implementation of the curriculum, and the school principal's concept of running a school is directly related to the implementation of the curriculum. If the headmaster supports the curriculum reform, gives attention and encouragement, and solves the difficulties in curriculum implementation, the curriculum reform will be carried out effectively. On the contrary, it is not conducive to curriculum reform.

(E) to create a good school cultural environment

Curriculum implementation depends on teachers. Whether a school has a good cultural environment is directly related to the effect of curriculum implementation. The key is that the school has a cooperative cultural environment. Whether principals, teaching directors, academic leaders and teachers reach a consensus will affect the operation and results of curriculum implementation. Teacher culture also has a certain influence on curriculum implementation. Some people have made an in-depth analysis of teachers' culture, and think that there are three different cultures among teachers: (1) individualism culture, the idea of pursuing independence and success, and non-interventionism. For themselves, teachers usually learn experience in isolation and regard asking for help as incompetence; (2) Factionalism, which is manifested in the close relationship among factions, indifference between factions, and even competition and confrontation. Curriculum division, grade system and autocratic principals are hotbeds of factionalism; (3) Man-made cooperative culture is the product of a series of formal and concrete bureaucratic procedures, which can be used as a prelude to natural cooperative culture, but it has many limitations; (4) The culture of natural cooperation is the product of teachers' initiative [13].

Therefore, strengthening communication and cooperation among teachers, listening to each other, preparing lessons together and holding teaching and research meetings are all conducive to the smooth implementation of the curriculum.

(6) Attach importance to resource construction.

Influenced by the traditional curriculum concept of "curriculum is teaching content", for a long time, China's basic education stage has paid too much attention to the teaching of textbooks and curriculum knowledge. Curriculum development is based on "one program and one book", focusing on books, taking textbooks as the only or main curriculum resources, and learning is limited to books. This concept is not conducive to students' creative learning and development. With the reform of the curriculum textbook system, a textbook development system of "multiple courses and multiple books" has emerged, which provides favorable conditions for curriculum implementation.

There is a very close relationship between curriculum resources and curriculum, which is the minimum condition and support for curriculum implementation. The scope and level of curriculum implementation, on the one hand, depends on the richness of curriculum resources, on the other hand, depends on the development and application level of curriculum resources, that is, the appropriateness of curriculum resources [14]. Curriculum resources can be divided into on-campus curriculum resources and off-campus curriculum resources. The development and utilization of on-campus curriculum resources should occupy the main position in curriculum implementation, while off-campus curriculum resources are more in the auxiliary position. According to the suggestion of Ralph Taylor, an American curriculum expert, "we should make maximum use of school resources;" It is necessary to strengthen off-campus courses; Help students deal with the off-campus environment "[15]. In the course implementation, we should establish the concept that teaching materials are not the only source of curriculum resources, and teachers, laboratories, special classrooms and libraries are all important curriculum resources. If any curriculum reform is to be implemented, it must be guaranteed by corresponding curriculum resources, otherwise the curriculum implementation will be difficult to reach its due level.