In order to achieve the above goals, this curriculum reform has re-divided the proportion of national, local and school courses in the whole curriculum plan, shrunk the mandatory components of the state, and showed some flexibility in curriculum content and class schedule, so that local and schools really have a choice space.
In the past, Chinese mainland has always been a highly centralized national curriculum development model and curriculum management system. Since 1985 "the Central Committee of the Communist Party of China's Decision on Education System Reform" was issued, local governments have obtained some educational management authority. Since the late 1980s, the central authorities have allowed some regions to formulate some curriculum reform programs with local characteristics for some regions to implement. For example, the initial goal of the first phase of the curriculum reform in Shanghai is to formulate a set of curriculum plans suitable for the developed coastal areas in China, and another example is the comprehensive curriculum reform of compulsory education in Zhejiang and the comprehensive curriculum experiment in senior high schools in Guangdong. 1999 1 month, the Ministry of Education issued an action plan to revitalize education facing the 2 1 century, and in the spring of 2000, the core project of quality education-the national basic teaching paste curriculum reform was launched. The new round of curriculum reform has further promoted the reform of curriculum management system, and really dominated the three-level curriculum management model of the state, local and schools. Schools have certain decision-making autonomy in curriculum setting. The development of school-based curriculum has attracted the attention of some scholars, policy makers, principals and teachers.