The new curriculum reform pays attention to the overall design of the curriculum, aiming at establishing a dual curriculum-a school curriculum composed of subject courses and comprehensive practical activities. Subject courses organize "knowledge" and "experience" with the subject content as the core, and comprehensive practical activities organize "knowledge" and "experience" with the realistic theme as the core. Both "knowledge" and "experience" are formed in the activities of learning subjects and the relationship between learning subjects. Isolated individuals who are divorced from social relations cannot have any knowledge and experience. Therefore, the dual curriculum needs overall design and two principles. 1, the first principle, highlights the value of "life world". The course of comprehensive practical activities aims at three faults in the "book world" (social, economic and cultural faults; The fault of students' physical and mental development; The fault of the development of modern disciplines) and put forward another curriculum element (or curriculum form). The course of comprehensive practical activities pursues interdisciplinary comprehensive practical activities (inquiry activities, expression activities and communication activities) that return to the "life world" through various comprehensive strategies-content synthesis, place synthesis, space-time synthesis and guidance synthesis. The fundamental feature of the curriculum of comprehensive practical activities is to highlight the value of the "life world", because "only by rooting in the" life world "can children's experience and communication be expressed, become their own learning and living learning, find the source of meaning, and constantly promote the growth, change and development of children's personality". Comprehensive practice is not only a new curriculum form or curriculum element, but also a new way of thinking and the practice of educational ideas. ? 2. The second principle is to seek the blend of life and study. The new curriculum reform aims to break the binary opposition between knowledge and experience. The integration of life and study should be the basic principle of curriculum design of comprehensive practical activities. China's comprehensive practical activity course is equivalent to "comprehensive learning" in Japan and "fact teaching" in Germany. "Comprehensive learning" should attach importance to both "experience" and "theory". "Fact teaching" attaches importance to children's experience and experience, and at the same time grasps "children's life reality" under the background of interdisciplinary knowledge. In this way, experience and theory, life and learning naturally blend.