The Decision on the Reform and Development of Basic Education clearly points out that to implement quality education, we must correct educational ideas and change educational concepts. If all our educators can't do this, it will be difficult for curriculum reform to achieve the expected results, and quality education will become a mere formality. Compared with the past, this curriculum reform has greatly changed in how to treat students, learning, knowledge, development, curriculum and so on.

First, the concept of students

Students are the most important object of education, and how to treat students is the most important problem faced by educators. The core connotation of students' view is whether students are people or things. At least verbally, almost everyone thinks that students are human beings. However, in our actual educational work, it is very common to treat students as things at the mercy of others. This involves a question of how to treat others. This curriculum reform adheres to the following three points for students' reference. First, as people living in certain social conditions, the complicated relationship between people makes students have a "determined" side. Marx's exposition that human nature is the sum of all social relations clearly illustrates this point. Therefore, the new curriculum must have the necessary unity and standardization, which is reflected in the curriculum standards.

Second, students, as people with active life forms, are essentially different from inanimate objects and living animals and plants. It is this initiative that makes people constantly "renew" and constantly surpass themselves. Therefore, in every link of curriculum implementation, we must fully consider how to protect and give full play to students' initiative and enthusiasm.

Third, students are "unfinished". In a positive sense, this incompleteness means that our students have rich potential, broad development space and human resources that are vital to the great cause of the Chinese nation. Promoting the all-round development of every student is an important mission of this curriculum reform.

Second, the concept of development

Since ancient times, the all-round development of human beings has always been the ideal pursued by education. However, the exam-oriented education model seriously limits the connotation and extension of the concept of "development". The so-called "development" only refers to the increase or proficiency of knowledge and skills necessary for passing various exams. This concept of development with instrumental value as the core has seriously damaged people's inner essence, thus seriously hindering the realization of people's ontological value. It should be noted that people's instrumental value and ontological value are inherently unified in the all-round development of people's morality, intelligence, physique, beauty and labor. In order to give full play to the role of curriculum in students' all-round development, this curriculum reform not only adjusts the curriculum structure, teaching process and curriculum evaluation, but also emphasizes that the curriculum standards of various subjects must set goals from three aspects: knowledge and skills, process and method, emotional attitude and values. Only by adhering to the viewpoint of all-round development can we realize the true connotation of the concept of "development", that is, development is qualitative change rather than quantitative change; Only in this way can we realize the true connotation of the concept of "education", that is, education is to cultivate students' sound personality or personality.

Third, the concept of knowledge.

From the previous statement, we already know that the central task of school education in the industrial economy era is to impart knowledge, so systematic knowledge has almost become synonymous with "curriculum". The reason why knowledge occupies such an important position is because people have endowed knowledge with some "sacred" characteristics. Knowledge is not only absolute, but also objective. Thus, knowledge becomes an objective existence that is external to people and has nothing to do with people, similar to underground mineral deposits. As far as knowledge is concerned, the only thing one can do is "discovery". For the students in the school, their task is to accept and store the knowledge that the predecessors have "discovered". Under the guidance of this view of knowledge, school education is bound to be book-centered, teacher-centered, and rote learning.

This curriculum reform adheres to the viewpoint of practice, absorbs the research results of contemporary philosophy, psychology, pedagogy, complex science and other disciplines, and holds that knowledge belongs to the category of human cognition and is formed and tested by people in social practice. In other words, both the acquisition of new knowledge and the mastery of ready-made knowledge are inseparable from people's active participation and the activities of knowing the subject. The process of students mastering knowledge is essentially a process of exploration, selection and creation, and it is also a process in which students' scientific spirit, innovative spirit and even correct world outlook are gradually formed. Therefore, this curriculum reform requires great changes in the relationship between teachers and students, teaching methods and learning methods, and emphasizes that teachers should guide students to question, investigate and explore, learn in practice and learn individually. For students, the most important thing is no longer to accept and store knowledge, but to learn to explore and lay the foundation for lifelong learning.

Fourth, the curriculum view.

Curriculum is a historical category, which is directly subject to educational purposes. Therefore, different times have different curriculum views. "Curriculum is the main body of teaching" or "curriculum is the sum of teaching content and progress" is generally recognized. What needs to be clearly pointed out is that "teaching subjects" or "teaching contents" here mainly refer to teachers imparting classified knowledge to students in the classroom. The biggest drawback of this curriculum view is that the knowledge world presented by teachers to students has strict certainty and simplicity, which does not match the real life world of students characterized by uncertainty and complexity, so education and curriculum are far from the real life of students. In practice, activities that are not directly related to imparting knowledge and skills inside and outside the school are often regarded as extra burdens and rejected. Obviously, this knowledge-based course has not adapted to the needs of the times. The value that the basic education curriculum should fully pursue is to promote the development of students and society. Therefore, we should actively use and develop various curriculum resources. In addition to knowledge and skills, all the material civilization, spiritual civilization and natural existence created by human beings can be the materials that constitute the curriculum. However, we must see that the educational significance of all these materials is potential and can only be activated and highlighted through students' personal experience. Therefore, the gap between school and society, curriculum and life must be eliminated. Only in this way can students feel that learning is not an extra burden of life, but a need of life; Moreover, emotions and experiences that were marginalized in forced "learning" activities (sometimes even excluded as a negative factor of education) will also gain the same status as rationality.