Compulsory education is compulsory education for all students, but what we face is composed of students with great individual differences. Compulsory education is not only "qualified education", but also can not be understood as "general education". The ideal compulsory education is the unity of comprehensiveness and difference, socialization and individuality. It is a new concept of modern compulsory education to put people first and implement individualized education under the class collective. Let every student get the education he deserves, let every student do his best, get his place, and become a talent. This is the true fairness in the sense of education origin.

Therefore, deepening the curriculum reform of compulsory education is not only an urgent requirement to implement the fundamental task of moral education and comprehensively improve the quality of the people, but also a realistic need to sum up and popularize the advanced experience of curriculum reform of compulsory education, echo the curriculum reform of senior high schools in our province and further promote the connotation development of basic education in our province.

To deepen the curriculum reform of compulsory education, we must fully understand and accurately grasp the new ideas, new ideas and new requirements of the Guiding Opinions.

First, implement moral education to promote students' all-round and individual development. The guiding ideology of deepening the curriculum reform of compulsory education this time is: following the laws of education and students' growth, further implementing the general requirements of moral education, facing all students, reforming the educational model, promoting teaching students in accordance with their aptitude, protecting and cultivating each student's interest in learning, fully mobilizing each student's learning enthusiasm, developing and cultivating each student's learning potential and specialty, and making each student happy to study and grow up. The overall goal of deepening the curriculum reform of compulsory education is to strengthen the idea of selective education, further improve the curriculum system, strengthen curriculum construction, innovate teaching methods, improve educational evaluation, actively promote differentiated and personalized education, and promote students' all-round and individual development on the basis of embodying the basic, comprehensive and fair nature of compulsory education. This goal is a new requirement for the connotation development of compulsory education after the basic education in our province reaches a certain level, and it is an important indicator to guide the reform of compulsory education in the future.

Second, strengthen curriculum construction and pay attention to cultivating students' interests and specialties. The Guiding Opinions divides compulsory education courses into two categories: basic courses and extended courses. Basic curriculum refers to the unified learning content stipulated by national and local curriculum standards; Extended curriculum refers to the learning content provided by the school for students to choose independently. All localities and schools should seriously study the core literacy system of students' development in different periods, make clear the necessary character and key ability to adapt to students' lifelong development and future social development, and offer basic courses in accordance with regulations. All localities and primary and secondary schools should strengthen curriculum construction, actively develop and offer extended courses that reflect regional and school characteristics and meet students' individualized learning needs, so that every student has the opportunity to choose subjects and activities that interest him, understand his own characteristics, find his own advantages, and lay the foundation for choosing a suitable high school in the future and choosing courses after entering high school.

Third, improve the implementation of the curriculum and comprehensively improve students' comprehensive quality. At present, there are too many compulsory education subjects and special education, and various forms of "forward-running" education and over-education make students' academic burden heavier and their learning enthusiasm is not high. To change this situation, we must coordinate the implementation of the curriculum and integrate the curriculum content, so that children can have time to participate in self-selected learning and social practice activities, and have time to learn what they are interested in, thus fundamentally reducing their academic burden. Therefore, compulsory education curriculum should be strengthened from three aspects: (1) strengthening the mutual connection of courses in different periods; Strengthen the connection and integration between various courses and different disciplines; Strengthen the overall utilization of various curriculum resources in and out of class, and create a harmonious and good educational environment.

In the process of curriculum integration, we should especially strengthen two aspects: First, strengthen moral education curriculum. We should focus on cultivating and practicing socialist core values, strengthen the education of Chinese excellent traditional culture and the rule of law, highlight personal cultivation, social care and feelings for home and country, and focus on cultivating students' good conduct and study and living habits. Establish the concept of "grand moral education", further sort out the moral education objectives in each period, organically combine moral education, Young Pioneers activities, group activities, various special education and other moral education courses, and adopt flexible and diverse forms to carry out ideological and moral education and behavioral norms. Infiltrate the goal of moral education into the teaching of all subjects, and realize the education of all subjects, whole process and all staff. The second is to implement the course of comprehensive practical activities. The school actively explores effective ways to implement the school-based comprehensive practical activity curriculum and establishes an effective mechanism for students to participate in social practical activities. Not only the four contents of comprehensive practical activities can be integrated and implemented, but also the comprehensive practical activities, local courses and school-based courses can be integrated and implemented. The class hours of the three can be arranged by the school according to the actual situation, combining centralized and decentralized. In particular, it is necessary to ensure the time for students to participate in "community service and social practice". In the curriculum plan, the third and fourth grades of primary school are not less than 5 days per academic year, and the fifth and sixth grades of primary school and junior high school are not less than 10 days per academic year.

Fourth, set the bottom line of class hours and give schools more autonomy in teaching arrangements. The newly revised 20 15 edition of Zhejiang compulsory education curriculum and class arrangement gives schools more autonomy in class arrangement, and schools can actively explore class arrangement methods such as long and short classes, large classes and small classes, cross-grade classes and multi-semesters according to the actual situation. However, the arrangement of class hours in each school cannot break through two bottom lines: the first bottom line is that the total weekly class hours and the total weekly teaching time should not be increased, and the second bottom line is that the class hours of moral character, physical and mental beauty and comprehensive practical activities should not be "misappropriated". On this premise, schools can arrange the hours of other courses independently within the proportion of class hours stipulated by the state, and increase the hours of expanding courses. Increasing the flexibility of course arrangement is conducive to enriching school education and teaching activities, enhancing the vitality of school curriculum reform, and creating conditions for primary and secondary schools to take the road of running schools with characteristics. In the future, different schools will be allowed to have their own semester schedules, and even monthly and weekly schedules will appear according to the actual situation of the school.

Fifth, promote teaching reform and promote students' independent and efficient learning. The Guiding Opinions put forward four requirements for teaching reform: First, we should improve classroom teaching. Reform the traditional and inefficient classroom teaching mode, promote the teaching reform that embodies the essence of the subject and promotes students' autonomous learning, create a democratic, equal and interactive classroom culture, guide and encourage students to think independently, actively explore and cooperate, and use what they have learned to analyze and solve practical problems in life. Second, reform the teaching organization. Actively promote small class education, create conditions for extensive implementation of collaborative teaching and personalized teaching, and explore the hierarchical shift teaching of junior high school students' independent choice. Third, we should strengthen the application of information technology in teaching. Actively promote the new teaching mode based on modern educational technology and online educational resources, create an open learning environment conducive to personalized learning, and promote the deep integration of information technology and classroom teaching. Fourth, we should improve the arrangement and correction of homework. Strictly control the total amount and time of daily operations, and enhance the pertinence, diversity and effectiveness of operations. Promote hierarchical homework, personalized homework and practical homework. Reasonable use of various forms of correction, timely feedback of correction results, and earnestly strengthen individual counseling.

Here, it is especially necessary to further explain the exploration of "hierarchical class teaching" in junior high school. We advocate "stratified teaching and students' independent choice". The purpose is to teach students in accordance with their aptitude through hierarchical teaching, so that students can "jump up and pick peaches" and improve their learning confidence and efficiency. Schools that carry out teaching experiments in stratified classes must correct their educational ideas, follow the principle of "students voluntarily, teachers walking and dynamic stratification", and scientifically design the rules and teaching schemes of stratified classes. It is forbidden to simply divide "fast class" into "slow class" in the name of "stratified class".

Sixth, deepen the evaluation reform and "untie" schools, teachers and students. Educational evaluation reform measures mainly include the following five aspects: first, promote the reform of comprehensive evaluation of primary and secondary education quality; The second is to establish and implement a nine-year consistent comprehensive quality evaluation system for students; Third, actively promote the reform of junior high school graduation entrance examination and senior high school enrollment system; Fourth, strictly control the regional "unified measurement"; The fifth is to standardize the evaluation of in-school examinations. The main purpose of the above-mentioned educational evaluation reform is to change the situation that educational evaluation overemphasizes the functions of distinction, classification and comparison, give play to the function of evaluation to promote students' development, improve teachers' teaching practice, ensure the autonomy of school curriculum implementation, and create an environment conducive to teachers' personalized teaching and students' autonomous learning.