1, comprehensive. Internationalized courses should meet the needs of the three-dimensional goals of "knowledge and skills, process and method, emotional attitude and values" and promote students' all-round development, which is manifested in complete learning fields, complete courses and forms.
2. selectivity. Dewey pointed out that the goal of education must be based on the behavior and needs of the educated themselves (including innate instinct and acquired habits). Education should be based on students' abilities, specialties and needs, with diversity and selectivity in content. Howard gardner, the founder of the theory of multiple intelligences, believes that people's cognitive ability and intelligence style are not exactly the same, and only education aimed at the specific abilities and needs of the educated can be effectively implemented. This difference in students' intelligence determines that the scientific curriculum system should be selective in the dimension and depth of students' learning. Selectivity in dimension refers to providing students with space to choose learning content, while selectivity in depth refers to providing students with space to choose learning difficulty.
3. Times. Education, especially basic education, is a project facing the future and laying the foundation for students' lifelong development and social development. It should cultivate students' values, abilities and knowledge and improve their quality to meet the needs of future social development and personal development. This obviously requires that education, while inheriting the essence of traditional culture, can respond to the needs of the times and the future, integrate the elements of the times, reflect the latest achievements of scientific and cultural development in the course content, and reflect the epochal and advanced nature of the connotation.
4. Compatibility. The international curriculum system is not simply the expansion of local curriculum, let alone the introduction of international curriculum to replace local curriculum, but the improvement and perfection of the school curriculum system with the help of high-quality international curriculum resources, which is the integration of local curriculum and international curriculum.
5. Internalization. The internal pursuit of curriculum internationalization is not to copy a set or part of international curriculum, but to learn the essence of international advanced curriculum system, to transform the concepts and characteristics of international advanced curriculum system into reference standards for curriculum development in educational disciplines, to make curriculum structure and various disciplines reflect the characteristics of comprehensiveness, selectivity and the times, to face all students, to meet the needs of students' comprehensive, personalized and sustainable development, and to cast the international advanced quality of curriculum.