(2) In order to change the value orientation that the curriculum goal pays too much attention to knowledge and skills, the new curriculum has established the value orientation that the integration of "knowledge and skills, process and method, emotion, attitude and values" is the common framework of the curriculum goal of all disciplines, thus making the center of discipline education shift from discipline to education, which embodies the people-oriented educational thought.
(3) In order to change the complexity, difficulty, partiality, obsolescence and over-emphasis of book knowledge, the selection of new curriculum content pays great attention to basics, times, practicality and comprehensiveness, and strives to select the most basic knowledge and skills necessary for lifelong learning as the main content; While retaining the valuable basic knowledge in the traditional curriculum content, it emphasizes absorbing new basic knowledge from the latest achievements of contemporary science and eliminating outdated knowledge; Pay attention to the connection with social life, so that the course content and social life practice form an interactive relationship; All disciplines strive to integrate with related disciplines, so that the course content can cross the gap between the original "disciplines" and return to and reflect the "whole" face of knowledge to the greatest extent.
(4) In order to change the curriculum structure with a serious tendency of "separation of disciplines", this curriculum reform has reconstructed a new curriculum structure according to the international curriculum development trend, the requirements of curriculum modernization and China's national conditions and educational traditions.
(5) In order to change the current situation that the curriculum implementation puts too much emphasis on learning, rote learning and mechanical training, this curriculum reform advocates new teaching concepts and is committed to changing students' learning methods. It is necessary to change the traditional passive and dependent learning state, advocate active learning and independent learning, and make learning a process of continuous generation, publicity, development and promotion of human subjectivity, initiative and independence; It is necessary to change the traditional way of overemphasizing and accepting learning, advocate discovery learning, inquiry learning and research learning, and highlight cognitive activities such as discovery, inquiry and research in the learning process, so that the learning process will become more of a process for students to discover, ask and solve problems.
(6) In order to change the function of over-emphasis on screening and selection in the current evaluation, the new curriculum evaluation is devoted to: first, establishing an evaluation system to promote students' all-round development. Evaluation should not only pay attention to students' academic achievements, but also discover and develop students' various potentials, understand students' needs in development, help students know themselves and build their self-confidence. Promote students' development at the original level and give play to the educational function of evaluation. Second, establish an evaluation system to promote the continuous improvement of teachers. Emphasis is placed on teachers' analysis and reflection on their own teaching behavior, and an evaluation system based on teachers' self-evaluation and involving principals, teachers, students and parents is established, so that teachers can obtain information from various channels and continuously improve their teaching level. Third, establish an evaluation system to promote the continuous development of the curriculum. Regularly analyze and evaluate the situation and problems in school curriculum implementation, adjust curriculum content, improve teaching management, and form a continuous curriculum innovation mechanism.
(7) In order to change the situation that the curriculum management is too centralized, the new curriculum implements the national, local and school three-level curriculum management policies to enhance the adaptability of the curriculum to local, school and students. The Ministry of Education formulates the overall plan for the development of basic education curriculum, and determines the national curriculum categories and class hours. Formulate national curriculum standards and guide the implementation of basic education curriculum in a macro way. The provincial education administrative department shall, according to the overall setting of the national curriculum, plan the curriculum implementation plan that meets the needs of the local area (including the development and selection of local curriculum) and report it to the Ministry of Education for the record. While creatively implementing national and local courses, schools can develop or choose courses suitable for their own characteristics.