The curriculum reform of basic education can be roughly divided into three stages: the development stage in June 2000, the experimental stage from 2000 to 2004, and the promotion stage from 2004 to 2005. In 20001year, experiments were carried out in 38 experimental areas in 27 provinces, municipalities and autonomous regions, and the new curriculum standards were implemented and new textbooks compiled according to the new curriculum standards were used. By 2002, every prefecture-level city should have an experimental area, accounting for 10%- 15% of the number of students studying humanities. By 2003, 30% of the students entered the experimental area, and by 2005, all the students in grade one, grade three and grade seven in China entered the experiment, using the new curriculum standards and new teaching materials. For the new round of basic education reform, educators must have a sense of historical mission and responsibility. This reform is not about who wants to change it or which experts want to change it, but whether to change it or not. The reform of basic education should be moderately promoted.

3. In the new round of basic education curriculum reform, why should the syllabus be changed to curriculum standards?

In the new round of basic education curriculum reform, the syllabus that has been used for decades will quietly retreat and be replaced by national curriculum standards. With the deepening of curriculum reform, the original syllabus is not enough to fully reflect the changes of curriculum, so we must seek a new expression form that fully embodies the concept of curriculum reform. The national curriculum standard is brand-new in objectives, requirements, structure and style, contains the concept of quality education, embodies the distinctive flavor of the times, and is a "syllabus" with rich contents in a new sense.

4. Under what circumstances were the Chinese curriculum standards formulated? What new educational ideas does it embody?

Chinese education in primary and secondary schools has always been concerned by the whole society. In the new round of basic education reform, the formulation of Chinese curriculum standards is a new Chinese education target system based on systematically summarizing the historical experience of Chinese education in China, absorbing the new achievements of foreign mother tongue curriculum standards research, and analyzing the new requirements of Chinese education status quo and times development.

According to experts, "Chinese Curriculum Standards" embodies four basic concepts: first, we should pay attention to cultivating students' Chinese literacy; Second, explore the humanistic connotation of Chinese education; Third, advocate independent, cooperative and inquiry learning methods; Fourth, build an open and dynamic Chinese curriculum. These basic ideas run through the whole course objectives, textbook compilation, teaching evaluation and other links. Only by deeply studying and understanding its connotation can teachers consciously implement it in teaching.

5. What are the differences between Curriculum Standards and the current Syllabus?

The difference between "Curriculum Standard" and the current "Syllabus": (1) "Curriculum Standard" focuses on the quality of future citizens, and specifies the basic requirements of the state for all aspects of the quality of future citizens, rather than excessively specifying the process of achieving this requirement. (2) The Syllabus emphasizes the goal of knowledge and skills. Curriculum Standards focuses on students' learning process, methods, emotions, attitudes and values. (3) In the "Content Standard" part of the Curriculum Standard, the learning content is organized according to the learning field or theme, and the basic knowledge and skills necessary for lifelong learning are selected to lay the foundation for students' lifelong development. (4) The Syllabus focuses more on teachers' teaching, while the Curriculum Standard focuses on students' learning, which puts forward specific requirements and detailed provisions for the goals that students need to achieve at all stages of development. (5) Curriculum evaluation in Curriculum Standards pays more attention to the process of human development, and puts forward diversified evaluation suggestions, especially in the ways and means of process evaluation and self-evaluation, which are novel, vivid and operable. (6) Curriculum Standards leave creative space for textbook writers, teachers' teaching and students' evaluation.