The first curriculum reform (1949- 1952): I learned from the Soviet Union and got the first set of primary and secondary school textbooks.

The second curriculum reform (1954- 1957): PEP compiled and started the second set of primary and secondary school textbooks 12 years.

The third curriculum reform (1958- 1960): the third set of primary and secondary school textbooks.

The fourth curriculum reform (196 1- 1964): the implementation of "double basics", the fourth set of primary and secondary school textbooks.

The fifth curriculum reform (1977- 1980): the full-time primary and secondary school system is ten years, five years in primary school and five years in middle school.

Sixth Curriculum Reform (1982- 1984): The sixth set of textbooks for primary and secondary schools replaces the original political lesson with ideology and morality, and resumes the history lesson and geography lesson.

The Seventh Curriculum Reform (1985-2000): The two-stage design of Compulsory Education-Senior High School, the seventh set of primary and secondary school textbooks.

The Eighth Curriculum Reform (200 1): Emphasis on "three dimensions", the State Council proposed "deepening education reform and comprehensively promoting quality education". Since 200 1, the eighth basic education curriculum reform has been going on for 20 years.

Reform function

Curriculum is an important way to achieve educational goals, the most important basis for organizing educational and teaching activities, and the carrier to embody and reflect educational ideas and concepts. Therefore, curriculum is the core of education. The curriculum reform of basic education is not the product of pure subjective will, but people's subjective response to the objective needs of specific social, political and economic development.

Therefore, the objective needs of social, political and economic development not only determine whether education in a certain society should be reformed, but also fundamentally determine the direction, goal and even scale of reform. The historical process of educational development fully illustrates the above assertion.

Facts in the whole history of educational development show that changes in social and political systems and economic systems, as well as major changes in production methods and lifestyles, will lead to major changes in school education. This is why the past 20th century was called the century of educational reform.