Students' development-oriented curriculum focuses on the cultivation of students' personality, the development of potential, the cultivation of ability and the development of intelligence. Curriculum reform is based on the research of brain science, psychology and pedagogy, and takes the development of students as the ultimate goal of curriculum development, which makes the curriculum field move towards science and psychology again. As early as the 1970s, the international education community proposed to correct the tendency of one-sided emphasis on intellectual development and turn to fully develop students' personalities. Although our country is far from the international process in paying attention to students' ability development, we can learn from others' experience and lessons, bring personality development and ability development into the central line of sight of curriculum reform at the same time, and take measures to make them go hand in hand. Personality, innovative spirit and ability, social practical ability and potential have become the mainstream vocabulary in the current curriculum field, which is a great impetus for us to correct the long-standing prejudice of knowledge and skills and establish a modern scientific curriculum view.
Second, the trend of strengthening basic disciplines and basic knowledge of disciplines.
Since 1980s, some countries, such as Britain and the United States, which have relatively dispersed curriculum power, have gradually established national core courses and basic courses that every student must study through legislation, and organized forces to compile national standards for various courses, emphasizing the need to adhere to the teaching of basic disciplines and basic knowledge of disciplines. This coincides with the long-standing teaching "double basics" theory in the field of basic education in China.
But it is worth noting that the understanding of "foundation" has changed. According to the requirements of different times and the characteristics of knowledge development, the "foundation" of school curriculum is constantly developing and changing, with distinctive characteristics of the times. In the past, China has long adhered to the "double-base" teaching of basic knowledge and skills in school curriculum and teaching, laying a solid foundation for students to continue their studies and engage in productive labor, which has always been a distinctive feature of school education in China. Facts have proved that adhering to the "two basics" provides a strong support for ensuring the quality of basic education. However, it is not enough to adhere to the "two basics" teaching. Modern society puts forward new requirements for the quality of citizens and talents, especially for cultivating students' basic ability to adapt to the challenges brought about by economic and social development. In addition, the rapid development of economy and society also requires schools to cultivate the basic concepts and attitudes of future citizens. Therefore, the foundation of school curriculum has actually developed from "two basics" to "three basics" and "four basics". Due to the importance of "double basics" in China's theoretical circles and teachers, a set of effective theories and methods have been formed. Teachers are familiar with the operating procedures of "two basics" teaching, and the teaching of basic knowledge and skills can be well implemented. What we lack is the research and practice of combining the theory of basic ability and basic attitude with practical operation procedures. If we do not seriously explore the indicators and implementation methods of basic abilities and attitudes, teaching practice is likely to remain at the level of grasping the "two basics" and cultivating basic abilities and attitudes. At the same time, we should fully understand the theoretical and empirical value of "double-base" teaching in China for many years, and prevent the bias of "double-base" teaching from being ignored or even denied when emphasizing basic ability and attitude.
Third, the tendency to strengthen moral education and humanistic education.
The cultivation of moral sentiment is a worldwide problem. Cultivating morality was once the main problem to be solved in education in history, and it is still the important task of school education. Since ancient times, people have done a lot of exploration on this. The importance of the transmission of ideas, attitudes and value systems in education and social enlightenment is self-evident. Especially with the rapid development of globalization and networking, the importance and difficulty of moral education have increased. The further reform and opening up of our society and the process of economic marketization have brought new special problems to school moral education. In this case, how to better embody and integrate moral education into school curriculum, so as to produce effective moral education effect and atmosphere, is an urgent task of educational research and practice. However, the prospect of improving the situation that moral education in China has been time-consuming and laborious for a long time with little effect is not optimistic. Moral education among schools, society and families is out of touch with each other, forming a situation of three "textbooks" for schools, society and families. This situation cannot be changed by administrative orders or overnight. We must make great efforts to discover and respect the laws of moral education.
The uncertainty brought by the development of science and technology to human society and the eternal pursuit of humanistic spirit have become a pair of sharp contradictions in today's society. As we all know, the invention of science and technology is a double-edged sword, which can not only benefit mankind, but also bring us unpredictable disasters. How to harness the wild horse of science and technology? Experts and scholars have turned their attention to traditional humanities education. They believe that the development of science and technology needs the traction of humanistic spirit, and people need humanistic spirit to guide and determine the direction of future social development. The international trend of increasing the weight of humanities courses in recent years is a reflection of this view. In China's school education, mathematics and science account for a large proportion, while humanities account for a low weight, which deserves our attention.
Fourthly, the trend and problems of curriculum integration.
The proposal and development of comprehensive curriculum is a criticism of the defects of subject education. For a long time, the ideal of curriculum integration and the reality of subject separation have been puzzling primary and secondary education and teaching. It is impossible for the world to teach, learn and explore as a whole, and it is an inevitable choice to decompose and differentiate the world. However, all kinds of classified education need to be integrated into one student. How to solve this contradiction?
We think that analysis and synthesis are two different ways to understand the world, and there is no difference between good and bad. Accordingly, the separation and integration in school education also has its reasons for existence. Comprehensive and sub-disciplines have their own advantages and disadvantages. According to students' physical and psychological development and the goals of school education at different stages, curriculum integration at different stages has different meanings. Generally speaking, the lower the grade, the higher the comprehensive level can be. The degree of curriculum integration in compulsory education should be higher, especially the disciplines of science education should be properly integrated. However, in senior high school, with the development of students' abstract thinking, people have long realized the great educational value of this course. In senior high school, countries all over the world pay more attention to the teaching of different subjects, and comprehensive courses become an effective supplement to the courses of different subjects.
We must pay attention to overcoming the mindset that often appears in education and prevent the advantages of different disciplines from being opposed by comprehensive advantages. To prevent the situation that needs to be changed is precisely the situation that needs inheritance and development. It is not worthwhile to take comprehensive courses and subject courses as an excuse, ignore the characteristics of students' psychological development and the reality of education and teaching in China, and unilaterally emphasize the advantages of comprehensive courses or subject courses in order to replace each other. It can be predicted that in the future curriculum reform of basic education in China, the integration will bring great changes and new features to the school curriculum, but the problems and difficulties that school education will encounter are unprecedented. The key to solving the problem is not to formulate a policy, but to seriously explore effective comprehensive models and methods; But how to eliminate interference, adopt a realistic attitude in curriculum development and teaching, analyze specific problems, and truly grasp the boundaries between sub-disciplines and integration, so that they can penetrate and complement each other. Resolute synthesis of synthesis, persistence of subdivision, differentiation in synthesis and synthesis in subdivision.
Fifth, the trend of curriculum life, socialization and practice.
The misunderstanding of pursuing the integrity and purity of the discipline system structure in primary and secondary schools makes the tendency of curriculum in China to be divorced from life and practice as a whole still very serious. This situation is more obvious, especially in some logic subjects in middle schools. The emergence of this misunderstanding, first of all, is due to the lack of understanding of the essential characteristics of basic education, especially compulsory education, which is the basic quality education of citizens. The starting point of subject curriculum experts is to lay the foundation for the cultivation of subject reserve talents; Secondly, it has something to do with the course writers' failure to realize the educational value of practice and life and to regard practice and life as the living water of students' cognitive development.
Strengthening the connection between curriculum and students' life and real social reality, so as to make it more effectively integrated, is not to make the curriculum deviate from the academic track, but to add the characteristics of the times and new vitality to the curriculum that has been fully academic after hundreds of years of development. It is a common practice in many countries to combine general education with vocational and technical education in primary and secondary schools. China has been exploring this field for more than 20 years, but it has never formed a truly effective way and method. In this respect, the most difficult thing to grasp is the "moderation" of the combination of vocational education and general education. The history of 50 years proves that we always wander around this "moderate" or left or right, and even slide in the direction that seriously interferes with the teaching order. We should fully understand the great harm that vocational education or general education brings to school education and social development.
Sixth, the trend of curriculum individualization and diversification.
The problem of individualized curriculum is actually a problem of teaching students in accordance with their aptitude. In the case of class system, it is difficult for teachers to teach students in accordance with their aptitude in the face of many students with different qualifications and characteristics. Even if various measures are taken to the maximum extent, it is difficult to achieve the expected results. For hundreds of years, people have been discussing in the field of curriculum materials and teaching, hoping for a breakthrough. Teaching students in accordance with their aptitude, as the main principle of curriculum preparation and teaching process, can be said to stay in theoretical principles in most cases. At present, curriculum reform and individualization are still our goals. However, it should be noted that the conditions for implementing personalized courses and teaching are changing. The development of information technology and the increasingly widespread application of multimedia computers and networks in schools have brought new opportunities and created unprecedented conditions for personalized courses and personalized teaching. The era connotation of curriculum individualization is to use the possibilities and opportunities brought by new technology to develop and provide suitable courses and teaching materials for schools with different characteristics and students with distinctive personalities, and to promote the teaching process of teaching students in accordance with their aptitude.
Curriculum diversification is an objective requirement for the unbalanced development of education in various parts of China, and it is also a realistic need to promote high-quality products through competition under the current market economy conditions. China's current compulsory education textbooks adopt the policy of "one program with many copies" and "many programs with many copies", and many sets of compulsory education textbooks are being used all over the country. Summarizing the diversification of compulsory education textbooks, we believe that the reform of basic education curriculum textbooks must adhere to the road of diversification, which is undoubtedly the right policy. However, there are three necessary conditions to adhere to the diversification of curriculum materials: first, diversification is a concept of increasing quantity, that is, developing a variety of curriculum materials; Secondly, the increase in quantity must be combined with the differences in course textbooks, that is, a variety of course textbooks must have their own characteristics, and there should be obvious differences in writing styles and adaptation objects, showing their own characteristics; Third, only the increase in quantity and the existence of differences are not enough to truly constitute the essential characteristics of diversification. It must also be combined with the selectivity of curriculum materials, so that schools with different characteristics and even students with different characteristics can make reasonable choices of various curriculum materials independently, freely and undisturbed according to their own conditions and characteristics. Only by meeting these three conditions can we truly realize the diversification of courses.
VII. Curriculum and the development trend of modern information technology.
The rapid development of modern information technology and its increasing penetration into the field of school education have brought opportunities to school education and made it face severe challenges again. Will the current school education model survive or die in the future society? What changes will the development of information technology eventually bring to the education mode? This is still an unpredictable thing today. However, we should be clear that the current education mode or classroom teaching mode is not natural, but also established through reform and development, which adapts to the requirements of the printing era with paper as the carrier. Where will the ever-changing information network era take us? It is worth pondering.
The change of learning style may be the most prominent feature of the changes that will take place in education in this era. Do you still study by textbooks as you do now? Or learning based on information resources? Obviously, reading textbooks as the Bible is an outdated way of learning. How to prepare convenient and accessible learning resources for teachers and students is a new and huge task facing curriculum development. In the choice of teaching resources, the old question "What knowledge is the most valuable" in curriculum research has been given a new answer. Under the guidance of the new values of educational knowledge, resources to help students learn to learn, think and create will gradually occupy the main position. Therefore, the concept of curriculum will add new connotations.