These goals constitute the overall framework of the new round of basic education curriculum reform, which embodies that the curriculum reform is a complex and meticulous system engineering. I. Realizing the transformation of curriculum function At present, all countries in the world regard the transformation of curriculum function as the primary goal of curriculum reform, and strive to make the new generation of citizens have the necessary qualities to adapt to the social, scientific and technological and economic development in the 2/kloc-0 century. On the basis of deeply reflecting on the current situation of basic education in China, deeply comparing the trends of international curriculum reform, and carefully analyzing the demand for talents in the future, this curriculum reform first establishes the core goal of curriculum reform in the Outline, that is, the transformation of curriculum functions: changing the tendency of curriculum to pay too much attention to knowledge transmission, emphasizing the formation of a proactive learning attitude, and making the process of acquiring basic knowledge and skills become the process of learning to learn and form correct values at the same time. That is to say, from simply paying attention to imparting knowledge to guiding students to learn to learn, learn to learn to cooperate, learn to survive, and learn to be a man, we should break the traditional narrow curriculum orientation based on elitism and entrance orientation and pay attention to students' "all-round" development. This fundamental change is of great significance for realizing the training objectives of the new curriculum, comprehensively implementing quality education in the field of basic education, and cultivating students' sense of social responsibility, sound personality, innovative spirit and practical ability, desire and ability of lifelong learning, good information literacy and environmental awareness. Second, the new round of basic education curriculum reform embodies the balance, comprehensiveness and selectivity of curriculum structure. The current curriculum structure has been greatly adjusted, reducing the categories of courses and adjusting the proportion of specific courses. While retaining the traditional subject courses, the courses aimed at cultivating students' scientific literacy and practical skills have been strengthened, so that the proportion of courses such as science and comprehensive practice has been on the rise. Offering comprehensive practical activity courses from primary school to senior high school mainly includes information technology education, research-based learning, community service and social practice, and labor technology education. The purpose is to strengthen the cultivation of students' innovative spirit and practical ability, strengthen the connection between school education and social development, change the bad tendency of running schools closed and divorced from society, and cultivate students' sense of social responsibility. Change the current situation that the curriculum structure emphasizes too much on discipline, too many subjects and lacks integration, and set up nine-year consistent curriculum categories and hours as a whole, and set up comprehensive courses to meet the needs of different regions and students' development. The new curriculum attaches importance to the unique value of different curriculum areas (especially comprehensive practical activities, physical education, fine arts, etc.). ) for the development of students, dilute the boundaries of disciplines and emphasize the connection and integration between disciplines. This change of curriculum structure echoes the change of curriculum function, which embodies the basic idea of curriculum reform of basic education in China and the training goal in the new period, and ensures the comprehensive, balanced and personalized development of students. Third, close the connection between the course content and life and the times, change the current situation that the course content is "complicated, difficult, biased and old" and pays too much attention to book knowledge, strengthen the connection between the course content and students' life and the development of science and technology in modern society, pay attention to students' learning interests and experiences, and select the basic knowledge and skills necessary for lifelong learning. This change in curriculum content strives to reflect the new achievements of modern scientific and technological development and make the curriculum have the spirit of the times. In addition, we no longer simply organize the teaching content with the discipline as the center, and no longer deliberately pursue the rigor, integrity and logic of the discipline system, but pay attention to the combination with students' experience, so that the formation of new knowledge and new concepts is based on students' real life. The course content truly reflects students' life experience and strives to reflect the characteristics of the times, which will effectively change the situation that students' study life is out of touch with the real world and greatly stimulate students' initiative and enthusiasm in learning. Fourth, improve students' learning style "Outline" clearly points out that it is necessary to change the current situation that the curriculum implementation places too much emphasis on learning, rote memorization and mechanical training, advocate students' active participation, willingness to explore and diligent hands-on, and cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, communicate and cooperate. In the past, long-term indoctrination learning made students introverted, passive, lacking in self-confidence and obedience ... naturally killing people's creativity. The improvement of learning style is based on the change of teachers' teaching behavior, so we regard the change of teachers' teaching behavior and the improvement of students' learning style as an important symbol of the success of this curriculum reform, and in a sense, it is also a key factor to further promote quality education. In order to fundamentally change students' learning style and ensure students' autonomy and inquiry learning, this curriculum reform first ensures children's activity time and space in the curriculum by adjusting the curriculum structure, and advocates establishing students' dominant position and promoting students' active learning by changing the presentation mode of learning content in the new curriculum standards. At the same time, it advocates that the learning process should be transformed into an exploration process in which students constantly ask questions and solve problems. According to different learning contents, we can choose a variety of learning methods suitable for personal characteristics, such as acceptance, exploration, imitation and experience. This change in learning style also means that we must pay attention to students' learning process and methods, and what means and methods students use to acquire knowledge. Because the process and methods of acquiring knowledge are different, the real gains brought to students may be different, and the impact on students' lifelong development may also be different. Fifth, to establish an evaluation and examination system that conforms to the concept of quality education is to establish a developmental evaluation system, change the curriculum evaluation function that overemphasizes screening and selection, and give play to the function of evaluation to promote students' development and teachers' improvement and improvement of teaching practice. First, it is necessary to establish an evaluation system to promote students' all-round development, so that evaluation not only pays attention to students' development in language and mathematical logic, but also discovers and develops students' various potentials, understands students' needs in development, helps students know themselves, builds self-confidence, promotes students' development at the existing level, and gives play to the educational function of evaluation. Second, it is necessary to establish an evaluation system to promote teachers' continuous improvement, to emphasize teachers' analysis and reflection on their own teaching behavior, and to establish an evaluation system based on teachers' self-evaluation and involving principals, teachers, students and parents, so that teachers can obtain information from multiple channels and continuously improve their teaching level. Third, evaluation should be a system, from forming multiple evaluation objectives, formulating various evaluation tools, to extensively collecting various materials, and forming constructive opinions and suggestions for improvement. Every link is an indispensable part of promoting development through evaluation. The main direction of future evaluation and examination reform is to attach importance to students' development and teachers' growth records with diversified evaluation objectives and methods. Six, the implementation of three-level curriculum management system, the new curriculum will change the situation of too centralized curriculum management, the implementation of national, local and school three-level curriculum management, and enhance the adaptability of the curriculum to local, school and students. Proceeding from China's national conditions, this curriculum reform has properly handled the relationship between the unity and diversity of the curriculum, established a three-level curriculum management system at the national, local and school levels, and realized the combination of centralization and decentralization. The establishment of three-level curriculum management system is helpful to the diversification of teaching materials and meet the needs of local economic and cultural development and student development. In order to achieve the above objectives, this curriculum reform has redefined the responsibilities of the state, local governments and schools in the curriculum management of basic education, adjusted the proportion of national courses in the whole curriculum plan, and increased some flexibility in curriculum content and class schedule, so that local governments and schools have corresponding choices. The operation of the three-level curriculum management policy has created good conditions for the curriculum to adapt to the particularity of local economic and cultural development, meet the needs of students' personality development and reflect the uniqueness of running a school, which will certainly have a far-reaching impact on accelerating the democratization and scientific process of curriculum construction in China.