According to the courses selected by educational institutions, the application for curriculum development is put forward, including the purpose and feasibility analysis of curriculum development. After confirmation, make a project plan, including the organizational structure, development stages and timetable of curriculum development (see charts 2 and 3).

Step 2: Analysis

According to the specific courses, analyze the specific details with the project team to form a curriculum development task book, including development topics, training objects, training duration and training purposes. According to the analysis of the training objects, form a preliminary training content and main training methods.

Step 3: Investigate the training needs.

From this stage, we will enter the stage of curriculum development and implementation. Training demand research is one of the most important links, and the selection of training objects and the control of research process will affect the effect of demand research. Training demand survey generally adopts interviews, questionnaires and observation methods, in which interviews are divided into one-on-one interviews and group interviews according to the interview scale.

Step 4: Course content design.

Curriculum elements include: curriculum objectives, curriculum content, curriculum modules and curriculum strategies.

Course objective: according to the needs of the environment, provide the direction of learning and the standards to be achieved. The compilation of curriculum objectives can refer to ABCD method: the target of audience training, behavior, conditions and environment, and degree standard, that is, "what kind of behavior can be achieved under what environment"

Meaning:

The goal of education is to inherit and renew a certain culture for people who belong to it. For families and individuals, education has two goals: one is to educate children to become adults with personal characteristics, and the other is to impart knowledge and skills to future generations and prepare them for the requirements of the natural and social reality in which they live.

These two goals are the basis for individuals and groups to adapt to reality and survive. In order to achieve these goals, it is necessary to design and develop the curriculum. At the same time, the curriculum needs to span time and space, so it is necessary to design a scheme to show the decision-making of the curriculum and the mutual organization and adjustment among the components.

By linking the course content with the limitation of time and materials, the combination of object, content and learning behavior is determined to provide direction guidance for educational participants.