Test center prediction: this chapter takes a large proportion in the exam, focusing on the related concepts such as curriculum and curriculum standards, which mostly appear in the form of multiple-choice questions or fill-in-the-blank questions; The principles of making curriculum plans and compiling teaching materials usually appear in the form of short answers; Essay questions often involve the design principles and reform trends of middle school curriculum.

The first section course overview

Second, the types of courses.

(1) According to the inherent attributes of disciplines, they are divided into subject courses and experience curriculum.

Subject curriculum is a kind of curriculum that advocates subject-centered. Subject courses are based on cultural knowledge. According to certain value standards, select certain contents from different knowledge fields or academic fields. According to the logical system of knowledge, the selected knowledge is organized into subject courses. The leading value of subject courses lies in inheriting human civilization, enabling students to master, inherit and develop the knowledge and cultural heritage accumulated by human beings for thousands of years.

Experience course is a course based on students' interests and needs and centered on the experience of children's main activities. Experience curriculum emphasizes the value of students' direct experience, and the basic source of curriculum objectives is students' experience and their growth needs. The leading value of experience course lies in enabling students to get direct experience and real experience of the real world.

(2) According to the organizational form of the course content, it is divided into core courses and comprehensive courses.

Core curriculum is a single-discipline curriculum organization model, which emphasizes the relative independence between different disciplines and the integrity of a discipline logic system. The leading value of its curriculum lies in enabling students to acquire logical and organized cultural knowledge.

Comprehensive curriculum, also known as "wide-area curriculum" and "comprehensive curriculum", is a multi-disciplinary curriculum organization model. It emphasizes the relevance, unity and internal relations among disciplines, and its leading value lies in promoting the all-round development of students' understanding, grasping and solving problems through the integration of related disciplines.

(3) From the implementation requirements of the curriculum plan, it should be divided into compulsory courses and elective courses.

Compulsory courses refer to public courses that students must study according to national, local or school regulations. These standards are formulated to ensure the basic academic ability of all students. Its leading value lies in cultivating and developing students' commonness and embodying the basic requirements for students.

Elective courses refer to courses that allow individuals to choose according to the characteristics and development direction of different students. They are developed to adapt to the differences of students' personalities. Their leading value lies in satisfying students' hobbies and cultivating and developing students' good personality.

(4) From the subject of curriculum design, development and management, national curriculum can be divided into national curriculum, local curriculum and school-based curriculum. The national curriculum is designed according to the general requirements for the development of the basic quality of all citizens, which embodies the basic standards of national education and the common requirements of the state for primary and secondary education in all localities and communities. The leading value of national curriculum lies in reflecting the educational will of the country through the curriculum and ensuring the common basic quality of all citizens. It plays a decisive role in grasping the political direction, implementing the educational policy and implementing the training objectives.

Local curriculum is based on national curriculum standards and guided by certain educational ideas and curriculum concepts.

Courses designed according to the actual situation of local economy, characteristics and cultural development are supplements to national courses in various places, and reflect the basic requirements of local social development for students' quality development. At the same time, local curriculum plays an important guiding role in the implementation of local primary and secondary school curriculum, and its leading value lies in meeting the practical needs of local social development through curriculum.

School-based curriculum is essentially a democratic decision-making process of school-based curriculum development, that is, principals, teachers, curriculum experts, students, parents and community members participate in the formulation, implementation and evaluation of school curriculum plan. The leading value of school-based curriculum lies in showing the purpose and characteristics of running a school through the curriculum.

Section II Course Objectives

First, the concept of curriculum objectives

Curriculum objective is the most critical criterion to guide the whole curriculum preparation process, and it is the expected result of school curriculum at a specific stage. The broad curriculum goal points to the relationship between education and society, which is a relatively large perspective, covering all levels. It is an educational intention, including educational policy, educational purpose, training goal, course teaching goal and teaching goal, while teaching goal includes grade teaching goal, unit teaching goal and class teaching goal. In a narrow sense, the curriculum goal refers to the relationship between education and students within education. This is a relatively narrow and specific perspective. Its coverage is specific. Mainly refers to the educational objectives, not including the educational policy.

Second, the classification of curriculum objectives

(A) generative curriculum objectives

The generative target is not an external pre-specified target. On the contrary, it is a natural goal with the development of the educational process in the educational situation. It pays attention to the process of learning activities, considers the differences of students' interests and abilities, and emphasizes the adaptability and generation of goals.

(B) Behavior-oriented goals

The goal of behavior-oriented course is students' expected learning results, which has the functions of guidance, control, encouragement and evaluation. The behavior goal is specific and clear, easy to operate and evaluate, and more suitable for learning the course content with training knowledge and skills as the main content.

(C) Performance curriculum objectives

Expressive goals. Refers to each student's personalized creative performance in various encounters in the educational situation. Pay attention to students' innovative spirit and critical thinking, which is suitable for curriculum arrangement based on student activities.

Third, the determination of curriculum objectives.

(A) students' learning

The study of students is to find out the expected results that educators expect from students. It usually includes three aspects (1) to understand the current situation of students' physical and mental development, and compare it with the ideal norm to confirm the gap: (2) to understand students' needs; (3) Understand students' interests and personality differences.

(2) Social studies

Social research involves a wide range of contents, and the usual method in curriculum field is to divide social life into several meaningful aspects, and then study each aspect separately.

(3) subject research

Subject knowledge is the logical system of the subject, including the basic concepts and principles of the subject, the inquiry methods of the subject, the development trend of the subject, the relationship between the subject and related disciplines and so on. We must study the subject knowledge, types, development and its value when setting the course objectives. Objectively reflect the objective requirements of the growth of subject knowledge.

Section 3 Curriculum Design

First, the concept of curriculum design

Curriculum design is to plan and arrange all aspects of the curriculum. It often involves curriculum objectives, curriculum content, curriculum evaluation, curriculum structure and other categories. Specific viewpoints and propositions are put forward in each category, as well as the procedures and methods to realize these viewpoints and propositions, and often form specific teaching models.

Second, the three levels of curriculum design

Curriculum plan, subject curriculum standards and teaching materials are three levels of curriculum design.

First, the curriculum plan

1. The concept of curriculum plan

Curriculum plan is the overall plan of curriculum setting. It makes comprehensive arrangements for school teaching, productive labor and extracurricular activities. , stipulates the disciplines that schools should set up, the order of setting disciplines and the allocation of class hours, and divides the semester, school year and holidays.

2. The composition of the curriculum plan

(1) Teaching Subject Setting

Which subjects are the center of the curriculum plan? Each discipline not only has its own independent system, but also has necessary interrelations.

(2) Discipline order

Discipline order refers to the determination of the teaching order of each discipline according to the years specified by the discipline, the content of each discipline and the requirements of teaching methods.

(3) Class hours allocation

The allocation of class hours includes the total class hours of each subject, the teaching hours of each academic year (or semester) and the weekly class hours.

(4) school year preparation and school year week arrangement

School year compilation and school year week arrangement refer to the division of school year stages, the number of teaching weeks per semester, the time for students to participate in productive labor, holidays and so on. It is the guarantee for the normal work of the school.

3. Principles of Curriculum Planning

First, ensure the realization of educational goals and tasks, and reflect the integrity of curriculum structure. It is necessary not only to promote the all-round development of students' morality, intelligence and physical fitness, but also to ensure the coordination and balance among various disciplines.

Secondly, according to the scientific curriculum theory, several basic relations within the curriculum system should be handled well. Reflect the foundation and diversity. These basic relationships include: basic courses and improvement courses, subject courses and comprehensive courses, theoretical knowledge courses and practical courses, compulsory courses and elective courses.

Third. Giving priority to teaching and making overall arrangements: simplifying courses and laying a solid foundation will help develop students' specialties; The knowledge system is relatively complete, which ensures the reasonable relationship between disciplines: unity and flexibility, stability and change.

4. The guiding significance of curriculum plan to schools and teachers

The curriculum plan embodies the unified requirements of the state for school education, which is the basis for the school to organize teaching work and determine the work rhythm, and is the basis for guiding teachers to carry out teaching and other activities. School leaders and teachers should conscientiously implement the curriculum plan, set enough subjects required by the plan, and ensure the teaching hours of each subject; Give priority to teaching, comprehensively arrange various activities, maintain a stable teaching order in the school, and make students develop morally, intellectually and physically in an all-round way.

(B) Subject curriculum standards

1. The concept of subject curriculum standards

Subject curriculum standard is a guiding document for each subject in the curriculum plan in the form of syllabus and related subject teaching content. It stipulates the teaching purpose and task of the subject, the scope, depth and structure of knowledge, the teaching progress and the basic requirements of related teaching methods. Subject curriculum standards are the development of different subject curriculum plans. It embodies the unified requirements of the country for the teaching of various disciplines, is the direct basis for the compilation of teaching materials and teachers' teaching, and is also an important standard to measure the teaching quality of various disciplines.

2. Composition of subject curriculum standards

(1) Preface. Combined with the current curriculum reform, according to the characteristics and requirements of this curriculum category, this paper expounds the background, curriculum nature, basic ideas and overall design ideas of the curriculum reform. This part is mainly to clarify the guiding ideology of this subject teaching, and provide directional and guiding suggestions for understanding curriculum standards, compiling teaching materials and teachers' teaching.

(2) Curriculum objectives. According to the guiding ideology of the course, combined with the characteristics of the course, this paper expounds the overall goal and learning stage goal (or specific goal) of the course from three aspects: knowledge and skills, emotional attitude and values, process and method.

(3) Content standards. According to the course objectives, the criteria for selecting specific content are formulated, and the degree of mastering the content is clear in a standardized, clear and easy-to-understand way.

(4) Implement the recommendations. In order to facilitate the understanding and implementation of curriculum standards, it is necessary to provide implementation suggestions in the curriculum standards, mainly including teaching suggestions, evaluation suggestions, suggestions on the development and utilization of curriculum resources and suggestions on the compilation of teaching materials. At the same time, it is required to provide appropriate typical cases where it is easy to be misunderstood or when stating important new content, so as to facilitate teachers' understanding, which is also an effective method to guide a new concept.

(5) Appendix. The relevant annexes of this course category mainly explain some important terms in the course standards so that users can better understand and implement the course standards. Typical cases should be provided for teachers' reference when necessary.

3. The guiding significance of subject curriculum standards to schools and teachers

First, the subject curriculum standard is the unified requirements and specific norms put forward by the state for the teaching of various subjects, and it is an important tool for the teaching of state-led schools.

Second, the subject curriculum standard is the main basis for compiling teaching materials and teaching for teachers.

Thirdly, schools and teachers should fully understand the content, system and spiritual essence of curriculum standards, and compile teaching materials and conduct teaching according to subject curriculum standards.

Fourthly, the subject curriculum standard is an important standard to measure the teaching quality of each subject.

(3) Textbooks

1. The concept of textbooks

Textbooks, also known as textbooks, are teaching books that are written according to curriculum standards and systematically reflect the subject content. Textbooks are the embodiment of curriculum standards. Textbooks are generally not original research results, but a comprehensive induction and systematic exposition of the existing knowledge and achievements of a certain subject.

Do less new explorations and put forward your own opinions. Textbooks are different from ordinary books. They are written for students of a certain grade to master the basic knowledge of a certain subject.

2. Textbook layout requirements

First of all, the arrangement of teaching materials should be conducive to students' learning and meet the requirements of hygiene, pedagogy, psychology and aesthetics. Secondly, it is necessary to clarify the content of teaching materials; Written expression should be concise, accurate, vivid and fluent; The length should be detailed and appropriate. Thirdly, the title and conclusion should be marked with different fonts or symbols to make them stand out; Cover, chart, illustration, etc. , should strive to be clear and beautiful; The font size should be appropriate, the binding should be firm, the size and thickness should be appropriate, and it is easy to carry.

3. The role of textbooks

First, teaching materials are the basis for students to further expand their knowledge fields and the main materials for students to acquire systematic knowledge and learn in school. They can help students master what teachers teach, and at the same time facilitate students to preview, review and do their homework.

Second, teaching materials are also the main basis for teachers to teach, providing basic materials for teachers to prepare lessons, attend lectures, assign homework and check and evaluate students' academic performance.

Thirdly, according to the requirements of the teaching plan of this subject, the teaching objectives, contents, scope and teaching tasks of this subject are analyzed.

Fourth, according to the position of this discipline in the whole school curriculum, study the relationship between this discipline and other disciplines, integrate theory with practice, determine the main teaching activities, extracurricular activities, experimental activities or other social practice activities of this discipline, and make overall arrangements for classroom teaching and extracurricular activities at all teaching stages.

Section 4 Curriculum Implementation and Curriculum Evaluation

I. Curriculum implementation

(A) the meaning of curriculum implementation and influencing factors

1. The meaning of curriculum implementation

Curriculum implementation refers to the process of putting the curriculum plan into practice, which is the basic way to achieve the expected curriculum goals. Whether the course can contribute to the realization of educational goals, whether it can be accepted by learners, and then promote their physical and mental development can only be answered through implementation. Generally speaking, the better the course design, the easier it is to implement and the better the effect.

2. Factors affecting the implementation of the curriculum

Curriculum implementation is influenced by many factors, mainly including the following:

First, the characteristics of the curriculum plan itself. _ is transmissibility, that is, the degree of implementation in schools everywhere; The second is operability, that is, the convenience of use; The third is harmony, that is, the degree of consistency with popular value orientation and behavior mode; The fourth is relative advantage, that is, the advantage of the new curriculum relative to the original curriculum.

Second, exchange and cooperation. Communication can be the communication between curriculum compilers and implementers. It can also be an exchange between implementers. It is very important to exchange information about the curriculum plan frequently and reach a consensus on how to implement it.

Third, the organization and leadership of curriculum implementation. Education administrative departments at all levels and school leaders are responsible for leading, organizing, arranging and checking the implementation of the curriculum plan. First of all, we should do a good job in people's ideological work, especially mobilize teachers to implement the new curriculum, so that teachers can understand the significance and meaning of the new curriculum and improve their consciousness and initiative in implementing the new curriculum. Secondly, we should formulate various rules and regulations to ensure the implementation of the new curriculum.

Fourth, the level of teachers. Teachers are the most direct participants in the process of curriculum implementation. The success of the new curriculum plan mainly depends on the quality and attitude of teachers. Through training, teachers should form the concept of the new curriculum and master the methods of implementing the new curriculum.

Fifth, the support of various external factors. The implementation of the new curriculum plan needs the support of various external factors. The most direct supporters should be national and local governments, such as policy support and financial support. At the same time, it also needs the support from all walks of life, such as the public opinion support of the news media and the understanding support of parents.

(B) the structure of curriculum implementation

As a dynamic and serialized practical process, curriculum implementation has a certain operating structure. In the process of curriculum implementation, at least the following seven aspects should be considered.

1. Arrange the curriculum. Make clear the starting order and class time allocation of each course.

A good curriculum is the product of the combination of curriculum theory and practice, which is authoritative and instructive.

2. Determine and analyze the teaching tasks

Teaching tasks usually include three aspects: first, the basic knowledge and skills that students should master. The second is the intelligence, ability and physical strength that students should form and develop. Thirdly, cultivate students' emotion, attitude, morality and individual psychological quality.

3. Study students' learning activities and personality characteristics. Understand the learning characteristics of students.

The learning characteristics of students are restricted by internal and external factors. Internal factors mainly include students' basic knowledge and skill level, intelligent structure and psychological quality, personality characteristics, learning experience, learning methods, learning motivation and learning enthusiasm. External factors mainly include learning content, teachers' teaching style, social tradition, requirements of the times and educational environment. These two factors are interrelated, influence and restrict each other, which makes students' learning form four characteristics: uniqueness, stability, development and flexibility.

4. Choose and determine the teaching mode suitable for students' learning characteristics and teaching tasks.

Teaching mode refers to the basic paradigm of relatively stable and systematic teaching activities under the guidance of certain teaching ideas or theories in order to complete specific teaching tasks and achieve the expected curriculum goals. In order to achieve the expected course objectives, we can choose a variety of teaching modes according to the teaching tasks and students' learning characteristics. Which mode teachers choose depends on its value in helping students master the course content and realize the course objectives.

5. Plan the type and structure of specific teaching units and classes.

Teaching unit usually refers to a relatively complete part of the content of a course textbook. When planning the teaching unit, we need to consider the main principles, concepts, skills, attitudes, diagnostic tests and evaluations in the teaching unit. Class is an integral part of teaching units, and the problem to be solved is how to arrange classroom teaching activities.

6. Organize and carry out teaching activities

Organizing teaching activities is the unfolding process of curriculum implementation plan and the basic way of curriculum implementation.

7. Evaluate the process and results of teaching activities.

This is the last task or link of curriculum implementation.

The above seven aspects constitute the circular dynamic structure in the operation process, which is the process structure of curriculum implementation.

Second, curriculum evaluation.

(A) the meaning of curriculum evaluation

Curriculum evaluation refers to checking whether the objectives, compilation and implementation of the curriculum have reached the educational objectives. What is the degree of realization? Judge the effect of curriculum design and make corresponding decisions to improve the curriculum.

(B) the main model of curriculum evaluation

1. Target evaluation mode

This evaluation model is based on goal-centered rain, aiming at the shortcomings of norm reference test which was formed and popular in the early 20th century, and is formed on the basis of Taylor's "evaluation principle" and "curriculum principle".

Section 5 China Middle School Curriculum

First, the junior high school curriculum

Junior high school is a golden period for a person to learn knowledge and develop intelligence, and it is also a critical period for language development. Therefore, junior high school curriculum should reflect the following characteristics and requirements:

(a) in line with universality, foundation and development

According to the outline. Junior high school curriculum and primary school curriculum are integrated, so it should meet the requirements of the state for compulsory education curriculum, that is, it should be universal, basic and developmental. Popularization means that the curriculum of compulsory education should be oriented to every student, and its standard is what most students can achieve. To ensure that every student can meet the basic quality requirements of the country: basically, the content and requirements of the course should be basic, and should not be expanded or inflated at will, and should reflect the basic requirements of the country for the quality of every citizen; Development means that the course should focus on students' lifelong learning, adapt to the different needs of students' development, and provide students with basic knowledge, basic skills, good emotions, attitudes and values and various necessary abilities necessary for independent, comprehensive and sustainable development.

(two) reflect the balance, comprehensiveness and selectivity.

Balance means that all kinds of course types, specific subjects and course contents in the school curriculum system can maintain an appropriate and reasonable proportion, thus promoting students' all-round, harmonious and balanced development. Setting up the nine-year compulsory education curriculum as a whole is an important measure to ensure the balanced curriculum structure.

Comprehensiveness refers to strengthening the integration of disciplines, offering comprehensive courses, closely linking disciplines with social life, and improving students' comprehensive quality and social adaptability. Specific measures are embodied in two aspects, one is to strengthen the comprehensiveness of disciplines, and the other is to offer comprehensive courses.

Selectivity refers to the adaptation of school curriculum to the actual needs of local social development, the educational objectives of schools and the individual differences in students' development. The selectivity of curriculum structure is reflected in the fact that the new curriculum appropriately reduces the proportion of national curriculum in the school curriculum system. In the compulsory education stage, it will be 10%. L2% of the class hours are used for the development and implementation of local courses and school courses, thus forming a hierarchical structure in which national courses, local courses and school courses are parallel.

(C) the overall curriculum of nine-year compulsory education

Compulsory education curriculum should embody the basic nature of compulsory education, follow the law of students' physical and mental development, adapt to the requirements of social progress, economic development and scientific and technological development, and lay the foundation for students' all-round development and lifelong development. Based on this, this curriculum reform takes compulsory education as a whole, and the curriculum is set consistently for nine years.

"Saint" refers to organizing all kinds of courses according to the horizontal relationship. Through the horizontal combination and interactive infiltration of courses, all courses can be integrated on the premise of respecting differences, which will have a joint force and overall effect on learners' learning, thus promoting the all-round and harmonious development of students' body and mind.

"Consistency" refers to organizing all kinds of courses according to the vertical development order. As far as a subject is concerned, it is necessary to emphasize the internal logic of the subject content, reflect its continuity, and deepen and expand the course content in the cycle, and constantly strengthen and consolidate it; As far as the relationship between disciplines is concerned, it is necessary to emphasize the sequence of disciplines, reflect the relationship between disciplines, make all disciplines open in a coherent and orderly manner, make learners' learning have cumulative effects, and promote students' sustainable development.

Offering a comprehensive practical activity course

From the third grade of primary school to graduation from high school, comprehensive practical activity courses are offered. This is a great innovation in the reform of curriculum structure in China. Comprehensive practical activities are compulsory courses stipulated by the state, guided by local authorities and developed by schools, accounting for 6% ~ 8% of the class hours of compulsory education. The autonomy, practicality, openness and generativeness of comprehensive practical activities are more prominent than other disciplines, so the state has not promulgated the curriculum standards of comprehensive practical activities, but issued the guiding outline of comprehensive practical activities (for trial implementation) for guidance; The state does not organize the compilation of teaching materials. Instead, it emphasizes that teachers in various schools and disciplines independently develop teaching materials.

The course of comprehensive practical activities is a comprehensive learning activity conducted by students under the guidance of teachers. It is a practical course based on students' experience, closely connecting with students' own life and social reality, and embodying the comprehensive application of knowledge. Comprehensive practical activities in compulsory education stage include two parts: designated content and non-designated content. The designated contents include research-based learning, community service and social practice, labor and technical education, and information technology education. Non-designated content is determined by various regions and schools according to their own actual conditions.

The significance of offering the course of comprehensive practical activities lies in creating space for the full development of students' personality, helping students to experience life and apply what they have learned, promoting students to fully understand and experience the internal relationship among themselves, society and nature, and seeking their harmonious development with society and nature. Through comprehensive practical activities, students can initially form the consciousness and ability of scientific research.

Second, the high school curriculum.

(a) in line with the times, basic and selective

The times means that the choice of course content should reflect the level of contemporary social progress and scientific and technological development, reflect the development trend of various disciplines, pay attention to students' experience, strengthen the connection between course content and social life, and adjust and update teaching content in time according to the needs of the times.

Fundamentality refers to choosing the basic knowledge and skills that are beneficial to students' lifelong development and the essential basic content of lifelong learning in the course content, so that students have the enthusiasm and desire for lifelong learning, the spirit of active exploration and the attitude of sticking to the truth; Cultivate students' ability to collect and process information, acquire new knowledge, analyze and solve problems, communicate and cooperate.

Selectivity refers to designing various courses for students with different development potentials in different disciplines and at different levels under the premise of ensuring that each student meets the basic quality requirements stipulated by the state, so as to meet the different needs of students for courses and then meet the diversified needs of society for talents.

(b) Subject-based courses

Ordinary senior high school curriculum consists of three levels: learning field, subjects and modules.

Senior high school curriculum consists of eight learning areas: language and literature, mathematics, humanities and society, science and technology, art, physical education and health, and comprehensive practical activities. The purpose of setting up learning fields is to strengthen the horizontal connection between knowledge and strengthen the integration of courses. This not only reflects the trend of modern science integration, but also meets the needs of students' all-round development.

There are subjects under the field of study. Eight areas of study include Chinese, mathematics, foreign languages (English, Japanese, Russian, etc.) and other 12- 13 subjects. ), ideology and politics, history, geography, physics, chemistry, biology, art (or music, fine arts), sports and health. Among them, technology and art are newly added subjects. Art, music and art are set side by side for schools to choose from. At the same time, schools with conditions are encouraged to offer two or more foreign languages. All subjects are formulated by the state as curriculum standards or guidelines, which stipulate the minimum required credits for students' study.

A module is the basic unit that constitutes a subject. It is based on the subject content, follows the subject logic, and combines students' experience and social reality to form a relatively complete learning unit. Each module has 36 class hours and 2 credits. The setting of modules is a very important feature of the new curriculum in senior high school, which is conducive to solving the contradiction between the relatively stable setting of disciplines in schools and the rapid development of modern science and facilitating the timely adjustment of curriculum content in schools. It is beneficial for students to choose courses independently and form a personalized course study plan.

(3) Compulsory courses and elective courses constitute courses.

Ordinary high schools have a three-year academic system. The course consists of compulsory courses and elective courses, and describes the students' learning status through credits. The state stipulates that senior high school students must obtain 1 16 compulsory credits in three years (including l5 points for research learning activities, 2 points for community service and 6 points for social practice). Only when you get at least 6 credits in elective course II (that is, local courses or school courses), totaling 122 credits, can you graduate.

The new curriculum in senior high school can ensure students' mastery of basic knowledge, basic ability and basic quality by setting compulsory courses and providing basic credits. Lay a solid foundation for students' lifelong development. Through the setting of elective courses and the provision of flexible credits, students' interests can be satisfied and their specialties can be brought into play, thus providing conditions for their personalized development.

Offering a comprehensive practical activity course

Comprehensive practical activity curriculum is one of the eight major areas of senior high school curriculum, including research-based learning, community service and social practice. There are 23 compulsory credits, accounting for 20% of the minimum compulsory credits and 16% of the minimum graduation credits. The position of this subject can be seen from its proportion in the whole course. At the same time, because of its comprehensiveness, creativity, autonomy and practicality, its opening is extremely challenging.

The purpose of setting up comprehensive practical activity course is to make senior high school students keep independent and continuous interest in inquiry, gain experience in participating in research, social practice and service learning, improve their ability to find, ask and analyze problems, master basic practical and service skills, learn to share, respect and cooperate, develop a scientific attitude of seeking truth from facts, enhance their sense of service and dedication, and have a sense of responsibility and mission to pay attention to society.

The content of each part of the comprehensive practical activity course is similar to that of junior high school. The differences are as follows: the content of each part is different in the depth and breadth of the topic; Diversity and standardization of method use; There are differences in the provisions of credit ratio; The requirements are no different.