It is an important content of the new round of basic education curriculum reform to change the current situation that the curriculum structure emphasizes too much on subject-based and lacks integration, so as to make the curriculum structure balanced, comprehensive and selective. Outdoor sports is a comprehensive quality education activity for teenagers in the natural environment, with personal practice as the main form and orienteering, hiking, outdoor survival training, physical development training and study tour in knowledge of nature as the main contents. In foreign countries, especially in western developed countries, a complete outdoor sports education system has been formed after long-term practice and exploration. With the steady progress of basic education curriculum reform in China, quality education is developing in a diversified direction. Therefore, it is of great practical significance to construct the curriculum system of outdoor sports for teenagers, promote the overall improvement of teenagers' ideological and moral level, mental health level and physical quality, and improve and enrich the theory and practice of quality education. First, the theoretical basis of constructing the outdoor sports curriculum for teenagers 1. Modern curriculum view. The new curriculum puts forward the basic idea of "for the development of every student", which regards students as unique, developed and complete people, which means that the curriculum system of basic education in China will go out of the educational model with single goal, rigid process and outdated methods, so that each student's personality can be fully developed and a new generation with competitive consciousness can be cultivated. Curriculum construction should return to students' life world, so the new curriculum is no longer limited to the narrow category of "knowledge", "discipline" and "teaching subject", but understands the curriculum as an educational intermediary with human life experience as its content, and communicates students' real life and possible life through their critical and reflective practice in the life world. This curriculum concept is mainly embodied in: students are the main body of the curriculum, "life world" is the scope of the curriculum content, and the curriculum is an activity for students to construct the meaning of life through reflection and creative practice, and the learning activities of the curriculum are based on understanding, experience, reflection, exploration and creation. 2. Experience education theory. Experiential education is different from ordinary experiential education, and it has new elements of educational philosophy. On the one hand, it emphasizes personal experience and self-knowledge; On the other hand, in terms of values, we attach importance to the understanding and cooperation between people and the all-round development of people. The implementation of this educational concept in educational behavior is to emphasize the emotional experience and moral experience of the educated. Outdoor sports have the basic characteristics of externality and interaction, which requires students to actively participate in various activities, share and feel life through a series of learning and communication, and realize the internalization process of attitude and behavior, emotion and morality in experiential education. There are two ways to experience outdoor sports learning. One is that the cognitive subject regards himself as an object conceptually, so that he can temporarily observe things and think about problems according to the environment, position and viewpoint of the object, and obtain information about the object from this experience; The other is that the cognitive subject temporarily turns himself into a real object in practice, not only observing and thinking from the standpoint and viewpoint of the object he studies, but also living directly as a member of the object. 3. Educational ecological theory. Educational ecological environment is a multi-environmental system centered on education, which restricts and regulates the emergence, existence and development of education. The relationship between man and environment is interdependent and mutually restrictive. People transform the surrounding environment by exerting their subjective initiative to adapt to the contradictions and conflicts between people and the environment and enhance their viability. Outdoor sports classroom environment is an ecosystem, and the relationship between man and nature, teachers and students, and students and students constitutes a complex population relationship, which is full of information and energy exchange. But more importantly, in order to realize the balanced development of classroom ecosystem and build a harmonious outdoor classroom ecology, we must give full play to students' subjective spirit, let students actively explore and develop vividly, carry out colorful dialogues and exchanges, and provide students with opportunities to fully display their talents, so as to obtain a truly equal classroom. Secondly, the goal design of outdoor sports course for teenagers is the most important criterion to guide the whole course preparation, the basis to guide the course implementation and the standard of teaching evaluation. Based on the natural, practical, interactive and comprehensive characteristics of outdoor sports, it is considered that the overall goal of outdoor sports curriculum for teenagers should be to tap the inherent potential of young students, promote their comprehensive understanding and experience of the internal relationship between nature, society, others and themselves, cultivate their good ideological and moral quality and healthy psychological behavior, improve their physical quality and survival skills, develop their innovative, practical and cooperative abilities, and promote the harmonious development of their comprehensive quality and healthy personality. Specific objectives should also include the following three aspects: 1. Through outdoor experiential learning activities, we can change the concept of school education and teaching, overcome the problems of formalism, utilitarianism and bubble in ideological and moral education and mental health education in primary and secondary schools, improve the practical courses of ideological and moral education and mental health education in primary and secondary schools, extend the class hours of ideological and moral education and mental health education, and make students' learning truly connect with life and practice and return to the life world. 2. Through outdoor practice and personal experience, seek effective ways of ideological and moral education, physical and mental health education and survival skills education, actively create a natural environment and social atmosphere conducive to teenagers' ideological and moral construction, mental health and physical health, fully tap the curriculum resources of ideological and moral education, mental health education and physical exercise, and fully understand and master the knowledge and skills of outdoor sports. 3. Broaden students' learning horizons, enrich students' life experience, stimulate students' desire to explore problems, cultivate students' self-confidence, sense of responsibility and sense of cooperation in lively, relaxed and happy open learning activities through the outdoor stage of nature, so that students can "raise awareness, reflect on practice, follow up actions and realize life" from thought to action, establish a positive world outlook, outlook on life and values, and form a positive attitude and lifestyle. Third, the curriculum content of outdoor sports for teenagers attaches importance to students' learning interest and experience. Curriculum design strives to face students' real life situation, connect with the development of science and technology in modern society, and emphasize the comprehensiveness and openness of curriculum content. Teenagers' outdoor sports curriculum should adhere to the student-oriented view, highlight the basic characteristics of "returning to the natural life world" according to the different situations of students' age, gender and cognitive level, pay attention to the relationship between students and nature, between students and society, between students and others, and between students and themselves, rely on modern curriculum theories and methods, rationally integrate hiking, outdoor survival, and combine "folk culture", "folk games" and "productive labor" 1. Classification of course content. According to the characteristics of outdoor sports, the course content can be divided into physical exercise, technical training, skill training, psychological training and comprehensive training. From the form of outdoor sports, it can be divided into four aspects: melting team, cultivating sentiment, tempering will, opening wisdom, purifying soul and perfecting personality. From the form of outdoor sports, it can be divided into communication, trust, communication, autonomy, cooperation, exploration, survival, appreciation and games. 2. The principle of content selection. Interest and uniqueness: respecting students' interests, hobbies and specialties conforms to the characteristics of students' physical and mental development and is conducive to stimulating students' motivation and enthusiasm for participating in activities. Combining with local conditions, we should make maximum use of local manpower, material resources and natural environment resources to form our own characteristics and styles. Safe and reliable: the selected content has a high safety factor, and there are measures and guarantees in the implementation process, which can eliminate all potential safety hazards and ensure the safety of students. Feasibility and effectiveness: the selected content is simple and easy, and the degree of difficulty is appropriate. Students can achieve their goals through hard work, which has certain promotion and use value. Ideological and educational: around the theme, objectives and tasks of the activity, the selected content should be distinctive ideological and educational, which is conducive to the improvement of students' comprehensive quality. Fourthly, the new curriculum emphasizes the developmental function of evaluation, embodies the value orientation of "people-oriented" subjective evaluation, adheres to the diversification of evaluation subjects and evaluation information, and combines qualitative evaluation with quantitative evaluation. The evaluation of outdoor sports courses can be objectively and comprehensively evaluated by observing, recording and describing students' performance in the process of outdoor sports, by schools, society, instructors and parents of students, as well as by students themselves and each other, and as a basis for evaluation. Portfolio evaluation is an effective evaluation method in concrete operation. Therefore, when judging the value of outdoor sports courses, each student is encouraged to establish his own file, so that students can deeply understand and affirm their abilities and share the successful experience of self-exploration and the joy of progress with others. The evaluation of students' participation in outdoor sports includes three aspects: holistic view, diversification and process. 1. The holistic view of evaluation. On the one hand, students' performance and activities in outdoor activities, such as research reports, keynote speeches, activity videos and learning experiences, are used as the basis for evaluating their learning activities; On the other hand, it pays attention to learning evaluation as a platform for communication between teachers and students, as a channel for obtaining a lot of evaluation information, and as an effective resource for improving and modifying courses. 2. Diversification of evaluation. The contents and forms of evaluation are diverse, which makes students have different ways of thinking and behavior in outdoor sports course learning. They can show what students have learned in outdoor sports in a variety of forms, and try their best to judge students' performance in an understandable and intuitive way. 3. The process of evaluation. The basic characteristics of outdoor sports are externality and dynamics. Learning evaluation should highlight its process, reveal students' performance in outdoor sports, and how they overcome difficulties and solve problems, not just the conclusions they draw after their efforts or happiness, but fully affirm the value of their activities.