First, the theoretical basis of curriculum and teaching

The theoretical basis of curriculum and teaching refers to the basic theories that affect curriculum objectives, curriculum content, curriculum implementation and curriculum evaluation in some disciplines, as well as some basic theories that affect teaching design, teaching methods and teaching principles. These basic theories are the most effective sources of information to determine the relationship between curriculum and teaching. Among them, the most influential is the definition of theoretical basis by British scholar Lawton. He clearly pointed out that the basic subjects of the course include psychology, sociology and philosophy. Psychology is a comprehensive scientific system, which affects teaching theory from many angles and levels, and its theory and methods have become an important foundation for the development of curriculum and teaching. The emergence and maturity of developmental psychology has made important contributions to curriculum and teaching. Experts in curriculum and teaching theory believe that curriculum and teaching should be based on students' cognition, conform to students' cognitive characteristics and coincide with students' cognitive basis. As an integral part of social culture, school curriculum is bound to be restricted by social, political and economic factors. The establishment of teaching objectives and the design of teaching methods are also influenced by social factors. With the in-depth development of curriculum and teaching reform in China, we should deeply realize that the political and economic systems of different countries are different, and we should reveal the basic assumptions and value orientations behind them, so that the curriculum and teaching reform can be better carried out according to the determined goals. Curriculum and teaching are influenced by social cognitive style, and the cognition of teaching process and teacher-student relationship is restricted by sociological thinking. The establishment of any discipline is completed under the guidance of philosophical concepts. Curriculum and teaching are the concretization of philosophy in the field of teaching. Philosophy can guide and lead the development of sociology and psychology, and almost all school curriculum designs contain designers' philosophical thoughts and ideas. Sociology provides views on social development, political and economic changes, ideological and power changes. The history of philosophy provides concepts such as knowledge source, cognitive process, knowledge category and value orientation. Both psychology and sociology are derived from philosophy, and both psychological thoughts and sociological thoughts are based on philosophical concepts and philosophical assumptions.

Second, the historical development of curriculum and teaching research

Throughout the development history of curriculum and teaching thought, the systematic research of teaching thought is earlier than the curriculum research. The research of teaching theory mainly includes three stages: the summary of ancient teaching experience, the formation of modern educational teaching thought and the development of modern teaching theory. In the first stage, the teaching ideas of Socrates, Aristotle in ancient western countries and Dong Zhongshu, Han Yu and Zhu in ancient China made important contributions to the continuous development of teaching theory. In the second stage, with the progress of society and the rapid development of science, modern teaching theory gradually formed and became an independent system, which had a far-reaching impact on the development and practice of teaching theory. These theories mainly include the teaching thoughts of Comenius, Rousseau and Herbart. Among them, Comenius' Theory of Great Teaching was published in the first half of17th century, which systematically summarized the teaching experience since the Renaissance in Europe, put forward the idea of widely popularizing education, and constructed a systematic and coherent school education system, thus providing a basic theoretical framework for the establishment of a modern school education system. Rousseau further developed naturalism in the middle of18th century, and actively advocated discovery teaching and activity teaching. Herbart published "General Pedagogy" at the beginning of the19th century, clearly stating that pedagogy is a science with its theoretical basis, and systematically putting forward the theory of four-stage teaching process, thus closely unifying knowledge teaching and moral education, and gradually forming its own independent theoretical system. The research of teaching theory in the 20th century can be divided into two aspects: first, based on epistemology and ethics, it studies teaching objectives, tasks, principles, contents, means, organizational forms and teaching evaluation; Secondly, based on the research of psychology, the discussion of teaching process and the systematic study of curriculum are relatively late. At the beginning of the 20th century, bobbitt, an American educator, published the book Curriculum, which marked that curriculum became a special research field. In the mid-20th century, American curriculum expert Taylor published Basic Principles of Curriculum and Teaching, which raised and discussed four questions: What educational goals should school education achieve? How can we ensure the realization of these educational goals? How to organize educational experience to achieve educational goals? How will these educational goals be determined when they are realized? The elaboration of these problems has reached the highest level of curriculum development theory, thus marking the emergence of the most classic curriculum development model.

Third, the relationship between curriculum and teaching.

(A) the separation of curriculum and teaching

There is a dual mode of thinking in modern education, which is the epistemological source of their separation. Starting from the dualism that content and process are independent, curriculum is regarded as learning content or learning material, and teaching is the process and method guidance of knowledge content transmission. The relationship between teaching materials and methods, content and process is separated and independent. The essence of this dualistic thought of the relationship between content and process is to separate the process of knowledge and knowledge generation and dissemination, and split the original unified whole into two independent aspects.

(B) the integration of curriculum and teaching

The integration of curriculum and teaching means that teachers and students are no longer just implementers of established curriculum plans, but curriculum developers and instructional designers after the qualitative change of curriculum connotation. Courses are no longer just institutional courses, but students' experience courses. The process of curriculum and teaching always involves some form of content change, which is to better realize the good expectations of society for school education and more effectively convey the content that society wants schools to convey. At present, the core problem of curriculum reform is curriculum implementation, and the basic way of curriculum implementation is teaching, so the real curriculum reform is also teaching reform. If we don't update our teaching concepts and change our teaching methods during the course reform, the course reform can only be a mere formality reform. Curriculum reform and the renewal of teaching concepts should complement each other. Curriculum view determines the depth and breadth of teaching view and teaching reform. Teaching is a process in which teachers and students explore new knowledge together, and it is an important part of the curriculum. Teaching and curriculum are mutually transformed, promoted and organically integrated.

;