New Orientation of Curriculum Implementation: Teaching Based on Curriculum Standards Cui Yunkuo [Abstract] There are three main types of curriculum implementation or teaching in China: curriculum implementation based on teachers' experience, curriculum implementation based on textbooks and teaching based on curriculum standards. It is necessary to move from curriculum implementation based on teachers' own experience or textbooks to teaching based on curriculum standards, that is, teaching objectives come from curriculum standards, evaluation design precedes teaching design, points to the quality of students' learning results, and how to design teaching based on curriculum standards. I hope teachers can think about the consistency of standards, teaching materials, teaching and evaluation as a whole, like experts. [Keywords:] curriculum implementation; Curriculum standards; Teaching Cui Yunkuo (Shanghai 200062), deputy director, professor and doctoral supervisor of the Institute of Curriculum and Teaching of East China Normal University, is a professional field full of problems, and "why to teach", "what to teach", "how to teach" and "to what extent" should be the four core issues in this field. However, people have always paid more attention to "what to teach" and "how to teach", and less attention to "why to teach" and "to what extent". An important reason is that we always fail to think about teaching from the perspective of "curriculum" and pay attention to the above four equally important issues as a whole and consistently. In the process of the eighth curriculum reform in China, although it is stipulated in the Outline of Basic Education Curriculum Reform (Trial) (200 1), the national curriculum standard is the basis of textbook compilation, teaching, evaluation and examination proposition, as well as the basis of national curriculum management and evaluation. In other words, the "national curriculum standards" with "why to teach" and "how far to teach" as the core should be the basis of curriculum implementation, that is, teaching should be based on curriculum standards. However, when we walked into the classrooms of primary and secondary schools, we found that this intention has not been well realized so far. Although curriculum standards have replaced syllabus in teachers' daily discourse, it seems that curriculum standards have not brought any substantial impact on teaching practice. What kind of "new" teaching should be advocated in the new curriculum, and on what basis should teachers organize and carry out teaching: whether to teach according to the "good class" standards set by superiors or experts, or to carry out teaching according to the ideas and goals advocated by curriculum standards; Whether to teach textbooks step by step (that is, "teaching textbooks") or deal with textbooks independently according to curriculum standards (that is, "teaching textbooks"); Whether to imitate other people's "excellent courses" or to create their own excellent courses according to the curriculum standards. These problems still exist. Furthermore, the discussion on how to implement the curriculum standards in classroom teaching practice, which is a "list of expectations" that students should know and do, is even more rare. Therefore, this paper first analyzes the orientation of curriculum implementation in China from a historical perspective, points out that curriculum based on curriculum standards should be implemented at present, and then discusses the basic characteristics of teaching based on curriculum standards and how to design teaching based on curriculum standards in order to provide a reference framework for promoting teaching practice based on curriculum standards in China. I. Three Orientations of Curriculum Implementation Although people have different understandings of "curriculum implementation", some scholars believe that curriculum implementation is how teachers put the planned curriculum plan into practice. Some scholars believe that curriculum implementation should include local curriculum promotion besides the above-mentioned school/classroom teaching, but in any case, teaching is an important category of curriculum implementation. In this paper, the implementation of the curriculum is limited to the teaching category. The most widely known and faithfully quoted research on the orientation of curriculum implementation is the orientation of loyalty, mutual adaptation and curriculum initiation proposed by Snyder and others. [1] These three directions constitute a continuum, covering all possible and impossible situations in the implementation. In fact, the implementation of any policy, scheme or plan can be analyzed with this framework, so it has a wide explanatory power in theory. However, returning to the reality of our curriculum implementation, on the one hand, it is impossible to implement the curriculum with a loyal orientation, because the two subjects in the curriculum implementation-teachers and students-are living people, and teaching cannot be separated from their emotions, motivations and values, not to mention the huge differences between schools and classrooms in situations, so teachers must deal with this difference flexibly; On the other hand, the division of the three orientations lacks practical execution, such as how to adjust the "mutual adjustment", what is the basis and standard of adjustment, what is the basis and standard of "curriculum creation", and what are these core issues? Therefore, it lacks practical guiding significance for teaching. More importantly, it can't provide a suitable conceptual tool to answer the curriculum implementation problems that China is facing. This urges us to try to put forward a more localized classification of curriculum implementation orientation from the tradition and reality of our country. From a historical perspective, there are three main types of curriculum implementation or teaching in China: one is based on teachers' experience, the other is based on textbooks, and the third is based on curriculum standards (teaching). At present, although the national curriculum standards advocate teachers to carry out teaching according to the curriculum standards, in fact, most teachers still implement the curriculum according to the teaching materials. (1) Curriculum implementation based on teachers' experience means that teachers teach with their own knowledge and beliefs. "What to teach" and "How to teach" mainly depend on teachers' own experience. "Why to teach" and "How to teach" have not really entered the field of teachers' concern. This orientation of curriculum implementation mainly existed before the emergence of universal education and textbooks (formal student textbooks). The basic characteristics of curriculum implementation based on teachers' experience are as follows: (1) The curriculum and teaching in curriculum implementation based on teachers' experience are all teachers. Teachers become the living carrier of educational content, their experience becomes the content of curriculum, their educational ideas affect the mode of curriculum implementation, and their literacy determines the quality of education and teaching. "What to teach" and "How to teach" are determined by what a teacher can teach and how he believes to teach well. (2) Based on teachers' experience, teachers play a sacred role in curriculum implementation. For this reason, in the long history of education, teachers are often regarded as disseminators of some sacred or socially dominant ideas. A teacher is like a priest, a spokesman for the hadith, or a publisher of the voice of the ruler. (3) In the course implementation based on teachers' experience, students' growth and development have great contingency. Because the teacher's educational philosophy and his experience dominate the development direction and learning results of students. Curriculum implementation based on teachers' experience also has certain historical rationality. In ancient times, due to the lack of educated people, the requirements for teachers were high, and most of them were elites of that era. Their words and deeds have been recognized by the society, respected by people and authoritative. However, with the development of society, the demand for education is gradually expanding, and the curriculum implementation based on teachers' experience has lost its reality. Even if teaching is really like what some scholars think: "Teachers can only teach their students themselves." [2] Then, the teacher's self must also have qualitative stipulation and bottom line requirements. Otherwise, there will be too much randomness in teaching. It is in this sense that some scholars point out that "many times, teacher China is teaching students' knowledge', which is popular among small groups or produced by individuals." And those explanations, variations and productions are often unconscious, impromptu, unreasonable or just based on' I think' personal reactions, and have never been asked to make an academic review. The coexistence of rigidity and arbitrariness is a serious problem in Chinese teaching content. "[3] In fact, this serious problem may exist not only in Chinese subjects, but also in the implementation of courses based on teachers' experience. (II) Textbook-based curriculum implementation In the 1930s and 1940s, textbooks began to appear in the West due to the need of universal education. [4] In China, the real textbooks (regular textbooks) appeared only after "abolishing the imperial examination and promoting the school" in the early 20th century. The continuous use and improvement of textbooks have greatly changed the face of teaching. Textbooks are increasingly becoming the main basis for curriculum implementation, and play a decisive role in "what to teach" and "how to teach". "Textbooks are the core of school education. Without textbooks, there would be no school. " [5] Textbooks are "dominant classroom resources" and even determine 80% of the course content of the subject. [6] The basic characteristics of curriculum implementation based on textbooks are reflected in the following aspects. (1) The "course" in the course implementation based on textbooks is almost equal to textbooks. Everyone regards teaching materials as the only curriculum resource, as the condensation and reproduction of subject knowledge system, as the carrier of subject knowledge, as the organization and presentation of teaching content. (2) Teachers become "teachers" in textbook-based curriculum implementation. No matter what kind of students you face and what kind of school you are in, "textbooks are the authority of textbooks and the heart of teaching plans;" No school, no textbooks. What should we teach? How to teach? Almost entirely by textbooks. " [7] Because of this, many teachers are complaining about the textbooks brought by the new curriculum. In their view, the teaching materials have changed, and the teaching content they are used to and proficient in has also changed, which has brought great difficulty to their teaching work and increased a lot of workload. (3) In the implementation of the curriculum based on textbooks, students become containers that are constantly instilled. They regard the content of textbooks as conclusive knowledge, and students' learning only revolves around the perception, understanding and memory of textbooks. In the long run, students form the habit of memorizing, and it is difficult to develop the ability of criticism, reflection and meaning construction under this teaching mode. Curriculum implementation based on textbooks is what we usually call "teaching materials". In the view of ornstein and others, "for most of the 20th century, textbooks were still the focus of the curriculum. If teachers and others like them are asked what the courses are in a certain grade or region, their most common answers will point to textbooks. Textbooks greatly influence and even determine the nature and function of a course, and its influence profoundly affects students' learning experience and acquired knowledge. " [8] The influence of textbooks is so great that teachers and students are highly dependent on them, which requires us to reflect on the implementation of curriculum based on textbooks. (3) Teaching based on curriculum standards With the continuous development of society, people's demand for education has also changed. People are no longer satisfied with "having books to read", but want to "read good books", so the quality of education has become the focus of people's attention. On the one hand, since 1980s, all countries in the world have legislated or formulated national standards in the name of education quality monitoring, resulting in the "standards-based movement"; On the other hand, with the continuous improvement of teachers' professionalism, people are no longer satisfied with the image of teachers as "teachers". They hope that teachers can share some curriculum rights. Besides what and how to teach, they also need to pay attention to why and to what extent. Under this background, after the national curriculum standard was introduced in the eighth curriculum reform, China is also advocating teaching based on curriculum standard. Curriculum standards reflect the basic requirements of the country for the unity of students' learning results, and are the elaboration of knowledge and skills, processes and methods, emotional attitudes and values that students should achieve during their school days. Therefore, the curriculum standard limits the students' learning results, not the teaching content. Teaching based on curriculum standards is a series of teaching design and implementation processes, such as determining teaching objectives, designing evaluation, organizing teaching content, implementing teaching, evaluating students' learning and improving teaching, according to the learning results stipulated by curriculum standards. Teaching based on curriculum standards gives teachers a sense of direction, which not only establishes a certain quality bottom line for teaching, but also reserves flexible space for teaching implementation. Therefore, it requires teachers to properly handle the teaching content according to the teaching objectives, choose appropriate teaching methods according to the ideas advocated by the curriculum standards, and also require teachers to carry out evaluation based on the curriculum standards. Teaching based on curriculum standards does not require all teachers to standardize teaching, nor is it a specific teaching method, nor is it like some teachers think that "I will teach what the curriculum standards involve, and I will not teach what the curriculum standards do not involve". To be exact, teaching based on curriculum standards requires teachers to think about the consistency of standards, teaching materials, teaching and evaluation as a whole, like experts, and make correct curriculum decisions within their own professional power. Second, the characteristics of teaching based on curriculum standards As mentioned above, since entering the era of universal education, textbooks have always occupied a core position before the emergence of national curriculum standards. What teachers think most about is "what to teach" and "how to teach". As for "why to teach" and "to what extent", teachers not only pay little attention, but also have no theoretical and authoritative basis. The national curriculum standard requires teachers as experts to think about the above four issues as a whole and make correct decisions. This is the so-called teaching based on curriculum standards. (-) Teaching objectives come from curriculum standards. After the establishment of national curriculum standards, the teaching objectives should explain the problems of "why to teach" and "to what extent". It comes not from textbooks or teachers' experience, but from national curriculum standards; The theme, content and activities of teaching are determined by the goals to be achieved in teaching. Teachers need to deeply understand the curriculum standards, grasp the overall expectations of students, concretize the curriculum standards into the teaching objectives of each class, and determine the teaching content and choose teaching activities accordingly. However, there is a big gap between curriculum standards and teaching objectives. Curriculum standards reflect students' overall expectations and are realized through the accumulation of classroom teaching objectives. From curriculum standard to class goal, there must be multiple transformations: curriculum standard (the result to be achieved at the end of a semester)-academic year goal-unit goal-class goal. Teachers must deconstruct curriculum standards on the basis of profound understanding, and then reconstruct curriculum standards in specific teaching situations, combining with the contents of textbooks, thus forming unit/class goals. That is to say, in the teaching based on curriculum standards, the teaching objectives derived from curriculum standards exist before the teaching content, and teachers need to deal with the teaching content according to the predetermined teaching objectives. Textbooks are just one of the tools or resources used to assist teaching. (2) Evaluation design precedes instructional design. In traditional teaching, evaluation is a part of the teaching process, which is mainly used to test whether students already know what teachers teach and whether they can show their skills, rather than to test whether students have learned what they should know and what they can do according to the target requirements. The design of evaluation is usually after the completion of the course unit, and its function is to detect or provide feedback, but it does not have the function of guiding teaching; The design, implementation and grading of evaluation are often arbitrary, lacking a clear understanding of objectives and high-quality performance. In practice, this phenomenon is not uncommon. For example, the test papers compiled by teachers themselves rarely reflect the students' learning situation and the quality indicators stipulated in the curriculum standards, which are often unclear, so they are unfair.