"The reform and development of modern education shows more and more that curriculum idea is the core of education idea, curriculum goal is the core of education goal, and curriculum reform is the core of overall education reform. The reform of curriculum and its teaching materials is not only the premise of classroom teaching reform, but also the reform of educational thought and system, and the balance and benefit of educational input and output, which will be realized through the reform of curriculum and its teaching materials. Therefore, the curriculum reform determines the success or failure of the overall education reform at a deeper level. To fully implement quality education, we must first carry out all-round curriculum reform on the basis of establishing the curriculum view of quality education. Great changes have taken place in the daily life of our people since the 1980s. There are more and more choices of modes for further education, employment, housing, medical care, insurance and pension, and it is increasingly necessary to reduce dependence and enhance autonomy. Many aspects require ordinary people to use their brains, analyze and judge, and make decisions. This is undoubtedly a huge conceptual conflict for China people who are used to doing compulsory work according to others' will. Faced with these numerous choices, some people are at home, while others are at a loss. In fact, whether you are used to it or not, forecasts like "precipitation probability" are expanding to various fields. Some people imagine that in the near future, in news reports, every message will be marked with "true probability"; In the TV program preview, "visibility probability" will be written next to each program; In addition, there are watermelon maturity probability, train punctuality probability, prescription efficacy probability and advertising reliability probability. In short, everything in the world is like this, and people are just returning to nature. In foreign countries, people are deeply interested in opportunities and choices, and they should choose categories when applying for funding; To apply for housing, you should choose the size of the room; You have to choose teachers, classrooms and class hours, doctors to see doctors, and even the contents, methods, time and language of the exam … you have to choose. Different choices mean different opportunities, and the risk comes from your decision analysis. Undoubtedly, the socialist market economy will become the main theme of our people's social, political and economic life in the coming decades. Today, especially in the next few decades, with the gradual improvement of the market economy, almost every producer, whether urban or rural, whether coastal open areas or inland underdeveloped provinces, must be a qualified operator at the same time, and product quality and marketing will be directly linked to personal interests. Therefore, a series of economic terms such as cost, profit, input, output, loan, benefit, share, market forecast and risk assessment will become the most frequently used words in people's social life. At the same time, people's economic activities in daily life are more colorful, such as buying and selling, deposits and insurance, stocks and bonds … almost every day. All these require future citizens to have stronger abilities of collecting information, analyzing and processing information, correctly judging and selecting effective information and making scientific decisions. Future citizens are required to have stronger ability to apply knowledge to analyze and solve problems in daily life and production practice. Looking back on today's course practice, our students are faced with "a boat with 60 sheep and 25 cows." How old is the captain? " At that time, many students got two answers: "60-25=45 years old" or "60+25=85 years old". How should we feel? Where should the practice of quality education begin?

3. Curriculum and scientific development

This century, especially after the Second World War, both natural science and literary science have entered the era of "knowledge explosion" described by people. On the one hand, new concepts, new disciplines and new fields emerge one after another. On the other hand, an ancient discipline, perhaps with thousands of years of cultural background, has suddenly undergone a historic transformation, and people need to redefine its research object, research methods and even research means, even the most accurate, systematic and rigorous mathematical science in people's minds is no exception. At the same time, the integration trend of modern science makes first-class scientists need an interdisciplinary "scientific unity" to obtain ideal results when they are faced with solving a specific problem. Today, "architecture" has gone far beyond its original meaning, and it is inevitable to "design a building" only by "architectural design technology". Multidisciplinary experts, such as mathematics, mechanics, optics, aerodynamics, geology, materials science, ecology, environmental science, computer simulation, architectural aesthetics, architectural anthropology, architectural sociology and so on, are indispensable. For another example, a series of new branches of disciplines such as biophysics, medical physics, agricultural physics, humanistic physics and physical archaeology have appeared at the forefront of modern physics, which has caused many artificial gaps between physics and other sciences. There is no doubt that computer-based mathematics, physics in the information age, chemistry under nanotechnology, biology at molecular level and resources and environmental science under the concept of global village ... will surely bring the modernization and integration trend of curriculum content in primary and secondary schools. However, in the face of the biology syllabus that has been formulated for decades, the math class composed of complex calculation, algebraic identity deformation, ancient Euclidean geometry, and the mother tongue teaching materials with pinyin, word formation, sentence formation and segmentation as the main lines, what should we think as educators? How can we expect our primary and secondary school teachers to change their ideas, improve their teaching and implement quality education? Avoiding these problems, it is hard to imagine that our quality education practice can cultivate high-quality qualified citizens.

4. Curriculum and students' learning

Since the middle of this century, with the emergence and development of modern cognitive psychology, some famous psychology and pedagogy theories in the world, whether Piaget's generative cognitive theory, Bruner's cognitive structure and discovery method, Gagne's hierarchical learning theory, Ausubel's meaningful learning theory, Gary Peiling's activity theory, or zankov's teaching development and even the cooperative pedagogy sweeping the former Soviet Union, have all noticed the following points when talking about learners. Students are not a blank sheet of paper. Even the first-grade children have rich life experience and knowledge accumulation, and have good problem-solving strategies.

(2) Every student has his own life background and family environment. This specific biological and social cultural atmosphere leads to different students' different ways of thinking and problem-solving strategies.

(3) Students' learning is not a process of passive absorption of knowledge, rote memorization, repeated practice and intensive storage. The meaningful learning process is that students mobilize their original knowledge and experience, try to solve problems with a positive attitude, absorb new knowledge and construct their own meaning.

(4) All new knowledge can only become effective knowledge through students' own "re-creation" activities and their own cognitive structure. For every subject of learning, there is no learning without activities and practice.

(5) Study and explore from reality. The reality here is relative to what children say. Bruner has a famous saying that any knowledge can be taught to students of any age in an appropriate way. We believe that any knowledge can be perceived and accepted by students as long as it can appear in a way suitable for students' age characteristics and life experience (that is, in a way that is realistic to children).

(6) Only by letting students fully enjoy the joy of success can they strengthen their learning motivation, enhance their self-confidence and make them love learning more. In the process of curriculum construction, it is a challenge for curriculum designers to take adult society as the leading factor or children's world as the core, present knowledge from concepts and rules or observe, summarize and discover laws from facts and phenomena familiar to children. It will be a very important subject whether a learner-centered curriculum can be established under the national education policy and training objectives and on the basis of fully considering social progress and subject development. The implementation goal of quality education is to improve the quality of citizens, and the improvement of the quality of the whole nation depends on the progress of each citizen's quality. Based on this, it is necessary for us to establish a people-oriented curriculum system. Such a curriculum system, its presentation form is learner-centered, while the background reflects the needs of society and the thoughts of disciplines.

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