1, knowledge and skills: knowledge refers to the core knowledge and basic knowledge of disciplines that are indispensable for human survival; Skills refer to the ability to acquire, collect, process and use information, innovative spirit and practical ability, as well as the desire and ability of lifelong learning.

2. Processes and methods: mainly including the indispensable processes and methods for human survival. Process refers to the reactive learning environment, communication and experience; Methods include basic learning methods (autonomous learning, cooperative learning, inquiry learning) and specific learning methods (discovery learning, group learning, communicative learning, etc.). ).

3. Emotional attitude and values: Emotion not only refers to learning interest and learning responsibility, but more importantly, it is an optimistic attitude towards life, a scientific attitude of seeking truth from facts and a tolerant attitude towards life. Values not only emphasize personal values, but also emphasize the unity of personal values and social values.

Emphasizing the value of science and the unity of scientific value and humanistic value; It not only emphasizes human value, but also emphasizes the unity of human value and natural value. Enable students to establish the value pursuit of truth, goodness and beauty and the concept of harmonious and sustainable development between man and nature.

Extended data:

I. Reasons for reform

The development of basic education in China and the previous seven curriculum reforms have made great achievements and made great contributions to the development of politics, economy, science and technology and culture in China.

At the same time, we must realistically admit that there is still a huge contrast between the present situation of basic education in China, the requirements of contemporary development and the historical responsibility shouldered. The basic education curriculum in China has reached the point where it must be changed for the following reasons.

First, the inherent knowledge-based and discipline-based problems have not been fundamentally changed, which have a deep impact on people and are in great contrast with the requirements of the times.

Second, the traditional exam-oriented education is strong, and quality education cannot be truly implemented.

The curriculum structure is single and the discipline system is relatively closed, which makes it difficult to reflect the new content of modern science and technology and social development, and is out of touch with students' experience and social reality; Students' rote memorization and sea training are widespread; Curriculum evaluation overemphasizes the functions of academic performance and screening.

Curriculum management emphasizes oneness, which makes it difficult to meet the needs of local economic and social development and diversified development of students. The existence of these problems, as well as their constraints and adverse effects on the implementation of quality education, is enough to explain the necessity and pertinence of promoting curriculum reform.

Second, the main course types

1, subject course and experience course, which are different from the inherent attributes of course content. Among them, the leading value of subject courses lies in inheriting human civilization and enabling students to master the cultural heritage accumulated by human beings; The leading value of experience course lies in enabling students to get direct experience and real experience of the real world.

2. Subject courses and comprehensive courses, which are two types distinguished from the organization of course content. Among them, the leading value of subject courses lies in making students acquire logical and clear cultural knowledge, and the leading value of comprehensive courses lies in promoting the all-round development of students' understanding through the integration of related disciplines, and forming a comprehensive vision and method to grasp and solve problems.

3. Compulsory courses and elective courses are two types in the curriculum plan that are different from the requirements of curriculum implementation. Among them, the leading value of compulsory courses lies in cultivating and developing students' personality, and the leading value of elective courses lies in satisfying students' hobbies and cultivating and developing students' personality.

4. National curriculum, local curriculum and school-based curriculum can be divided into three types in terms of curriculum design, development and management. Among them, the leading value of national curriculum lies in reflecting the educational will of the country through the curriculum, the leading value of local curriculum lies in meeting the practical needs of local social development through the curriculum, and the leading value of school-based curriculum lies in highlighting the purpose and characteristics of running a school through the curriculum.

The specific value of the above courses and the complementary value of each group of curriculum types mean that they all have an indispensable position in the school curriculum structure, that is, the school curriculum structure should be an organic unity composed of various curriculum types.

Baidu Encyclopedia-New Curriculum Standard