It is an important content of national basic education reform to develop and utilize various curriculum resources according to local conditions. Clear its concept, deeply understand its value in promoting the realization of educational achievements, analyze the crux of the current development and utilization of curriculum resources in rural primary schools, strengthen the awareness of curriculum resources, improve the level of understanding, rationally and effectively screen and utilize them, better realize the goal of curriculum reform, put people first, and promote the all-round development of students. Keywords: curriculum resources; Misunderstanding; Screening and utilization; * * * With the deepening of the national basic education reform, the goal is to change the relatively static subject syllabus and teaching materials. People-oriented, promoting the development of students. Curriculum resources is an important concept put forward in this curriculum reform. The effect of curriculum implementation depends on the richness of curriculum resources and the level of development and utilization of curriculum resources. The reform without curriculum resources will not achieve the goal of curriculum reform, and so will rural primary schools. However, the phenomenon of "reading and speaking Chinese" still exists in the Chinese curriculum of rural primary schools. Students' Chinese literacy is out of the question. Therefore, in the face of the old topic of the development and utilization of Chinese curriculum resources in rural primary schools, it still needs to be re-examined. First, it is necessary and direct for the formation of the source of curriculum elements and the implementation of curriculum to enter the curriculum resources and clarify the meaning of curriculum resources. Curriculum elements come from knowledge and skills, life experience, activity process and methods, learning and teaching strategies, emotional attitudes and values, training objectives and other factors. The conditions of curriculum implementation act on the curriculum, although not the direct source of the curriculum itself, but largely determine the scope and level of curriculum implementation, such as libraries, museums, laboratories, network resources, manpower, material resources, human environment and so on. (3) Curriculum resources include the sources and implementation conditions of curriculum elements. The structure of curriculum resources includes on-campus curriculum resources and off-campus curriculum resources. Because of different standards, curriculum resources can be divided into different types, but after all, they are clarifying their own meaning. Therefore, on the one hand, we should make maximum use of the internal curriculum resources of the school, on the other hand, we should strengthen the use of external curriculum resources to protect the curriculum objectives. Second, entering the curriculum resources and making clear the richness, adaptability and effectiveness of the development and utilization of the curriculum resources determine the realization level of the curriculum objectives. The national basic education reform has fully investigated the differences of students' living environment, experience background and personality characteristics in China. On the basis of the national curriculum, there are also local courses and school-based courses, which emphasize that school teachers are more flexible in implementing new courses creatively, laying the foundation for forming a rich and efficient teaching model. The development and utilization of curriculum resources has ended the educational situation of only gnawing at textbooks, rushed out of the cage of narrow education, let teachers and students enter the teaching process, and injected new vitality into education. The teaching under the new curriculum has changed the status of teachers and students, and the three-foot platform is no longer a stage for teachers to perform alone. Students' initiative in learning is high, and teachers' work is full of autonomy and innovation. Teachers and students learn from each other, which adds impetus to the realization of educational goals. Third, in-depth analysis, out of the misunderstanding, there are considerable differences in the status of curriculum resources under different educational backgrounds. Rural primary schools, especially weak schools in poverty-stricken areas, need large economic investment in curriculum resources and have no advantage. In this case, it is more necessary to explore all potential available curriculum resources. Weak and narrow awareness of curriculum resources is the primary problem that affects the development and utilization of curriculum resources in rural primary schools. Myth 1: Textbooks are the only curriculum resources. For a long time, textbooks are the main curriculum resources of school education in China, but they are not the only curriculum resources. When it comes to the development and utilization of curriculum resources, I immediately think of compiling teaching materials and buying test papers. After years of educational reform, school teaching in some areas is still wearing new shoes and taking the old road, failing to create a brand-new educational situation. Ideologically, it is necessary to break the limitation of textbooks as the only curriculum resources, construct a reasonable structure and function of curriculum resources, and reflect the diversified needs of the times. We don't advocate giving up textbooks and denying the importance of textbooks. We just need to give full play to their role in the use of teaching materials, creatively use teaching materials as curriculum resources, end the history of mechanical copying, and integrate and utilize the curriculum resources inside and outside the school according to our own reality. When the huge curriculum resource library is opened, a new educational atmosphere is about to emerge. Myth 2: Lack of curriculum resources around. Indeed, under the current educational situation in different regions, the curriculum resources are relatively unbalanced. Some rural primary schools realize that textbooks are not the only curriculum resources, but they can't find rich curriculum resources around them. They are not trying to develop and utilize these resources, but making excuses for the lack of "Chinese reading and speaking" resources. As a result, a large number of curriculum resources are idle and abandoned. Rural schools with relatively backward economy require large economic investment in curriculum resources such as online classrooms, which obviously has no advantage, but it does not mean that there are no curriculum resources around, but the concept of curriculum resources is not clear. Lack of awareness and ability to identify, develop and utilize curriculum resources. Due to the weak and narrow consciousness of curriculum resources, a large number of curriculum resources are buried. Effectively use valuable curriculum resources such as teachers' and students' different experiences, life experiences and teaching strategies, and fully tap local resources. Different educational materials have the same educational value. Myth 3: It is meaningless to develop local courses and school-based courses. If you are satisfied, please adopt them.