According to the nature of the course content, the course can be divided into

According to the nature of course content, courses can be divided into subject courses and activity courses.

According to the nature of course content, courses can be divided into subject courses and activity courses. Subject-specific courses refer to training objectives and scientific development level. Select the knowledge suitable for the development level of children of a certain age from various sciences to form teaching subjects. Subject courses focus on arranging teaching materials according to the logical order of scientific knowledge, focusing on children's mastery of knowledge and skills.

Activity curriculum, also known as experience curriculum, is a child-centered curriculum, which is based on children's interests, needs and abilities and is implemented through activities organized by children themselves. Activity curriculum breaks the logic of the subject itself and pays attention to children's learning process itself.

Subject-specific courses: according to the educational objectives, teaching rules and students' development level at a certain age, some contents are selected from various subjects to form different subjects, and their teaching order, teaching time limit and deadline are arranged respectively. Its leading value lies in enabling students to acquire logical and organized cultural knowledge, but it is easy to bring about problems such as too many subjects and too detailed branches.

Comprehensive curriculum: in essence, it is a kind of curriculum form that adopts various forms of organic integration and makes the differentiated elements and their components in the education system form organic connections.

Organizational form of course content:

Vertical organization, also known as sequential organization, arranges the course contents in order according to certain standards. This way has existed since ancient times. It is to emphasize the arrangement in order. Comenius warned teachers in 1636 that learning activities should be arranged in the order from simple to complex. Generally speaking, the principle of order emphasizes arranging courses according to the degree of difficulty, development and internalization.

The horizontal organization principle is also called the integration principle. Rousseau's naturalism education is the source of the traditional integration principle, and Dewey is the master of this principle. Contemporary social reformism and humanism inherit and develop the principle of integration. Integration means breaking the fixed disciplinary boundaries and traditional teaching materials, emphasizing the breadth rather than depth of knowledge, and caring about the application rather than form of knowledge.