The subject curricula and corresponding theories commonly practiced in China's primary and secondary schools are manifestations of what the

China's primary and secondary schools generally practiced subject curriculum and the corresponding theory is a manifestation of Taylor's principles (objectives, content, methods, evaluation).

This concept of curriculum emphasizes the systematic and logical nature of subject knowledge and views curriculum as a process of knowledge transfer. In Taylor's principle, the objectives are regarded as the starting point of curriculum design, the content and methods are the specific means of realizing the objectives, and the evaluation is the means of testing whether the objectives are achieved.

First of all, Taylor's principle emphasizes the importance of objectives. It argues that only by clarifying the objectives of the curriculum can the effectiveness and relevance of the curriculum be ensured. These objectives usually include a variety of aspects such as knowledge, skills and emotions, and are aimed at improving the overall quality and ability of students.

Secondly, Taylor's principle focuses on the selection of content. In the subject curriculum, the selection of content is mainly based on the knowledge system and logical structure of the subject. At the same time, it is also necessary to consider the cognitive level and interests of students and other factors to ensure the appropriateness and attractiveness of the content.

In addition, Taylor's principle also emphasizes the importance of teaching methods. In subject courses, teaching methods usually include a variety of forms such as lecture, demonstration, practice and interaction. Teachers need to choose appropriate teaching methods according to different course objectives and contents to ensure active participation and effective learning.

Finally, Taylor's principle also emphasizes the importance of evaluation. In subject curricula, evaluation usually includes both formative and summative forms of assessment. Formative evaluation aims to understand students' learning progress and difficulties, so as to adjust teaching methods and strategies; summative evaluation aims to test whether the objectives of the course have been achieved, so as to improve and perfect the course.