Specific contents of new curriculum standards

Knowledge, skills, processes, methods, attitudes, emotions and values.

Some people ignore attitudes, feelings and values. In fact, it is a dimension in the three-dimensional target system of the new curriculum standard, and its importance is not inferior to knowledge, skills, processes and methods.

Curriculum standard is the basic programmatic document of national curriculum, and it is also the basic norm and quality requirement of national basic education curriculum. This curriculum reform will transform the long-used syllabus into curriculum standards, which embodies the basic ideas advocated by the curriculum reform. The formulation of basic education curriculum standards is the core work of basic education curriculum reform. With the joint efforts of nearly 300 experts, the experimental draft of 18 curriculum standard was officially promulgated, marking a new stage of curriculum reform in basic education in China.

[Edit this paragraph] Why should the curriculum be changed?

Curriculum is an important way to achieve educational goals, the most important basis for organizing educational and teaching activities, and the carrier to embody and reflect educational ideas and concepts. Therefore, curriculum is the core of education. The curriculum reform of basic education is not the product of pure subjective will, but people's subjective response to the objective needs of specific social, political and economic development. Therefore, the objective needs of social, political and economic development not only determine whether education in a certain society should be reformed, but also fundamentally determine the direction, goal and even scale of reform. The historical process of educational development fully illustrates the above assertion.

Facts in the whole history of educational development show that changes in social and political systems and economic systems, as well as major changes in production methods and lifestyles, will lead to major changes in school education. This is why the past 20th century was called the century of educational reform.

The function or value of the school education model in the era of industrial economy can be summed up in one sentence, that is, to train the educated to become producers and laborers and tools for production and consumption. What school education strives for is how to maximize its economic value. In 1950s, the theory of human capital appeared. Its educational model, which pays attention to economic growth and ignores human development, has played a positive role in history. However, in the current era of knowledge economy, the disadvantages of this educational model have attracted the attention of more and more people of insight, and the voice of educational reform is getting louder and louder. More and more people realize that if we don't start to reform the basic education curriculum, it will seriously affect the country's economic and social development. This is also the reason why all countries in the world carry out the curriculum reform of basic education in unison.

Compared with the past times, the economic development and national strength in social development mainly depend on natural resources or material strength, and people with high scientific and cultural literacy and humanistic literacy are more and more crucial to the development of mankind in the 26 th century. People with high scientific and cultural literacy and humanistic literacy must have two conditions: first, they must master basic learning tools, namely reading, writing, oral expression, calculation and problem solving; The second is to have basic knowledge, skills, and correct values and attitudes. Only in this way can he have the ability to survive, live and work with dignity, improve the quality of life and fully develop himself, and actively participate in social development and lifelong learning.

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 divorced from 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.

[Edit this paragraph] The goal of curriculum reform

Generally speaking, the fundamental task of this curriculum reform is to fully implement the party's educational policy, adjust and reform the curriculum system, structure and content of basic education, and build a new basic education curriculum system that meets the requirements of quality education.

The worship of "efficiency" in industrial economy determines that school education must impart knowledge in a simple and standardized way. Therefore, the subject curriculum based on knowledge classification has become the most important feature of curriculum structure. In addition, the pursuit of the integrity, systematicness, logicality and authority of the knowledge system of various disciplines not only creates strict barriers between disciplines, but also gives textbooks supreme dignity. In the process of curriculum implementation, knowledge based on textbooks is at the core and becomes the basis for restricting teachers and students' activities. In other words, knowledge becomes the purpose of the school curriculum system.

The above characteristics of the current curriculum system all reflect such an educational concept or a concept of human development: the development of the country and society is concentrated on economic development, so mastering knowledge and skills directly or indirectly related to production is the highest goal that the school curriculum system should pursue; At the same time, it also constitutes the whole connotation of human "development".

Obviously, quality education can't be implemented unless the disadvantages of the existing exam-oriented education in the curriculum system of basic education in China are eradicated.

In order to realize the training goal of the new curriculum, and at the same time, aiming at the disadvantages of the current basic education curriculum textbooks, the Outline of Basic Education Curriculum Reform (Trial) (hereinafter referred to as the Outline) puts forward six specific goals of this curriculum reform. These goals constitute the overall framework of the new round of basic education curriculum reform, which embodies that the curriculum reform is a complex and meticulous system engineering.

First, realize the transformation of curriculum function.

Second, it reflects the balance, comprehensiveness and selectivity of the curriculum structure.

Third, close the connection between the course content and life and times.

Fourth, improve students' learning style.

Five, the establishment of evaluation and examination system in line with the concept of quality education.

Six, the implementation of three-level curriculum management system

The Decision on the Reform and Development of Basic Education clearly points out that to implement quality education, we must correct educational ideas and change educational concepts. If all our educators can't do this, it will be difficult for curriculum reform to achieve the expected results, and quality education will become a mere formality. Compared with the past, this curriculum reform has greatly changed in how to treat students, learning, knowledge, development, curriculum and so on.

First, the concept of students

Students are the most important object of education, and how to treat students is the most important problem faced by educators. The core connotation of students' view is whether students are people or things. At least verbally, almost everyone thinks that students are human beings. However, in our actual educational work, it is very common to treat students as things at the mercy of others. This involves a question of how to treat others. This curriculum reform adheres to the following three points for students' reference. First, as people living in certain social conditions, the complicated relationship between people makes students have a "determined" side. Marx's exposition that human nature is the sum of all social relations clearly illustrates this point. Therefore, the new curriculum must have the necessary unity and standardization, which is reflected in the curriculum standards.

Second, students, as people with active life forms, are essentially different from inanimate objects and living animals and plants. It is this initiative that makes people constantly "renew" and constantly surpass themselves. Therefore, in every link of curriculum implementation, we must fully consider how to protect and give full play to students' initiative and enthusiasm.

Third, students are "unfinished". In a positive sense, this incompleteness means that our students have rich potential, broad development space and human resources that are vital to the great cause of the Chinese nation. Promoting the all-round development of every student is an important mission of this curriculum reform.

Second, the concept of development

Since ancient times, the all-round development of human beings has always been the ideal pursued by education. However, the exam-oriented education model seriously limits the connotation and extension of the concept of "development". The so-called "development" only refers to the increase or proficiency of knowledge and skills necessary for passing various exams. This concept of development with instrumental value as the core has seriously damaged people's inner essence, thus seriously hindering the realization of people's ontological value. It should be noted that people's instrumental value and ontological value are inherently unified in the all-round development of people's morality, intelligence, physique, beauty and labor. In order to give full play to the role of curriculum in students' all-round development, this curriculum reform not only adjusts the curriculum structure, teaching process and curriculum evaluation, but also emphasizes that the curriculum standards of various subjects must set goals from three aspects: knowledge and skills, process and method, emotional attitude and values. Only by adhering to the viewpoint of all-round development can we realize the true connotation of the concept of "development", that is, development is qualitative change rather than quantitative change; Only in this way can we realize the true connotation of the concept of "education", that is, education is to cultivate students' sound personality or personality.

Third, the concept of knowledge.

From the previous statement, we already know that the central task of school education in the industrial economy era is to impart knowledge, so systematic knowledge has almost become synonymous with "curriculum". The reason why knowledge occupies such an important position is because people have endowed knowledge with some "sacred" characteristics. Knowledge is not only absolute, but also objective. Thus, knowledge becomes an objective existence that is external to people and has nothing to do with people, similar to underground mineral deposits. As far as knowledge is concerned, the only thing one can do is "discovery". For the students in the school, their task is to accept and store the knowledge that the predecessors have "discovered". Under the guidance of this view of knowledge, school education is bound to be book-centered, teacher-centered, and rote learning.

This curriculum reform adheres to the viewpoint of practice, absorbs the research results of contemporary philosophy, psychology, pedagogy, complex science and other disciplines, and holds that knowledge belongs to the category of human cognition and is formed and tested by people in social practice. In other words, both the acquisition of new knowledge and the mastery of ready-made knowledge are inseparable from people's active participation and the activities of knowing the subject. The process of students mastering knowledge is essentially a process of exploration, selection and creation, and it is also a process in which students' scientific spirit, innovative spirit and even correct world outlook are gradually formed. Therefore, this curriculum reform requires great changes in the relationship between teachers and students, teaching methods and learning methods, and emphasizes that teachers should guide students to question, investigate and explore, learn in practice and learn individually. For students, the most important thing is no longer to accept and store knowledge, but to learn to explore and lay the foundation for lifelong learning.

Fourth, the curriculum view.

Curriculum is a historical category, which is directly subject to educational purposes. Therefore, different times have different curriculum views. "Curriculum is the main body of teaching" or "curriculum is the sum of teaching content and progress" is generally recognized. What needs to be clearly pointed out is that "teaching subjects" or "teaching contents" here mainly refer to teachers imparting classified knowledge to students in the classroom. The biggest drawback of this curriculum view is that the knowledge world presented by teachers to students has strict certainty and simplicity, which does not match the real life world of students characterized by uncertainty and complexity, so education and curriculum are far from the real life of students. In practice, activities that are not directly related to imparting knowledge and skills inside and outside the school are often regarded as extra burdens and rejected. Obviously, this knowledge-based course has not adapted to the needs of the times. The value that the basic education curriculum should fully pursue is to promote the development of students and society. Therefore, we should actively use and develop various curriculum resources. In addition to knowledge and skills, all the material civilization, spiritual civilization and natural existence created by human beings can be the materials that constitute the curriculum. However, we must see that the educational significance of all these materials is potential and can only be activated and highlighted through students' personal experience. Therefore, the gap between school and society, curriculum and life must be eliminated. Only in this way can students feel that learning is not an extra burden of life, but a need of life; Moreover, emotions and experiences that were marginalized in forced "learning" activities (sometimes even excluded as a negative factor of education) will also gain the same status as rationality.

[Edit this paragraph] Course structure

Curriculum structure is the link between curriculum objectives and educational achievements, and it is the basis for the smooth implementation of curriculum activities. The new round of basic education curriculum reform requires adjusting the current curriculum structure according to the training objectives of the new curriculum, and the main task and direction of adjustment is to optimize the curriculum structure.

Section 1 Adjustment of Curriculum Structure

The adjustment of curriculum structure is essentially to re-recognize and establish the value, position, function and relationship of various curriculum types and specific disciplines in the school curriculum system.

The main types of courses are: ① Subject courses and experience courses, 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 divided into two types 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, which are different from the requirements of curriculum implementation in the curriculum plan. 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.

There are serious defects in the current curriculum structure in China. First of all, subject courses occupy an absolute dominant position in the school curriculum, while experience courses are few; Subject courses occupy an absolute dominant position, and comprehensive courses are minimal; Compulsory courses occupy an absolute dominant position, and elective courses are minimal; National curriculum has attracted much attention, but local curriculum and school-based curriculum have not been substantially developed. The single curriculum type makes it possible to ignore or give up the value of other curriculum types in students' development while paying attention to the value of one or several curriculum types. Under the "nourishment" of this single course, students' one-sided development is inevitable. Secondly, the proportion of specific subjects in school curriculum is unbalanced, and the proportion of Chinese, mathematics and other subjects is too high, which takes up the time of other subjects, thus directly affecting students' physical and mental health and all-round development.

In view of the single structure of the current curriculum types, experience courses corresponding to subject courses, comprehensive courses corresponding to subject courses and elective courses corresponding to compulsory courses are designed in the new school curriculum structure, which provides more space for developing local courses and school-based courses corresponding to national courses. Diversification of school curriculum types is an important way to fully realize curriculum value. The organic combination of various course types will contribute to the all-round development of students, and provide favorable conditions for fundamentally changing the situation that students in China are excessively pursuing high academic performance, low comprehensive literacy and weak active learning ability. In view of the unbalanced proportion of subjects in the current curriculum structure, the new curriculum plan will reduce the proportion of Chinese from the original 24% (1992) to 20% ~ 22%, and that of mathematics from the original 16% (1992) to13%-respectively. At the same time, the accumulated class hours will be allocated to comprehensive practical activities and local and school-based courses. Among them, there are 6%-8% class hours for comprehensive practical activities, and 10%- 12% for local and school-based courses. Obviously, the adjustment of the proportion of specific subjects in the school curriculum system reflects the basic idea of curriculum reform in basic education in China, that is, paying attention to cultivating and developing students' innovative consciousness and ability, collecting and processing information, actively and independently acquiring new knowledge, analyzing and solving problems, paying attention to communication and cooperation, and having a sense of responsibility and mission to the natural environment and human society.

The adjustment of curriculum structure will reverse the long-standing situation of single curriculum type and unbalanced proportion of subjects in primary and secondary schools in China, and realize the requirements of diversified curriculum types and balanced proportion of specific subjects.

The second part of the outline clearly expounds the main contents of the new curriculum structure.

(A) the overall curriculum of nine-year compulsory education. The primary school stage is dominated by comprehensive courses. Courses such as morality and life, Chinese, mathematics, physical education and fine arts (or music and fine arts) are offered in the lower grades of primary schools; In the middle and senior grades of primary schools, courses such as morality and society, Chinese, mathematics, science, foreign languages, comprehensive practical activities, physical education and fine arts (or music and fine arts) are offered.

Junior high schools offer courses that combine discipline and synthesis, mainly including ideological and moral, Chinese, mathematics, foreign languages, science (or physics, chemistry, biology), history and society (or history, geography), sports and health, art (or music, fine arts) and comprehensive practical activities. Actively advocate that all localities choose comprehensive courses. Schools should strive to create conditions to offer elective courses. In the compulsory education stage

We should strengthen the writing teaching of Chinese, art and art classes.

(2) High schools are mainly subject courses. In order to enable students to achieve personalized development on the premise of generally meeting the basic requirements, curriculum standards should have different levels of requirements. At the same time, it is necessary to offer a variety of elective courses and technical courses. Actively try out credit system management.

(3) Offering comprehensive practical activities as a compulsory course from primary school to senior high school, mainly including information technology education, research-based learning, community service and social practice, and labor technology education. It emphasizes that students should enhance their awareness of inquiry and innovation, learn scientific research methods, and cultivate their ability of comprehensive application of knowledge through practice. Strengthen the close relationship between school and society, and cultivate students' sense of social responsibility. In the process of curriculum implementation, we should strengthen information technology education and cultivate students' awareness and ability to use information technology. Understand the necessary general technology and professional division of labor, and have preliminary technical ability.

(4) The curriculum of rural middle schools should serve the local social and economic development. While meeting the basic requirements of national curriculum, we can set up courses that meet local needs according to the development of modern agriculture and the adjustment of rural industrial structure, deepen the reform of "combining agriculture with education" and "coordinating three educations", and try to obtain "double certificates" through technical training such as "green certificate" education. city

Urban ordinary middle schools should also gradually offer vocational and technical courses.

The outline clearly requires that the curriculum must "reflect the balance, comprehensiveness and selectivity of the curriculum structure" Balance, comprehensiveness and selectivity are the three basic principles of this curriculum structure adjustment, and they are also the three basic characteristics that distinguish the new curriculum structure from the current curriculum structure. It can be said that balance, comprehensiveness and selectivity are the three keys for us to fully understand and understand the new curriculum structure.

The balance of curriculum structure means that various curriculum types, specific subjects and curriculum contents in the school curriculum system can maintain an appropriate and reasonable proportion. According to the training goal of the new curriculum, the new curriculum structure includes various courses and disciplines closely related to the real social life and students' own life, and at the same time, it maintains an appropriate proportional relationship by adjusting the proportion of class hours. This is the balance reflected from the level of curriculum plan. How to implement it in practice?

First of all, we should realize the uniqueness and unique value of each course, and they can all make their own contributions to the realization of the training objectives of the new curriculum.

Secondly, we should admit the particularity and limitations of each course, and no course can win the world and achieve all the course objectives. Coordination and cooperation among courses is an inevitable requirement for giving full play to the functions of courses and realizing the objectives of courses in an all-round way.

Once again, it must be admitted that there are differences in teaching tasks between courses. According to the requirements of training objectives, the characteristics of disciplines and the relationship between courses, the courses offered in the compulsory education stage have come first, the content of courses is more or less, and the proportion of class hours is higher or lower, which makes the status and tasks of courses in the compulsory education stage different. From this point of view, each course should be treated differently, but the purpose of this differential treatment is to maintain the balance between courses, so as to achieve the overall optimization of courses. From the perspective of students, balance does not mean the average development of students in all disciplines or fields, but the harmonious development of personality.

The comprehensiveness of curriculum structure is put forward in view of the current situation of over-emphasis on discipline-based, too many disciplines and lack of integration. Reflected in the following three aspects.

First, strengthen the comprehensiveness of disciplines. As far as a subject is concerned, it pays attention to linking children's experience with real life; As far as different disciplines are concerned, advocacy and pursuit are interrelated and complementary. The new curriculum structure attaches importance to the integration of subject knowledge, social life and students' experience, and strengthens the mutual penetration between subjects, thus changing the phenomenon that the current curriculum overemphasizes the subject standard.

Second, set up comprehensive courses. Offering comprehensive courses is a concentrated expression of the comprehensiveness of curriculum structure. This curriculum reform not only provides comprehensive courses corresponding to subject courses, but also stipulates that comprehensive courses are the main courses in primary schools, the courses combining subject and comprehensive in junior high schools and the subject courses in senior high schools. In other words, the proportion of comprehensive courses and subject courses in the school curriculum structure changes with the change of school education level. In the curriculum structure of lower grades, comprehensive courses obviously exceed subject courses. With the increase of grade, the proportion of comprehensive courses in the curriculum structure gradually decreases, while the proportion of subject courses gradually increases, eventually surpassing comprehensive courses. This adjustment of curriculum structure is not only in line with the law of children's cognitive development, but also in line with the actual situation in China, especially the situation of teachers. Taking into account the actual situation and teachers' conditions in various places, this course structure adjustment has formulated a "buffet" course plan for comprehensive courses and sub-courses for all places to choose from. In the "comprehensive" curriculum scheme, the original physics, chemistry and biology are integrated into science, history and geography into history and society, and art and music into art, all of which belong to the category of comprehensive curriculum. In addition, morality and life, morality and society, and comprehensive practical activities all occupy a place in the curriculum plan as highly integrated comprehensive courses. Obviously, in the new curriculum structure of basic education, comprehensive curriculum has become an important part of the school curriculum system. Moreover, the state actively advocates the implementation of curriculum plans based on comprehensive courses in various places. The establishment of comprehensive courses will effectively change the status quo of too many disciplines or lack of integration. From a practical point of view, the implementation of comprehensive courses must be guided by the concept of integration, and truly play the value and role of comprehensive courses.

Third, increase comprehensive practical activities. As mentioned above, this is a highly comprehensive course, and it is also a highlight of this curriculum reform. To this end, we specifically put forward to emphasize this point. In essence, this is a non-disciplinary field, a course based on the field of life practice, a practical course based on learners' direct experience, closely linked with students' own life and social life, and reflecting the comprehensive application of knowledge. The starting point of comprehensive practical activity course is students, not teachers. Students form problems from their own experience and get ways and methods to solve problems from experience. Its contents mainly include: information technology education, research-based learning, community service and social practice, and labor technology education.

The selectivity of curriculum structure is put forward in view of the differences among places, schools and students. It requires the school curriculum to adapt to the actual needs of local social development with sufficient flexibility, to adapt to the distinctive purpose and direction of running a school, and to selectively adapt to the development of students' personality. It can be seen that the selectivity of curriculum structure mainly involves how local education authorities at all levels, schools (principals, teachers) and students choose courses, and how many courses our education can provide for local, schools and students to choose. The embodiment of selectivity is that the new curriculum appropriately reduces the proportion of national curriculum in the school curriculum system. In the compulsory education stage, 10% ~ 12% of the class hours are given to the development and implementation of local and school-based courses, thus forming a hierarchical structure in which national courses, local courses and school courses are parallel. This can undoubtedly stimulate the initiative of local and schools in curriculum development and implementation, and also help to truly realize the diversification of school curriculum, thus reflecting local characteristics and school characteristics. Selectivity is also reflected in the flexibility of the national curriculum. As far as the types of courses are concerned, the state provides a package for local and schools to choose according to their own needs; As far as the proportion of class hours is concerned, the state has delineated the scope of local and school choices; As far as curriculum content is concerned, the state formulates curriculum standards that reflect local economic, social and cultural characteristics on the premise of ensuring the basic requirements of compulsory education. Education faces students with unique personalities, and education should promote the development of each student's personality. Therefore, the selectivity of curriculum structure must ultimately be implemented in each student's personality differences, which requires local and schools to strengthen the construction of elective courses. The new curriculum plan advocates appropriately reducing the proportion of compulsory courses and increasing the proportion of elective courses.

Article 3 of the "Outline" clearly stipulates: "Set up a nine-year compulsory education curriculum as a whole." The curriculum of compulsory education should reflect the basic nature of compulsory education, follow the law of students' physical and mental development, adapt to the requirements of social progress, economic development and scientific and technological development, and lay the foundation for students' all-round development and lifelong development. Based on this, this curriculum reform takes compulsory education as a whole, and the curriculum is set consistently for nine years. In fact, this is the balance, comprehensiveness and selectivity of the new curriculum structure. "Saint" refers to organizing all kinds of courses according to the horizontal relationship. Through the horizontal organization of courses, all courses can be integrated with each other on the premise of respecting differences, eliminating the opposition situation of isolation and even strict barriers between disciplines caused by the previous discipline standard, making all courses and disciplines work together, making learners' learning have an overall effect, thus promoting the all-round development of students' personality. "Consistency" refers to organizing all kinds of courses according to the vertical development order. As far as a course is concerned, it is necessary to emphasize "continuity", so that the course content will be deepened and expanded in the cycle, and strengthened and consolidated continuously; As far as the relationship between courses is concerned, it is necessary to emphasize the "sequence" so that different courses can be offered in an orderly and coherent manner, and at the same time, the number of courses will gradually increase from the lower grades to the higher grades. Therefore, learners' learning has a cumulative effect and promotes students' sustainable development.

Subject-based curriculum is a single discipline curriculum organization model, which emphasizes the relative independence between different disciplines and the integrity of the discipline logic system. As far as curriculum development is concerned, the subject characteristic curriculum adheres to the foundation of subject knowledge and its development, and emphasizes the priority of subject knowledge; From the perspective of curriculum organization, the subject characteristic curriculum insists on taking the logical system of subject knowledge as the clue and emphasizes the discipline's self-contained system. Therefore, the subject characteristic course has the following advantages: first, it helps to highlight the logic and continuity of teaching and is an important way for students to acquire knowledge of the subject system simply and effectively; Second, it helps to reflect the professionalism, academics and structure of teaching, thus effectively promoting the cultivation of frontier talents and the development of national science and technology; Third, it helps to organize teaching and evaluation and improve teaching efficiency. However, it is easy to ignore students' needs, experience and life, ignore the actual needs of contemporary social life, and the disciplines are separated from each other, thus limiting students' horizons and restricting the breadth of their thinking. It should be admitted that these shortcomings of the current sub-subject courses are more prominent.