Abstract: The Curriculum Program for Compulsory Education (2022 Edition) and various curriculum standards are known as shifts from a knowledge-based approach to a literacy development oriented approach, from a “three-dimensional goal” to “core competences”, and from “evaluation suggestions” to “quality standards”; the new program is a critical inheritance from the previous edition, a kind of both transcending and accommodating it: the shift from “knowledge based” to “literacy based” is a change in philosophy rather than a simple replacement; core competencies go beyond the “three-dimensional division”, rather than knowledge, abilities, and attitudes themselves; academic quality standard is considered “high-level guidance” for curriculum evaluation rather than a replacement. We need to rely on the new curriculum plan and standards, draw a “construction map” for school curriculum education according to school conditions, strengthen the review of curriculum development, and promote local and school curriculum reform and teaching evaluation. Accurate interpretation of academic quality standards can promote students to learn in depth; cross referencing of various curriculum standards can promote students to “learn with breadth”; jointly studying academic quality standards can promote teachers to engage in “group inquiry based learning”.

Key words: compulsory education, new curriculum plan, new curriculum standards, core competencies