The curriculum reform of "long and short courses" and "small and large courses" has quietly become popular, and various regions have actively explored implementation plans based on actual situations, forming a series of innovative achievements. This type of curriculum reform originated from the background of the national curriculum reform, focusing on factors such as time and scale of the curriculum. Starting from optimizing learning hours and changing the curriculum, it drives curriculum reform, development, and innovation, with the aim of improving student learning effectiveness and school teaching efficiency. Essentially, schools achieve the combination of curriculum unity, standardization, characteristics, and professionalism through the effective implementation of curriculum autonomy. The key to consolidating and expanding the effectiveness of the reform of "long and short courses" and "large and small courses" lies in implementing the main responsibility of the school, and the core is to make full use of the autonomy of the curriculum. To make full use of course autonomy, efforts should be made in the following areas: first, strong leadership in course management. Flexible use of scheduling time and space for "long and short courses" and "small and large courses", allocation and optimization of teaching time, development of "new curriculum schedules", good use of "new standards", deep mobilization of course content, teaching methods, teacher team and other resources, requires strong course leadership and resource allocation capabilities as support. Schools should continuously enhance their insight, understanding, and planning abilities towards the value of the curriculum, as well as their influence on curriculum construction. They should have the courage to boldly practice and cutting-edge innovative concepts. On the basis of fully respecting educational laws and serving educational and teaching objectives, they should ensure reform with strategic guidance, scientific management, and thoughtful service. Secondly, professional teachers are the main force in teaching. Teachers are the key force in teaching both long and short courses, as well as large and small courses, and are also the primary responsible persons for curriculum reform. We must fully guarantee the professional development and practice of teachers from the perspectives of teaching awareness, teaching power, and teaching ability, laying a solid foundation for the reform of "long and short courses" and "small and large courses". Firstly, it is necessary to establish a sound teacher development system, provide an environment and support for the professional growth and ability enhancement of teachers, continuously enhance their understanding and recognition of teaching, students, subject characteristics and laws, continuously strengthen their love for education and teaching, and enhance their professional skills in managing teaching in their respective subjects. Secondly, it is necessary to establish and improve a guarantee and supervision mechanism for teachers' autonomous teaching, while adhering to the implementation of national curriculum standards, to ensure the autonomy of teachers in choosing teaching content, teaching methods, teaching evaluation, and teaching research, thereby ensuring the flexibility and appropriateness of the implementation of "long and short courses" and "small and large courses". Finally, it is necessary to shape a good cultural atmosphere for the reform of the "long and short courses" and "small and large courses" curriculum, open up channels for parental committees and expert participation, and actively develop a campus culture of democratic participation and collaborative education. The third is the scientific curriculum planning and design power. The core of implementing "long and short courses" and "small and large courses" is the scientificity of curriculum planning and design. Due to the adjustment of course content and duration, the form of the course may seem chaotic and complex, but its inherent logic still lies in the scientific and precise implementation of the course, serving the effective realization of the course objectives. Therefore, the management team and teacher team of the school should break away from conventional teaching management methods and plans, strive to explore the use of dynamic course selection, frequent class changes and other new forms of classroom teaching, scientifically plan the course process, ensure that courses of different forms, sizes, and lengths can run in an orderly and parallel manner, and better meet the personalized and diverse needs of students