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Curriculum standards are the basic programmatic, regulatory documents for national curriculum, the basic norms and quality requirements for basic education. The current "high school biology curriculum standard (experimental)" (hereinafter referred to as the "standard") was formally promulgated by the Ministry of Education in 2003. As the basis for preparation of teaching textbooks, teaching, assessment and examination proposition, and also the basis for management and evaluation of national programs, compared with the traditional biology syllabus, the "standard" has the development of many breakthroughs in the nature of curriculum, curriculum philosophy, curriculum objectives, and other aspects. Its advancement and development is beyond doubt. The implementation of the "standards" is an integral part of China’s "century of quality education project". It’s scientific or not, is related to the development of biology curriculum, and also affects the implementation of "China through science and education strategy" and "Power in human resources strategic plan". However, in the process of "standard" implementation, we met a lot of confusion, also found a number of problems through reflection.I carefully read nearly one hundred Journal articles and related books, which are related to the "standard." Found that majority of the literature and relevant researches agree in principle the basic concept of curriculum standards, curriculum goals, and content standards and so on. Some article mentioned a few problems, but they are at the operational level. Some teachers put forward relevant theoretical support and practical experience on the basis of practice and research. Generally speaking, significant number of biology teachers in the country set off a boom of studying, researching, and practicing the "standard".I carefully read the "standard", related documents, journal articles and monographs, etc., combined with my own reflection of my teaching practice in high school biology curriculum, I found that in the implementation process of the current "standard" we will encounter confusion and problems, which can mainly attributed to two factors:First, teachers cannot understand and grasp the "standard" properly, and the second, the "standard" itself, there are many deficiencies. For example: The definition or description of "action verbs" in the existing high school biology curriculum standards has two problems:the "action verbs" listed in the curriculum standards are not purely action verbs; the cognitive demand of different levels of "action verbs" on students is overlapping and unclear. To ensure the authority of the biology curriculum standards as a guiding document for the State, enhance its operability, we should remove "non-action verbs," develop and list new action verbs; re-examine and identify the level of "action verbs". The existence of these two factors will be obstacles to the pace of the new curriculum effective implementation, and then affect the implementation of the "New Century Quality Education Project" and the concept of quality education.In this study, by the method of combining literature review and theoretical analysis, b on the basis of fully understanding of the biology curriculum reform of basic education in history and current status, put the "high school biology curriculum standard" as the starting point, I focused on respects of the exact grasp of curriculum "standards" relevant terms, the background and significance of "standard" promulgating, summary interpretation of the "standard", questions and reflections of "standard" etc., then briefly discuss the interpretation of the relevant terms and their brief comparison, the background of "standard" and the development of high school biology curriculum reform in the flow, analysis of the main content of the "standard", the education thoughts and ideas embodied in the "standard", query and reflection on the name of the current course, "action verbs" in the "standard", the relevant statements, "Teaching Case," "Suggested Activities", and so on, the need for developing the "performance standards" that have the consistency of assessment and curriculum standards, Etc. Through the study and found a problem which may or should be perfected, and then propose appropriate countermeasures, recommendations and prospects to achieve two objectives:first, a brief "standards" analysis to help classroom teachers understand and grasp its precise requirements and concepts; Second, a careful study of the "standard" and then find out the shortcomings, put forward questions and suggestions to the "standard", so as to provide some reference comments for "standard" revision,and to make some modest for the implementation of the new curriculum.