A Comparative Study Of Jonior High History Curriculum Between China And South Korea Based On Curriculum Standarde

History curriculum is one of the most important subject in Cultivate humanistic quality. It reflects the country’s will and society’s demands of history course. History curriculum standards as the medium of history curriculum, is an important carrier of history curriculum reform, it has an inseparable connection with history curriculum reform. So this article is based on education curriculum, make curriculum theory、comparative education theory、Taxonomy of Educational Objectives theory as the theory bases. And literature methods、comparison method were used. Try to analysis the influence factors in Chinese and Korean history curriculum standards in their evolution process in junior high. Meanwhile make comparative analysis of the two country’s history curriculum process in junior high, in two country’s curriculum concept、curriculum nature、curriculum object、curriculum contents and curriculum evaluation. The results are as follows:Form curriculum theory compairion aspcet,both country highly stress the "People-oriented" education idea, attaches great importance to students development, emphasizing the human factor; have actively advocated to cultivate the students’autonomy;Attaches importance to cultivate students’ humane quality.But, on the way forward integration has obvious pertinence and sexual differences, and South Korea in terms of focus attention to person’s personality and ability to innovate, and our focus on basic and comprehensive.Form the comparison of the nature of the course perspect, history curriculum belongs to the humanities learning category, aims to cultivate students’ humanities, and attaches great importance to the history of humanity and comprehensive.South Korea, however, the nature of the course is also for the whole history curriculum, but the nature of the course is aimed at compulsory education stage in our country history curriculum in junior high school students.On the comparison objective, both China and South Korea have pay attention to outcome goal and experiential goals with the combination of form;Is common sense to the requirement of the junior high school students of both history and concept; Are very pay attention to cultivate students from a historical perspective on the problem.But, our country is three-dimensional target system, while South Korea is to use the entry list type of way;More remarkable level of our country, our country’s action verbs than South Korea more rich;Our objective more targeted, while South Korea pay more attention to integration.On the comparison of the course content, both country emphasis the scheduling;Attaches great importance to the basic;Attaches great importance to the national history and political history of learning.But, our country is divided into six study plate, learn their history to world history;, but South Korea is divided into four study plate on each plate consists of a number of learning theme, crossed to learn their history and world history.And the content of the near modern history more than ancient history in our country, while South Korea’s ancient history of much more content. Our country is in the main study content related to the political study, based on both economic and cultural history study, while in South Korea is primarily political history and the content of the history of the majority.On the comparison of curriculum evaluation, both country pay attention to the "student";To emphasize and curriculum goals, curriculum content, teaching methods, and to formulate specific content from multiple aspects and dimensions;Are encouraging diversity evaluation way;Have to let the students actively participate in the evaluation process, become an actor.But, for the curriculum evaluation in our country related content have made detailed description and introduction, is conducive to the actual operation.But South Korea is briefly elaborates the related content, suggested that sex is stronger.Based on the views above, some Suggestions are put forward as followings:First, South Korea, should pay more attention to "middle school" and "history curriculum", attaches great importance to the middle school history curriculum and the characteristics of history.Second,China’s statement of course objective, meaning should be appropriate to reduce the number of similar action verbs, so that the actual operation. Third, when choosing and organizing curriculum content, the two countries should according to the actual situation of their own, pay attention to the content distribution of all kinds of history between.Fourth, in terms of curriculum evaluation, I think our country should attach importance to evaluation of elasticity, and give full play to space.