A Comparative Study In Junior School Physics Textbooks Between China And United Kingdom

In 2001, "Standard of Physics Education" was launched, marked that the beginning of the physics curriculum reform of basic education official curtain had opened. After nearly a decade of exploration, the physical education in China as a whole has undergone tremendous changes. Under the guidance of the idea of "To each student's development", the physical course provide a broad development platform for the promotion of students' lifelong learning and the enhancement of scientific literacy. The basic idea of "from life into physics, from the physical into society," has proved the comprehensive innovation of the physical teaching materials and classroom teaching.However, it is also clear that there are still many problems existing in Physics textbook, in terms of the structure, content and teaching functions, which affected the teaching curriculum goals, thus impeding the effective execution of curriculum ideas and essential promotion of essence reform. Therefore, it is necessary to clarify specific expression of these issues, to find solutions to the problems.This paper, based on the international comparative perspective, takes two science courses development from the whole reform process as examples, have done a brief analysis to compare overall objective of the two science courses and the concept behind the physics textbooks for the Chinese and British structural system, content, and scientific inquiry, etc., by comparing the science curriculum standards in both countries. In order to provide a reference for a new round of curriculum reform and the preparation of textbooks. The paper will find out the existing problems of China's physics textbooks by the comparison between the United Kindom and China, as well as the values from UK's physics textbooks, which we can reference from.