A Comparative Study Of Curriculum Standards For Social Studies In Primary And Middle Schools In China And The United States

With the "basic education curriculum reform program (Trial)" promulgated, China carried out a new round of basic education curriculum reform. The curriculum reform put forward to strengthen the moral education of the pertinence, effectiveness and initiative, to strengthen students’ Ideological and moral education, morality and life course and morality and society curriculum opened in primary school lower grade and higher grades, accordingly promulgated the "morality and life curriculum standard of compulsory education (experimental draft)" and "morality and society curriculum standard of compulsory education (experimental draft)". After ten years of development, the Ministry of education in 2011 were revised and improved on the 2001 edition of the curriculum standard, and formally put into use. The promulgation of the new curriculum standards to promote the work of moral education in China’s development, but also exposed some new problems.The United States was the first country in the world to open social sciences, has been a hundred years of history, its curriculum system to develop a more mature and complete, accumulated a mature theoretical research results and practical experience, and has a wealth of theories as its academic support. California’s "History-Social Science Curriculum" mode is known in the United States is a major reform of a landmark nature, to the 1990s, states in the implementation of the state’s curriculum standards have often been seen as a model to be referenced. To further improve the revised curriculum of moral and social standards, on the one hand of oppression based on China’s national conditions and specific educational circumstances, but also to develop an international perspective, the need to absorb and learn the history of California-the successful experience of social studies.This paper selects high-grade China’s "moral and social compulsory curriculum standards (2011 edition)" and "California public school history-social curriculum standards (K-12)" as an object of study, literature analysis and comparative analysis, through a comparative analysis on China and California high school grade social studies curriculum standards, develop better understanding of both the background and the basic framework of the standard curriculum, course objectives, course content in the curriculum and other aspects of knowledge, understanding the differences between China and California in the moral aspects of existence explore California history-social curriculum standards revision of curriculum standards and improve the experience or revelation. Through analysis and comparison, history-social science framework for California public schools is mainly manifested in the following aspects:1.strengthen course objectives and course content integration, pay attention to the convergence of the curriculum content; 2. pay attention to the role of history education, construction with Chinese characteristics of social studies curriculum standards; 3. the curriculum standard formulation process, pay attention to multilateral cooperation, brainstorming; 4.curriculum standards need to implement the unity and diversity of combining.