A Comparative Study Of The Current Curriculum Standards For Primary And Secondary Schools In China And Germany

Today’s era is an era of rapid development of science and technology. Technological revolution times, broad and profound impact on the civilization and progress of the world community. Scientific and technological level of a country reflects its overall national strength and international status of the potential competition. From the emergence and development of science, the science education and enhance overall national strength, the relationship between the level of scientific research has been enhanced closely, closely related. Germany is a highly developed industrial countries, the economic strength ranks first in Europe. Development of Germany from a backward, poor, agricultural country split into a unified today’s highly prosperous modern country can be said that some of the German history of science education and innovation, it gave birth to a dark horse this horse technology. Chinese and German cultural difference between the larger, cultural development in recent decades increasingly aware of the tremendous impact of scientific and technological development of the country of capacity, quality of science education in Germany also caused widespread concern some courses researchers. However, the comparative study of Sino-German primary few natural science curriculum standards, therefore, the current Sino-German school to study natural science curriculum standards is really necessary and meaningful.In this paper, literature research, historical research, comparative study of Chinese and German state of North Rhine-Westphalia, natural science curriculum standards the research background and the historical process of doing some simple sort, analyze the two different periods in history primary school science curriculum goals at different stages, course content, curriculum implementation and evaluation of the development of the course curriculum, which summed up primary science curriculum objectives, content, implementation, evaluation factors and features to evolve differences, the following conclusions:The basic idea of the concept of curriculum areas, the two slightly different but similar, reflected in the two countries due to different social backgrounds, leading to the implementation of the foundation have focused on the idea. But around four levels of science, culture and emphasize scientific attitude and awareness of the spirit of scientific inquiry, the initiative to contact on issues of social life, the concept of the two countries are roughly the same.Curriculum goals, curriculum standards between the two countries attach importance to the overall goal of macroeconomic students scientific literacy, differ only in specific focus areas. North Rhine-Westphalia’s curriculum standards more attention to students’ skill training, curriculum standards and China’s system is more emphasis on the study of knowledge, both countries were unanimous that scientific knowledge should be done to prepare for the future life.Curriculum content, both countries are involved in the content of the material, earth, life, science and technology of the four fields. For each of the two age groups that there is a big difference between learning content into a certain area, China’s content into a more detailed, specific entries, and North Rhine-Westphalia more general standards, often as a central theme in the form of science learning content.Implementation of the proposed curriculum and evaluation, China to be listed separately from the teaching establishment, teachers, schools were cited three different aspects of the implementation of the recommendations of the evaluation, more targeted and informative. NRW curriculum standards are mainly teachers and students to evaluate the proposal, citing specific teaching, practical methods and requirements.Comparison, China and Germany primary science curriculum standards in all aspects of the existence of similarities and differences. For the study of these similarities and differences, and will gradually improve our elementary school science curriculum standards and bring the following revelation:science classes included in the scope of the core curriculum throughout primary school learning the whole story; to optimize the structure of the science curriculum, emphasis on curriculum content convergence; basic training key skills, strengthen individualized education innovation.