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

This article aims to demonstrate the differences and relationship of science class between China and Korea by studying two countries’curriculum standards. It absorbs the quintessence and gets rid of the dross to give our educationalists practical experience, improve scientific curriculum standards and develop our country’s scientific education.Since the 20th century, both developed and developing countries have all realized the importance of scientific education, and keep up carrying out large-scale reforms towards nation’s basic scientific education. They pay considerably attention to constructing and improving the standards of scientific curriculum. The research perspective of the scientific curriculum standard ranges from home and abroad. If our basic education can absorb advanced concepts from other countries or regions, which also conforms to our national conditions, its development will be a qualitative leap. The introduction of this article includes the studying background, the studying significance, the literature review, research ideas, research methods and renovation. The main body contains three chapters, which can be divided into three parts. The first chapter mainly demonstrates the scientific curriculum both in China and Korea. They both make a positive response to the declaration about "Through economic, social, cultural and environmental dimensions of sustainable development" in the World Conference on Science, and scientific activities, objectives and main points in the curriculum, discussing "The new curriculum, teaching methodology and teaching methods should consider the diversity to adapt to changes in society". This Chapter also briefly sorts out the evolution of Chinese science curriculum standards, briefly analyzes and looks back on the reform history of Korean science curriculum. The second chapter makes an analysis and more concise comparison in the texts of primary scientific curriculum standards between China and Korea. Both curriculum frameworks are relatively integrity, but the Korean curriculum is more coherent as "10 years of national common basic curriculum"; both core of curriculum is "scientific literacy", but the former position is " the enlightenment science curriculum" while the latter can be concluded as " the scientific action"; the course objectives are compared and classified in details based on three major areas ofBroome; the course content is compared and analyzed according to "scientific inquiry" "emotion, attitude and values," and "scientific knowledge"; the teaching implemental suggestions are also divided into three sections, which are "teaching suggestions," "teaching materials suggestions" and "scientific teaching suggestions". These suggestions explain the differences between two countries; the last evaluation suggestions bring forward that the value judgments is the core content curriculum evaluation comparing the two countries. The two countries have abandoned the radical evaluation purposes in the form of selection, conforming to the international science education, which turns the results of the evaluation into the processing and experiencing one. However, the Korean curriculum standard is more targeted while Chinese is relatively broad and vague. After comparison in particular, the third chart brings about the inspiration of our country’s scientific curriculum standards, making recommendations for further reflection. For example, improving the curriculum system coherence, focusing on the curriculum which reflects the return of life, establishing emotional attitudes and values, setting a course content and exploration activities which contains more themes and less less learning, and reflecting the students’ sense of safety by avoiding the danger.