Comparison The Biological Part In Primary Science Between China And Japan

In the new century. Cognitive sciences have changed violently greatly. The embodiedcognition theory indicates the appearance of second generation cognition, which raised newdemands on students’ learning. Japan has revised Elementary School Science EducationGuiding Essentials in2008.And the new textbooks have been taken in use all over the countryin April2011. Primary National Standard Of Science Education which used in our countryremains in2001-year-edition, and the examination and approval time of textbooks in ourcountry all remains2001-2003year. In our country, The New National Standard Of ScienceEducation is in revising.Text analytic approach, document approach, Comparison approach,ect.are Adopted. Inthe theoretical basis the Specific Cognitive Models and Neurons Migrate Longtime MemoryHypothesis have been builded. And concludes the factors which affecting children’s Sciencelearning mainly in three dimensions: they are dimension of subject and object relationship,dimension of scientific development, and dimension of knowledge transfer.up on this,Primary National Standard Of Science Education of two countries and textbooks of foureditions between two country have been conpared. Mainly focus on the content structure ofbiological part, Observation, Experimentation, Investigation. In addition, specific analysis oftextbooks from the view of memory perspective, meta-cognitive, Creativity，the spirit ofscience, the systemic of teaching materials, the ecological perspective, and linking withpractical life, Reveal the differences and characteristics of the textbooks between twocountries. Which can be provide reference for revising Primary National Standard Of Scienceand science textbooks. Especially recommend adding Traditional Chinese Medicine Courseinto biological part of the new textbooks.