A Comparative Study On The Physics Curriculum Criterons Of Chinese And Korean Senior High School

In the backdrop of international education reform, countries in the world have engaged in curriculum reform. Curriculum standards is a core part of the curriculum reform, by comparing the curriculum standards between countries can learn from each other.China and South Korea both countries belong to Asia, in the history of the development process, are deeply affected by the influence of Confucian culture, in the historical traditions and national culture, there are similarities. Riding the waves of the curriculum reform, China has successfully conducted eight reforms, Korea conducted seven curriculum reforms, and revised twice. Compared with the two curriculum standards, has important theoretical and practical significance.This paper elaborates the history of curriculum reform and high school physics curriculum standards in China and Korean by using literature and comparison. With the course theory and comparative education theory, compare with curriculum ideas, the nature of the course, course structure, course objectives, course content and course evaluation, draw the following conclusion:First, curriculum ideas, both focus on training students’scientific literacy,. Our high school physics curriculum philosophy is based on the basic concept of the physics curriculum of the compulsory education stage, South Korea’s curriculum concept is overall; nature of the course, physics course belong to the field of science learning, and in our country belongs to the basic education for the general public, Korea is not; Course structure, China’s course to take compulsory plus optional, Korean physics courses for elective education courses.Second, Curriculum goals, the goal of the two countries are more specific content, including the various demands of the knowledge, skills, processes, methods, and emotional attitudes and values, our curriculum standards target language is clear, workable, South Korea, the target of curriculum standardsstatement of the general classification of the target language is not clear. Third, Course content the two countries still focus on the basis of the selected content, thand more in real life, modern society and technology development, somewhat similar to the proportion of each branch, in the specific content of the organizational form of China’s major Divisionform, tend to linear, South Korea comprehensive branch of the form of inclined spiral at the same time, South Korea introduced a difference in education courses.Forth, Curriculum evaluation, the goal of the two evaluation was focused on screening, and now focus on the development, evaluation of content-rich, the evaluation methods are also changing. China for the evaluation objectives, evaluation methods, evaluation subjects put forward a clear demand, South Korea from the curriculum at different stages of the evaluation requirements, more specific, operational, and South Korea pay more attention to curriculum implementationIn summary, we can see that China and South Korea’s curriculum standards in curriculum ideas, the nature of the course, course structure, course objectives, course content, course evaluation, there are similarities and differences, the two countries should learn from each other, learn from each other and jointly promote thethe rapid development of the curriculum reform of the two countries.