Study On Teachnology Education In Science Curriculum Of China’s Basic Education

Nowadays, people are surrounded by technology. The ‘double-edged’effect oftechnology is increasingly evident, it requires people to enjoy the technologicalachievements to understand and to use and evaluate it at the same time, namelypeople should have certain technology literacy. Technology education is the mainway to cultivate peoples technology literacy. Science and technology complementand promote each other, making science curriculum a good platform for thedevelopment of technology education. Science curriculum standards as the guidingdocument give directions to science curriculum textbooks compiling, curriculumimplementation, teaching evaluation etc. Instructional design is a practical teachinginstrument which is designed according to the requirements of the syllabus toarrange the key teaching factors, such as teaching content, teaching procedure andteaching method. Therefore it is the important teaching basis for teachers in class.The entrance examination plays an important role like "baton" to guide the practicalteaching. Therefore, in this paper, the study objects are curriculum standards ofsenior and junior high school, practical teaching cases, and entrance examinationpapers of college and senior middle school. Though the analysis of the technologyeducation to understand the current status of Technology Education in our country,discover problems and find the corresponding countermeasures.The main work this paper can be roughly divided into three parts. The first partdefines the core concept of technology, technology education, technology literacyand Science curriculum. Firstly, it explains the nature, definition and classification oftechnology; secondly, discusses the four elements of technological: technologyknowledge, technology ability, technology method and technology rationality. Itdivides four levels based on rational dimension, set up a triangular model of technological literacy. Finally, it defines the concept of science curriculum.The second part is the main part of this study. Firstly, it briefly introduced the current situation of technology education in science curriculum standards to draw on the experience from developed countries, such as American, U.K. and Germany. Then, this paper analyzes our countries’ science curriculum standards (including standards of science, physics, chemistry, biology and physics of junior middle school and physics, chemistry, biology and physics of senior middle school) from the aspects of the utility area of technology, innovation of technology and technology literacy. Set the teaching cases of Shanghai teachers as study objects to explore the situation of technology education in the practical teaching. Finally, it carries on the analysis of technology education through the entrance examination papers in ShanghaiThe third part is to conclude, find problems and provide suggestions. In the science curriculum standards, there are corresponding content of technology knowledge, technology ability, technology procedure and technological rationality; it gives different degrees of attention to technology of production engineering, technology of practical life and technology of experiment; and it includes the content of operational technology, manufacturing technology and design technology. But there are some deficiencies, such as, cultivating students technical risk consciousness and critical consciousness is insufficient; design of technical content is not enough, the activity forms are single; content of the history of science and technology is missing; technological guidance for disaster prevention and harm avoidance is inadequate. Analysis of teaching cases finds out that all cases selected in field of production engineering technology, practical technology and experimental technology all provide detailed introductions to corresponding technology knowledge, technology process and method and technical rationality describes, take "cloning" for example, which is a representative case of technical rationality. Analysis of the entrance examination finds out questions related to technology in number are relatively less, they are primarily focused on the experimental technique, and there are little emphasis on life practical technology. In view of the above, this article puts forward some suggestions on how to cultivate students technical risk consciousness and critical consciousness, to let the student have the technology choices and decision-making ability, and to let the students learn more about the history of technology content, etc..