High School Chemistry Curriculum Reform In China, Japan, Korea Trend

Chemical education as a branch of science education, with its unique function in the realization of human capital and a general increase in cultural and scientific literacy of all citizens this is a hit, plays an important role. From the beginning of the20th century to the1980s, the international chemistry course has experienced three major curriculum reform. In the1980’s chemistry curriculum reform to speed up the frequency. China, Japan, South Korea curriculum reform, especially frequency. China conducted a total of eight curriculum reform, a total of nine curriculum reform, South Korea conducted a total of seven curriculum reform, and twice curriculum revision. A Comparative Study of the Three high school chemistry.curriculum reform trends, research curriculum reform dynamic and direction. Curriculum reform practice of theoretical significance and practical value.In this study, a survey of the literature and comparative law, based on curriculum standards, trends, differences and characteristics, the concept of high school chemistry curriculum reform in Japan and South Korea, course objectives, curriculum, course content, course evaluation and other aspects of the sort and compare. Draw the following conclusions:-Trend:(1) curriculum ideas and objectives:Japan and South Korea high school chemistry curriculum reform process point of view, the three countries have experienced pragmatism-elite education-quality education courses. The common concept of the Three high school chemistry curriculum reform is quality education. Target "subject" training objectives into the goal to develop students’ scientific literacy, the importance of knowledge and skills, the comprehensive development process and methods, attitudes and values.(2) Curriculum:three countries are of compulsory and elective courses, and elective modules gradually increased. The changes in the number of hours the three countries compulsory gradually reduced, and elective hours gradually increased. (3) Content:10of the high school chemistry knowledge content breadth and content standards comparison, the three countries of the new curriculum knowledge increased, the increase in chemical production, life, science and technology, environment-related knowledge. All three countries have stressed that the basis of the content and academic advocate STSE education.(4) Course Evaluation:emphasis on the evaluation of the status of subject; evaluation purposes by the screening and selection for the main purpose of steering stimulate and promote the development of students for the purpose; evaluation of the content of total cognitive evaluation steering scientific literacy assessment; performance evaluation methods from a single on, pay attention to the combination of developmental evaluation of the results of assessments and process evaluation.By the large differences in the past, becoming more and more similar, in Japan and South Korea high school chemistry curriculum reform course have their own characteristics and differences in the trend of convergence under the premise.-The difference:The pace of reform in the context of longitudinal trends consistency, Chinese, Japanese and Korean high school chemistry course has a similar trajectory, only Japan, South Korea in front, after China.High school chemistry curriculum reform in China, Japan, Korea trend draw the following revelation:(1) Historically, China, Japan, and South Korea, from different backgrounds, there different courses form, lesson plans and other aspects. But the new century the world socio-economic and scientific and technological development, taking economic construction, the demand for talent gradually, the gradual convergence of educational philosophy, the gradual convergence of national curriculum, and again evidence of social, human the development of science factors affecting the course.(2) Throughout the context of the high school chemistry curriculum reform in Japan and South Korea, sometimes to increase knowledge, sometimes reducing the knowledge points, some changes in the course structure, and later went back to the previous course structure. This shows that curriculum reform is not perfect, it is in constant adaptation and gradual improvement of the process of trying to prove that curriculum reform is the phenomenon of the "pendulum".(3) from which the characteristics of Japan, South Korea, repeatedly curriculum reform retains its own characteristics. Three of the socio-economic, political, and cultural differences. The curriculum integrated sciences and departments of science have their own strengths and weaknesses towards integrated science curriculum reform in the world in the course structure, but it must be suited to their national conditions, there must be corresponding measures, and advocacy work.