The Comparison Of Junior High School Physics Curriculum Standards Based

Under the background of international education reform, China and South Korea both have reformed the physics course eight times, which is Consistent with the era. As a medium form of course, Course standard is the core part of the curriculum reform.Based on course standard, this study attempts to compare the Chinese middle school’s physic course with South Korea. For Chinese physics course, it is beneficial to provide advisory suggesti on of developing students’sc ience literacy. C hina is the Subject Curriculum and Korea is the platter-style integrated curriculum. South Korea’s physics course is included in the science course, so the concept, nature and target of science course are also fit for the physics course.This article mainly uses literature method and comparison method, in the meanwhile, it also takes the psychology, sociology, philosophy and comparative education courses as the theoretical basis. In the understanding of junior middle school physics course, it based on the historical development of China and South Korea. The paper tries to compare two countries’ course from five aspects such as the course concept, course nature, course target, the course content and course evaluation.The results show that:(1) Middle school physics course ideas and Korea comparisonChina and South Korea’s junior middle school physics course both pay attention to the all-round development of students and respect students’ personality development; the core of the course concept is to cultivate scientific literacy; Highlights the idea of" student-centered "; pay attention to penetrate STS education in physical education. But different ideas express the theme of the course; the content of the course concept involved is also different.(2) compare the Chinese middle school’s physic course nature with south KoreaChina and South Korea nature of junior middle school physics course focused on basic knowledge to master; Attaches great importance to the students to explore the cultivation of ability and problem solving skills; Pay attention to discipline and life. But the nature of the junior middle school physics course pay more attention to physical course and technology, art, mathematics or related discipline.(3) The compare of China and South Korea’s junior middle school physics course’s targetChina and South Korea’s junior middle school physics course goal presentation of behavior main body are students:on the action verbs, although South Korea is no clear division, but its action verbs target dimension is the same with China;Course overall goal is to cultivate the students’ scientific literacy as the core idea, covering the three dimensional goal request.China and South Korea’s junior middle school physics course points target attach great importance to the physical basis of knowledge and skills of learning; Emphasis on skills training, pay attention to the cultivation of ability, students’ scientific attitude, the cultivation of intrinsic interest, curiosity and desire. But the two countries in a three-dimensional target specific requirements are different.China and South Korea in the comparison of junior middle school physics course goal level, South Korea’s junior middle school physics course material, movement and interaction, energy, curriculum goal level three parts are bigger than China’s.(4) The compare of China and South Korea’s junior middle school physics course’s contentChina and South Korea’s junior middle school physics course content includes material, movement and interaction, energy content, but involves different specific knowledge; China’s junior middle school physics course content breadth is bigger than South Korea. And material, movement and interaction between the two countries, each part of the course content’s breadth has the similarity proportional in the total content’s breadth.(5) The compare of China and South Korea’s junior middle school physics course’s evaluationChina and South Korea in the junior middle school physics course evaluation, the two countries is the diversification of evaluation methods, evaluation content, comprehensive attention to the development of evaluation function; But the course evaluation tend to formative assessment, Chinese course evaluation tend to summative evaluation, evaluation content and different emphasis.Based on the curriculum standards of junior middle school physics course, this paper compared two countries’physics course and inspired our country’s curriculum reform. There are the following points:(l)In terms of curriculum idea, it can draw lessons from South Korea "the physics course to cultivate what kind of person" way of expression in our country, that make a physics course in our country more reflect the course of " Based on the development of students " core idea.(2) In terms of curriculum nature, it can be increased in China and other disciplines in the field of fusion, this is beneficial to use knowledge to solve practical problems of life and understand the science, technology and society relationships, which is conducive to the cultivation of scientific literacy.(3) In terms of course goals, our country can appropriately increase it’s level and increase the demands of s tudents’ skill target and experiential target. And most of all, it much more beneficial for the cultivation of students’ scientific literacy.(4) In terms of course content, curriculum content in China can be appropriately reduced course content breadth, can ease the burden on students, can provide more time and energy for students to experience and feel the physical, and cultivate the students’ scientific literacy.(5) In terms of curriculum evaluation, the summative evaluation can appropriately be increased to formative assessment.It makes the students learn timely feedback and deals with the difficulties of students in learning and cultivates the students’ scientific literacy.I think compared with the branch course through research, integrated curriculum is more conducive to the cultivation of students’ scientific literacy, so I suggested that our country can further expanding the scope of integrated curriculum’s implementation.