A Comparative Study Of The National Geography Standards In High School Between China And Austrlia

Curriculum standard as a basic programmatic document of national curriculum, plays a guiding role in the course. By comparing curriculum standards between countries, we can absorb beneficial experience and strengths from other countries’ curriculum standards, draw lessons from the lesson and shortage. Thus we can put forward reasonable Suggestions to the formulation or revision of our geography course standard. Cooperating and studying of curriculum standard, therefore, is always an important basic work to the curriculum reform and has important significance to the geography curriculum reform and development.Since the 1990 s, countries around the world have basic education reformed, and committed to develop national unified course standard. To comply with the requirement of era development in our country, we have made several changes on syllabus in the 90 s and began a new round of curriculum reform in 2001.this is the first time we made the curriculum standard of each course. Australia has been dispersed system management in basic education for a long time, so they do not have the uniform national curriculum standard. But this kind of decentralized system management subsequently exposed some problems. To solve these problems, combined with the domestic to the unified national curriculum calls for more and more highly, the federal government went through decades of efforts, began to develop the various branches of a unified national curriculum standard in 2009, and successively promulgated the unified national curriculum standard.This article through on the basis of the background and development course in high school geography curriculum standards between the two countries, according to the theory of comparative education, teaching theory, curriculum theory and related theory as the instruction, with 2003 China’s ministry of education promulgated the "ordinary high school geography curriculum standard (experimental edition)" in 2013 and promulgated by the ministry of education in Australia, the Australian high school geography course standard ", on the basis of literature, comparative analysis as the main research Gui method, from the nature, course curriculum idea, curriculum goal, curriculum content, curriculum evaluation and so on are compared, so acquire the conclusion and revelation.The conclusions are:1. the curriculum concept and the nature of the courseSimilar time background, combined with the same curriculum theory makes the two countries put forward under the support of the same course concepts "cultivating students’ geographic literacy" and "to promote students’ lifelong development".In addition, both countries points out that geographical discipline has the characteristics of the "comprehensive" and "regional", and across the "social" and "science" two learning areas.As a result of the different national conditions and development status of basic education, have different emphasis of the nature of the high school geography curriculum.2. the comparison of objectiveCurriculum concept and the nature of the course there are similarities and differences, leading to the geography curriculum goals of the two countries have both similarities and differences at the same time. Objective structure, both have the total goal and specific goals. But for the description of objective specific focus is different. The specific content of geography curriculum goals in China more embodies the systematic, but more specific in Australia.Objective statement, both with the corresponding action verbs, and agents are students. But China’s action verbs is more general, pertinence is not strong.But Australia’s are more specific and clear. In addition, on the specific action verbs, target request level is also different, the two countries focus also differ.3. the comparison of curriculum content Because of the different values, national conditions, curriculum objectives, we can find that curriculum system of education led to the differences of the course content.Our country is given priority to with systemic direction, layout problem for direction as the auxiliary pole. Australia is given priority to with questions for the direction of the layout in course content structure.There is also a big difference between the course content of the two countries.Our country in order to make up for the lack of geographical knowledge of compulsory education,stage knowledge content of high school are various, involved area wide, but the depth of the content is not enough.After learning continuously in the compulsory education stage and screening carefully, Australia chose the hot topic in the domestic and global determine four subject study, content is more refined and less in our country.4. the comparison of curriculum evaluationThe two countries also have both similarities and also have differences in curriculum evaluation aspects. Similarity in evaluation purpose is to promote students’ lifelong development and all-round development, give priority to in order to encourage and inspire students’ learning interest. Evaluation content is comprehensive, and the diversification of evaluation way.Curriculum evaluation of the differences between the two countries are mainly on the evaluation content and methods. Although the curriculum standard of the two countries emphasize comprehensive evaluation contents, but there are differences in emphasis, and Australia’s evaluation content is more specific, detailed, stronger operability. In addition, the way of evaluation of Australia is more diverse to our country, including teachers, students, parents and peers.On the basis of high school geography curriculum standard text comparison, we hope to put forward Suggestions to our geography curriculum standard revision:(1)Advice to place greater autonomy to schools and teachers, give fully play to the place, teacher’s own advantages, actively develop local curriculum and school-based curriculum(2)Strengthen the bonds of geography and other disciplines, so that could promote the all-round development of students.(3) Choosing a suitable Suggestions on course content and cutting some theoretical strong and older content, appropriating to add some more timely and the current hot issues of material.(4) the Suggestions on the teaching method is more flexible and varied, teachers should set up some more life situation and appropriate field inspection organization some activities, let the students into nature and go back to life, then use knowledge to solve practical problems in life.(5) in the aspect of curriculum evaluation, it is suggested that the evaluation index and the content are more specific.(6) Extending fixed number of year of the geography curriculum learning in our country.