A Comparative Study On The Content Of HPS In Chinese And American Primary School Science Curriculum Standards

The content of integrating HPS into science curriculum is the trend and tendency of international science curriculum reform,and it is also an important way to improve students' scientific literacy.The level of scientific literacy of Chinese students has been at a disadvantage compared with developed countries.The low level of citizen's overall scientific literacy has become an important factor restricting China's economic development,social progress and international competitiveness.However,at present,China's research on this aspect is relatively rare.The curriculum standard is a bridge connecting educational theory and practice.It not only carries the concretization of educational ideas,but also guides the development of textbooks and teachers' teaching practice and evaluation.Therefore,it is necessary to explore the integration of HPS content in science curriculum standards in China and compare it with developed countries in order to further narrow the gap between China and developed countries in science education.This paper takes the science curriculum standards of China and the United States as the research object.Among them,the United States chose the Next Generation Science Standards(NGSS)promulgated in 2013,and China chose the Compulsory Education Science Curriculum Standards for Primary Schools promulgated in2017.This paper mainly discusses the following questions: What are the differences in HPS content between Chinese and American primary school science curriculum standards?In order to answer this question,this paper mainly focuses on the following sub-questions:(1)What HPS contents are included in the Chinese and American primary school science curriculum standards?(2)What are the differences in quantity distribution and presentation of these HPS contents?(3)How does the content of HPS in the science curriculum standards of primary schools in China and the United States reflect in the textbooks?Based on the analysis of relevant literature at home and abroad,this paperchooses content analysis and comparative study as the main research methods.A research tool was developed to code and count HPS contents in science curriculum standards and textbooks.Finally,the statistical results were analyzed quantitatively.The results show that by comparing the science curriculum standards of China and the United States,it is found that:(1)For the content of HPS in the curriculum standard,there is no significant difference in quantity between the two according to the significance test of the difference in the ratio of independent samples.(2)The main category of HPS content in curriculum standards-the content of philosophy of Science in quantity distribution,Both countries attach great importance to the content of philosophy of science,which accounts for more than 50%.However,in terms of subcategory distribution of philosophy of science,the subcategory distribution integrity of philosophy of Science in China's science curriculum standards is higher than that in the United States.(3)The main category of HPS content in curriculum standards-the content of Sociology of Science in quantity distribution,The content of Sociology of Science in curriculum standards in China is less than that in the United States,and the distribution of its subcategories is relatively complete in both countries.However,China has a bias in the distribution of its sub-categories and uneven distribution.(4)The history of science,the main category of HPS content in curriculum standards,has not been mentioned in Chinese curriculum standards.(5)For the presentation of HPS content in curriculum standards,China presents relevant content in an implicit way while the United States curriculum standards presents relevant content in an explicit way.By comparing the science textbooks of China and the United States,we find that:The content of HPS in science textbooks in China is less than that in the United States in terms of overall content and main categories.And in the form of presentation,the content of HPS in science textbooks in our country is too much in the form of words,but lack of corresponding pictures.Therefore,the author suggests:The relevant content of HPS should be added to the standard of science curriculum in China,such as the content of history ofscience.At the same time,we should improve the curriculum objectives of HPS content and make it clear and operable;In science textbooks,all aspects of HPS content should be given due consideration,and the presentation form should be further improved and the content of pictures should be added.