A Comparative Study Of High School Biology Curriculum Standards In Singapore,Japan And Mainland China

The competition of national strength among countries has changed from surface productivity level to the deep talents in Today's world.Countries around the core literacy to carry out a new round of curriculum reform.Curriculum standard is the programmatic document of curriculum,which are important in teaching,implementation and evaluation.Singapore and Japan are countries with high-quality education,and science courses have always performed well in PISA and TIMSS.The study of high school biology curriculum standards in Singapore and Japan can provide reference for reform and implementation of biology curriculum standards in China.This paper takes the senior high school biology curriculum standards in Singapore,Japan and Mainland China as the research object,uses the international ISO standard compilation criteria,SEC classification of biology content and relevant literature to build the text structure,objectives,content breadth and depth analysis tools.And analyzes the text structure,idea and objectives,structure,content and evaluation of curriculum standards.The following conclusions are drawn:(1)The text structure of curriculum standard in Singapore,Japan and Mainland China is basically the same.Each country roughly includes eight essential elements:the cover,table of contents,foreword,scope,course objectives,course contents,course evaluation and implementation suggestions.Among them,Japan lacks foreword;Singapore curriculum standard has three optional elements: terms and definitions,references and normative references.(2)Singapore,Japan and Mainland China all state the curriculum idea from three aspects of talent training,curriculum construction and learning mode.The idea of talent training is localized core literacy.China has another idea of curriculum evaluation,and Japan's concept formulation is based on education laws and regulations.The curriculum objectives of the three countries are set around the curriculum idea,including knowledge,ability and emotional attitude values.However,Singapore and Japan pay attention to attitude objectives,Singapore has scientific practice objectives,and China has the core literacy of disciplinary biological.(3)The curriculum structure of Singapore,Japan and Mainland China is the form of foundation + deepening,but Singapore has been shunted before learning,Japan has a comprehensive "Science and Human Life" subject.The contents of the three countries' courses are stated in the form of behavioral goals and organized interms of concepts.However,Singapore attaches great importance to linking concepts with guiding issues,while Japan attaches great importance to the spiral rise of concepts.The contents of the courses in the three countries all focus on the basic knowledge in the fields of "composition of life system","animal and human biology" and "Genetics",but there are differences in the scope of courses.Singapore pays more attention to Microcosm of the fields of science and environment,genetics and interdisciplinary knowledge.Japan pays more attention to the evolution,while China pays more attention to science and technology.The depth of curriculum contents in the three countries is also different,Singapore is greater than that of China,but with the exception of some knowledge points,the level of awareness of course content is lower than that of Mainland China;there are fewer behavioral verbs in Japanese curriculum standards,which can't make clear the cognitive requirements;most of the knowledge cognitive requirements in mainland China are at the level of "understanding".All three countries focus on scientific inquiry,but Singapore has no reference for exploration activities.Japan has exploration activities in the fields of humans,animals,and plants and the overall exploration activities are less than in China,while China focuses on scientific history experiments.(4)Singapore,Japan and Mainland China all carry out evaluation according to the curriculum objectives,with multiple evaluation methods,focusing on the integration of teaching,learning and evaluation.Singapore has the goal of scientific practice evaluation,and the program of curriculum evaluation is detailed and maneuverable.Japan has put forward corresponding suggestions for improving the evaluation at the national and individual levels,focusing on attitude evaluation.Mainland China has four levels of academic quality standards,with evaluation cases.Based on the above conclusions,we propose five suggestions :(1)increase references,normative citations,terms and definition elements;(2)define core literacy,strengthen home-school cooperation,and establish science and education regulations;(3)Understand the connotation of goals,highlight the nature of science,and pay attention to learning attitudes;(4)strengthen conceptual connections,focus on advanced learning,emphasize subject penetration,and appropriately adjust the breadth;(5)emphasize operability evaluation,focus on real situation evaluation,and focus on practice And attitude evaluation.