Comparison Of Chinese And Russian Elementary Science Textbooks

Primary science education has been given a core status since the 1980s,linking up with science curricula in secondary schools.All countries in the world are paying more and more attention to primary science education.After more than 60 years of exploration,the nature of Chinese elementary science courses has been identified as "Science Enlightenment Courses".The purpose of curriculum has also been enriched and expanded to cultivate students' scientific literacy.Science education has always been the focus of curricular reform in all countries in the world.In addition,in 2017,the Ministry of Education of China promulgated the "Standard Curriculum for Full-time Compulsory Education Primary Schools" in order to guarantee the full implementation of primary curriculums.Primary science textbooks are standard textbooks composed according to curriculum standards,so the rewriting of primary science textbooks is an inevitable trend.At present,the primary school science textbook used in Jiangsu is the Jiangsu version of"Science",and "the World Around" is a mainstream primary school science textbook developed and published by the Russian Federation.This study elaborates the requirements for the curriculum content of the "Earth and the Universe" module in the primary school science curriculum standards of China and Russia,which includes the basic tasks of the two countries'standards in the context of the development of basic science education in the two countries.The analysis of the contents of the "Earth and the Universe" curriculum of primary school textbooks in both China and Russia will be carried out.The analysis and comparison will be based on the content,forms,columns,scientific inquiry,scientific emotion and cultural infiltration,review and evaluation.Through reading the literature and translating texts,the characteristics and differences between the science textbooks for elementary schools in both countries are compared and analyzed in order to draw lessons from our country.For example:to enhance the richness of text content in textbooks,to strengthen the integration and application of subject knowledge,the dimensions of problem description should adopt divergent thinking,enrich the teaching concept of science disciplines and humanities disciplines,and closely link with student life and practice.