A Comparative Study Of Chinese And Ecuadorian Elementary School Science Curriculum Standards

Since the 20th century,all countries have realized the importance of science education,and raising citizens' scientific literacy has become the core of science education.Both the developed countries and the developing countries have begun to reform scientific education,making the content of the primary school science curriculum more connotative and more complete.Compared with other countries,China's primary school science is a late start,and it is necessary to learn from and absorb other countries,excellent science curriculum concepts to lay a solid foundation for the reform of their own curriculum standards.This article chooses China's "Elementary School Science Curriculum Standards for Compulsory Education(2017 Edition)"(hereinafter referred to as "China Standards”)and Ecuador's "Primary Science Curriculum Standards"(hereinafter referred to as "Ecuador's Standards")to conduct a comparative study.Although Ecuador differs from China in its national conditions,but education has no borders,and the scientific education ideas of the two countries are similar.And Ecuador's educational philosophy has a certain guiding significance for China's science education in many aspects.Therefore,this article selects the "standards" of the two countries and tries to bring some inspiration and consideration to the reform of the primary school science curriculum in China through comparative analysis.Based on the review of relevant documents and translation-related texts,this study mainly compares the "standards" of the two countries through text analysis.The research content is mainly compared from the aspects of setting background,curriculum positioning and design ideas,curriculum objectives,curriculum content and implementation suggestions.The analysis finds that although there are different backgrounds for the development of the "Ecuador and Chinese standards",there are many common grounds in the nature of the curriculum and the concept of the curriculum.Both of them regard primary school science as a basic,inquiry and practical curriculum,and they all pay attention to the student's dominant position.In terms of the design of the curriculum standards,the two countries have generally the same ideas,but each has its own priorities.In addition,on the comparative analysis of the goals of the primary school science curriculum,it has been found that the two countries' overall goals are set to the same dimensions,but the specific contents are different.Both of countries follow the principle of gradual and orderly progress,but the goal of the academic goals in China is more detailed.And the degree of progression of curriculum objectives in the two countries is different,reflecting the different levels of curriculum development.In terms of course content,both countries pay attention to linking with students,actual life,taking into account the logical order and the psychological order of students.However,in order to raising the scientific literacy of students,the two countries have different focuses.Finally,in the implementation of the recommendations,the author focused on the comparative analysis of teaching and evaluation suggestions and found that Ecuador is more targeted and operational in teaching and evaluation.The enlightenment of the primary school science curriculum standards in Ecuador to the curriculum standards in China includes:providing teachers with a large space for self-reliance and making the teaching content flexible;strengthening the combination of science education and technical education to improve students' scientific inquiry capabilities;and improving the scientific curriculum evaluation system to enhance the operational of the evaluation.