The Comparion Of Junior High School Science Curriculum Content Correlation Between China And South Korea

Curriculum emphasizes the integrity of academic logical system and the relative independence of the interdisciplinary, and integrated curriculum emphasizes the relevance and internal unity. Curriculum and integrated curriculum has its own value of existence, and can not simply say which one is better. In the new round of curriculum reform, China set up a Sub-division at the junior secondary curriculum in parallel with the integrated curriculum structure. However, because of multiple factors, the implementation of integrated curriculum had some problems. Therefore, how the trend of integrated curriculum, integrated curriculum to Curriculum and organic harmony of our problems to be solved.In this study, our full-time compulsory education in chemistry curriculum standards (trial version), full-time compulsory education, science (grades 7-9) curriculum standards(trial version) and South Korea's education sciences and the corresponding textbook based method and comparison with the literature on the Combination of the method, the correlation between the course content to the comparison, the following conclusions:The same point:First between the three courses are basically the structure of this subject knowledge and the logical relationship between the different disciplines of knowledge between the logical order.Second basically followed the three courses based on student cognitive and psychological characteristics, as well as the discipline of logic relationship between knowledge structure, knowledge of different disciplines to achieve a logical order between the time the relevant dimension.Third Chemistry and other subjects on the correlation extent, chemical and biological relevance of the largest, followed by physics and geography. In China and Korea, "science" courses in different disciplines, the relevance of the content is more similar.Forth there are three courses are the contents of the order is unreasonable.China's scientific are integrated curriculum, so set up time throughout the junior secondary level, making the learning of all subjects showed continuity. And the two countries, science courses of study similar set of basic themes (areas). Differences point :First China and South Korea Science and chemical light and shade in the course of organizational form two different contexts.Second China and South Korea science curriculum-related content of all subjects was better than chemical chemical content of the course content and the relevance of other disciplines.Third China's Chemistry subject knowledge in the realization of the logic level of the structure is better than China and South Korea science courses China's Chemistry curriculum relevance of the subject content is a natural formation. China and South Korea science in the content of the various disciplines related to human formation.Forth chemistry and other related subjects as China and South Korea at the time of science.Fifth China and South Korea science curriculum integrated approach is different.Sixth China and South Korea science though are integrated curriculum, but for the same content, South Korea and better integration of course material.Seventh Compared with the curriculum in China, Korea, the curriculum, the lack of knowledge among the various disciplines can contact the major theme.Comparing the above conclusions, we should do followe. In the process of curriculum development Division, concerned about the overall correlation between the science curriculum, curriculum development in different disciplines to enhance communication between. Teachers in teaching Chemistry and other related courses to enhance cross-penetration, enhance communication between teachers of different disciplines. In the integrated curriculum development, in addition to pay attention to the contents of the various disciplines related to the link, but also to strengthen the discipline's own systematic, rational optimization for the course content and organization.Promotion of Curriculum-based curriculum development, make up Division courses. Appropriate integrated curriculum transition mode, step by step implementation of integrated curriculum. China's comprehensive science curriculum theory and practice of work. Optimization course content, training students from the scientific thinking and innovation are not the starting point, select the curriculum to life, concerned about the course content and the community.Strengthening the development and use of curriculum resources.