A Comparative Study On The Curriculum Standards Of Primary And Secondary Schools In China And South Africa

In order to ensure the teaching quality and effectiveness, South Africa began to carry out curriculum reforms in2011. Based on the revision of the original curriculum standards, South Africa introduced CAPS (Curriculum and Assessment Policy Statement)which is more realistic. Our country still use the Full-time Compulsory Education Science (Grade3-6) Course Standard (Experiment Draft) that was promulgated by ministry of education of the People’s Republic of China in July2001. Science curriculum standards as a period of scientific education teaching programmatic document is the foundation of science teaching and learning and is also the basis of a student’s scientific accomplishment and ability enhancement. So, understanding and learning the foreign science curriculum standards, analyzing and comparing with the similarities and differences between Chinese and foreign science curriculum standards, grasping the common law and respective characteristics among them and absorbing the beneficial foreign research results and experiences that can do some preparation for the further development of the science curriculum standard in our country.In order to compare the Primary Science Education Curriculum Standards between China and South Africa from both macro and micro aspects., this paper has used the literature research method, comparative method and so on. The body of the first chapter expounded the general situation of the elementary school science education between China and South Africa and the background of the primary school science curriculum standards between the two countries. In the second to the fifth chapter, it compared and analyzed the main body of the primary school science curriculum standards that are using between two countries. The comparisons are curriculum design comparison, curriculum objectives comparison, curriculum content comparison and curriculum assessment comparison, in that order. After a detailed comparison, the sixth chapter took a holistic approach to the curriculum standards of the two countries. It outlined the implications of the elementary school science curriculum standards in South Africa for the revelation of a new round of Primary Science Education Curriculum Reform in our country. For example, we should pay attention to the combination of science education and technology education, the localization of science education and also strengthen maneuverability of scientific literacy, emphasize the organic combination of the three elements of scientific literacy, value and promote the part of evaluation standard.