A Comparative Study Of Chinese Primary School Science Material Of Education Science Press And STC Of America

The "primary school science curriculum standards"(revised version) has been promulgated in2011, and a lot of adjustments have been done relative to the previous experimental version. With the revised standard, China’s elementary school science textbooks will inevitably be revised.In the fall of2006, Central Institute of Educational Sciences established "exploratory science education studies" project, the project selected the STC curriculum for teaching content. The practice has proved that there are many places should learn from the STC course in China. This thesis mainly based on the above two background, and the existing research on the basis of comb, to compare Chinese primary school science material of education science press and STC of America from the whole to the unit. According to the result of the comparison, for the elementary school science education in China, especially the teacher’s material revision, I will put some relevant suggestions for China’s scientific education, which is the purpose of this study. Paper mainly includes four parts:The first part, the comparison with "Elementary School Science Curriculum Standard" and "National Science Education Standards". The curriculum philosophy, curriculum target, system structure and content standards were compared in this part. By comparison, the idea and the goal are basically the same. In architecture, although parts and ways are different, many parts of the further breakdown are similar. The standard described in different ways (text and tables), but they both stress scientific inquiry as the main way for the students to study science, and pay attention to the relationship between science and technology, etc.The second part, the overall comparison. The two teaching materials have same overall goal. Although the classifications of sub-goals are similar, the specific content has many differences. Teaching material’s presentation, big parts have same many assents, but specific components within have many differences. In the overall structure, there has same many units, but the classification field, different fields in the grade distribution, and the attention of the field are different; In the teaching material unit structure, there are two differences:big and small unit; spiral and Non-spiral.The third part, the unit comparison, based on "sound" unit as an example mainly. Whether teachers’books or textbooks, the primary school science material of education science press references STC materials, such as unit objectives, evaluation strategies, and so on. Teaching all reference (edition many STC the content of the material. But in this specific part, differences aregreater, especially the whole unit content and points in teaching class. The content of STCmaterials is far more than another, more emphasis on teaching preparation aspects andevaluation.The fourth part, sums up and suggestions, mainly for the comparison results of the firstthree parts, puts seven advice to improve the quality of primary science education: Change theidea, and understand the importance of elementary school science course; Put more manpowerand effort to write elementary school science curriculum standard; Improve the status ofelementary school science teacher; strengthen students’ scientific inquiry abilities; Pay attentionto the good habits; Increase the construction of the primary scientific resources; Multi-facetedrevision of elementary school science textbooks: Teacher’s book should pay attention to thewriting; We need to adjust the textbook; evaluation content of the teaching material should beincreased.