Comparison And Enlightenment On Technology Education In The Science Curriculum Standards Of Primary And Secondary Schools In Foreign Countries

Twenty-first Century is not only the era when the knowledge, information expandrapidly, but also the science and technology progress fast. The social politics, economy,culture and life are affected of the revolution of science and technology. On one hand,social civilization and progress, as well as the level of a country’s development, hasbeen increasingly relied on the level of science and technology; on the other hand, theimprovement of science and technology must be rooted in the soil of national education.Therefore, as science and technology take more responsibilities, science education andtechnology education have followed the pace of social development, with graduallyinfiltrated into the basic education. Scientific literacy and technological literacy havebecome the main targets of the basic education.As two important factors which affect social development——science andtechnology have very close connection, with depending on each other. The significanceof science and technology determines that their existence in the fundamental education.Science education in the twenty-first Century is no longer simple subject education,Penetration technology education in science education is an inevitable trend of thereform of international science education. Facing the new requirements for talents intwenty-first Century, many developed countries such as the United States, Australia,New Zealand and Canada and other countries, all begin to revise and improve theirscience curriculum standards, stressing the importance of scientific literacy education,at the same time, gradually infiltrating and embodying technological literacy education.In this paper, we select the science curriculum standards of primary and secondaryschool in four foreign countries which mentioned above as the object of study, through acomparative analysis of technology education in the science curriculum standards,trying to gaining some reference and direction for the revising of our science curriculumstandards and for the reforming of the basic technology education in our country.It mainly consists of five chapters. The first chapter is the introduction. After introducing the rising of technologyeducation and the great attention to the basic education of technology in today’s word,with combining the current situation of basic education in China, this paper brieflyanalyses the background of the research. Discuss the significance of the research, weselected four indicators of comparison, that is: the science curriculum standards ofprimary and secondary schools in USA, Australia, Canada and New Zealand,determining the questions to be answered as well as the method in the research.The second chapter is the literature summary part, including three aspects ofresearch: technology, technological literacy, technological education. The relevantliterature reviews include the definition of technology, technological literacy,technological education, as well as the relationship between technology and science,the constitution、measurement and assessment of technological literacy, with twodifferent forms of technology education.The third chapter is mainly about the brief introduction of science curriculumstandards in four developed countries. This chapter focuses on the indicators——American<national science education standards>(1996) and <the next generationscience standards (NGSS)>(2013), the Australian <K-10Science (incorporating K-6science and Technology)>,<National Curriculum>(2007) of The New Zealand,<1-8science and Technology (2007)>of the Ontario province in Canada. We brieflyintroduced the standards’ development, structure, characteristics.The fourth chapter is the comparison of technology education in sciencecurriculum standards of developed countries. We select their content arrangement,goals of technology education and the technological content standard to be comparedand discussed.The fifth chapter is the conclusion and the enlightenment. Based on the detailedcomparison, we analyzed the similarities and the differences of the standards indeveloped countries. Besides, we analyzed some differences on <the next generationscience standards (NGSS)> from other science standards. On the basis of these, thispaper put forward some enlightenment to the revising of our science curriculumstandards and to the reforming of the basic technology education in our country.