中國與厄瓜多爾小學科學課程標準比較研究.pdf

1、分類號UDC學號叢蘭：魚Q絲!密級二：埸州大譬YANGZHOUUNIVERSITY碩士學位論文(奎日制專業學位)中國與厄瓜多爾小學科學課程標準比較研究許友權指導教師姓名：鱟送整塹撞：塹劌態堂：姿蒸揚：!：!!。22曼QQ仝鑒垡主堂高級塾應：揚劌直立塞墜望撞，姿蒸揚趔，22曼QQ2申請學位級別：塑論文提交日期：至：Q]晝生壘：煎至Q，墜一論文答辯日期一2Q]璺主墨月一2壘：旦』一’‘學位授予單位：，塑劌盤釜學位授予日期：2Q坦笙：魚且21

2、目答辯委員會主席：盜睦臼墼鱟一，2018年6月揚州大學碩士學位論文AbstractSincethe20thcentury，allcountrieshaverealizedtheimportanceofscienceeducation，andraisingcitizens’scientificliteracyhasbecomethecoreofscienceeducationBoththedevelopedcountriesandthed

3、evelopingcountrieshavebeguntoreformscientificeducation，makingthecontentoftheprimaryschoolsciencecurriculummoreconnotativeandmorecompleteComparedwithothercountries，China’Sprimaryschoolscienceisalatestart，anditisnecessaryt

4、olearnfromandabsorbothercountries’excellentsciencecurriculumconceptstolayasolidfoundationforthereformoftheirowncurriculmnstandardSThisarticlechoosesChina。S”ElementarySchoolScienceCurriculumStandardsforCompulsoryEducation

5、(2017Edition)”(hereinafterreferredtoas”ChinaStandards”)andEcuador’S”PrimaryScienceCurriculumStandards”(hereinafterreferredtoas”Ecuador’SStandards”)toconductacomparativestudyAlthoughEcuadordiffersfromChinainitsnationalcon

6、ditions，buteducationhasnoborders，andthescientificeducationideasofthetwocountriesaresimilarAndEcuador’SeducationalphilosophyhasacertainguidingsignificanceforChina’Sscienceeducationinmanyaspects。Therefore，thisarticleselect

7、sthe”standards’1ofthetwocountriesandtriestobringsomeinspirationandconsiderationtothereformofthepfimawschoolsciencecurriculuminChinathroughcomparativeanalysisBasedonthereviewofrelevantdocumentsandtranslationrelatedtexts，t

8、hisstudymainlycomparesthe”standards”ofthetwocountriesthroughtextanalysisTheresearchcontentismainlycomparedfromtheaspectsofsettingbackground，curriculumpositioninganddesignideas，curriculumobjectives，curriculumcontentandimp

9、lementationsuggestionsTheanalysisfindsthatalthoughtherearedifferentbackgroundsforthedevelopmentofthe”EcuadorandChinesestandards”，therearemanyconlnlongroundsinthenatureofthecurriculumandtheconceptofthecurriculumBothofthem

10、regardprimaryschoolscienceasabasic，inquiryandpracticalcurriculum，andtheyallPayattentiontothestudent’SdominantpositionIntermsofthedesignofthecurriculumstandards，thetwocountrieshavegenerallythesameideas，buteachhasitsownpri

11、oritiesInaddition，onthecomparativeanalysisofthegoalsoftheprimaryschoolsciencecurriculum，ithasbeenfoundthatthetwocountries’overallgoalsaresettothesamedimensions，butthespecificcontentsaredifferent，Bothofcountriesfollowthep

12、rincipleofgradualandorderlyprogress，butthegoaloftheacademicgoalsinChinaismoredetailedAndthedegreeofprogressionofcurriculumobjectivesinthetwocountriesisdifferent，reflectingthedifferentlevelsofcurriculumdevelopmentIntermso