Integrated Science Curriculum Development in China and Countermeasures of the fetters of_4881

By Grace Martinez,2014-11-24 15:07
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Integrated Science Curriculum Development in China and Countermeasures of the fetters of_4881

Integrated Science Curriculum Development in China and

    Countermeasures of the fetters of

     Summary From the late 20th century, 80 Northeast Normal University for the first time integrated science curriculum in practice one of this century and the new

    basic education curriculum reform in the integrated science curriculum, our comprehensive science course traversed more than 20 years. I passed in the Northeast Normal University affiliated high school, Zhejiang and other places to inspect integrated science curriculum reform that the evaluation system, teacher quality, theoretical research, social environment that hinders the development of China's overall science course a major factor, so to come from the creation and Integrated Science Curriculum matching evaluation system, strengthen science teacher quality, and enhance the overall science curriculum theory, research, search for social support and other aspects of the promotion of contemporary "science" course implementation.

     Abstract title Education Forum

     English Abstract After the new China established, our integrated science curriculum experiences more than 20 years from the curriculum of Accessorial Middle School of the Northeast Normal University to the curriculum of this curriculum reform. This

    article finds out the main factors restrict the developing of our integrated science curriculum such as estimate system, the ability of teachers', the research of science curriculum theory and the background of society through analyzing the integrated

    science curriculum reform of Accessorial Middle School of the Northeast Normal University and Zhejiang province. On the basis of the analyzing, the author gives some measure to solve these problems such as establishing felicitous estimate system,

    improving the ability of teachers', enhancing the research of science curriculum theory and finding the sustain from society and so on.

     Key words integrated science courses / yoke / Countermeasures

     integrated science curriculum / fetter / countermeasure


     Integrated science courses is actually relative to the physics, chemistry, biology, geography, etc. Sub-division science courses for the purposes is to reflect on Sub-

    division science courses on the basis of the problems raised, so I agree that some

    scholars call "straddle The physics, chemistry, biology and Earth Science for more than two subjects, breaking physics, chemistry, biology, geology and other scientific discipline lines, integration site preparation course content selection and organization

    of scientific form of an integrated curriculum. "[1]

     The second half of the 20th century, integrated science course to become an international science education a focus of concern. After 80 years, China's integrated science curriculum has evolved through several courses of practice. Northeast Normal University, Zhejiang, Shanghai and Beijing and other regions have conducted a comprehensive science curriculum reform and testing. In 2000, China's new round of basic education curriculum reform started in the establishment of an integrated

    primary and junior secondary science curriculum. The fall of 2001, "Science (7-9

    grades)" curriculum standards and experimental teaching materials for teaching began to experiment in the experimental area. However, as an integrated science curriculum

    in China has just started, is still a lack of experience, junior high school "science" courses in the implementation process has encountered difficulties, junior "science" courses in advance struggled. In order to "science" courses out of the woods, to

    promote the development of China's overall science curriculum, the author of the Northeast Normal University affiliated high school, Zhejiang and other places of the integrated science curriculum reform, were studied. And on this basis, to explore the

    constraints of China's integrated science curriculum development factors, and explore effective strategies to address these issues.

     1, my fetters of Integrated Science Curriculum Development

     (A) to evaluate system and integrated science curriculum does not match the

     In our country's social background and culture under the influence of evaluation of the implementation of the guiding role of the curriculum is very strong, integrated science curriculum development needs to match it whom evaluation system to guide the right direction. As the Integrated Science Curriculum in China's development time is relatively short, lack of experience, has yet to establish an integrated science curriculum that matches the evaluation system. After 80 years in China a few of the integrated science curriculum in some areas of practice to inspect, one can clearly see that evaluation is a serious constraint factor in the implementation of an integrated science curriculum. China's current evaluation system allows students to study

    integrated science and Sub-division science courses for students trained in the existence of competitive entrance examination. Examination by our thinking, teachers, parents, have expressed great value student achievement. This competition makes it an

    integrated science course on the pilot school principals, school leaders, teachers, parents, and even the local educational administrative departments of the integrated science curriculum are suspect, for this competition, students worry about the success

    of . Such suspicion and fear makes them into a "Qiuwen" mentality, but this is the psychological impact of their behavior. Educational administrative departments, school principals, parents do not understand, do not support the implementation of an

    integrated science curriculum, making the implementation of an integrated science course encountered many difficulties and obstacles; teachers, instructional design, classroom teaching for subject teaching and so on in accordance with past, Integrated

    Science Curriculum In fact a very small degree of implementation.

     (B) the quality of science teachers for integrated science curriculum implementation


     First, the integrated science curriculum of teacher's knowledge structure proposed

    new requirements, teachers must also possess knowledge of various disciplines. While China is now the vast majority of institutions have not set a high division of science education professionals, there is no increase in the settings related to the curriculum.

    Cultivate the students only to master the discipline of knowledge, knowledge about other subjects only remain at the high school have even forgotten. Graduate students, such as chemical physical, biological expertise poorly understood; physics graduate

    students in chemical, biological and other disciplines of knowledge not well understood. Teachers integrated science course content is not yet fully grasp, there is no way to conduct science courses in addition to the content of the discipline of teaching, teachers, the lack of knowledge structure makes the teachers are not competent integrated science teaching and learning. Therefore, only the original Teacher in various disciplines together "cooperation" comprehensive science curriculum teaching,

    chemistry teachers responsible for integrating science courses related to the contents of the chemical, physical teachers are responsible for the content of physics related. In this way, the original design of the integrated science curriculum has been artificially

    separated into the content of the various disciplines of teaching, integrated science curriculum in the implementation of the disfigured. Teachers, the lack of knowledge structure that may affect teachers a comprehensive understanding of the science

    curriculum, and teachers teaching behavior. Second, most science teachers do not understand, do not accept the Integrated Science curriculum, developed out of the curriculum programs do not understand on how to implement an integrated science

    curriculum specifically there are significant doubts. Moreover, due to lack of experience and guidance to teachers on the problems encountered in the implementation process do not know how to solve.

     (C) integrated science curriculum theory and curriculum research programs of the absence of perfect

     China in the field of science education research, especially on the theory of an integrated science course there is a great lack of research, developed a comprehensive science curriculum programs still exist some drawbacks. According to the author of the Integrated Science Curriculum Study of the literature of statistics, we can see our current integrated science curricula and research most also have stayed at on integrated science curriculum content, features, functionality, value, scale, set up the necessary , etc. Some basic theoretical issues of research and overseas on the introduction of integrated science curriculum. There are a handful on the specific integrated science curriculum implementation, our comprehensive science curriculum implementation problems encountered and strategies to explore an integrated science curriculum localization studies, but they did not form a system of integrated science curriculum theoretical system. Integrated science curriculum theory research, the lack of impact on the characteristics of the development of curriculum programs and specific curriculum implementation. Due to lack of comprehensive experience and the guidance system theory, curriculum programs developed out of a lot of deficiencies still exist, curriculum programs imperfections affect the science teachers of the integrated understanding of the science curriculum, and thus constraining the implementation of an integrated science curriculum; due to lack of information about the implementation may be What are the specific problems encountered, what kind of question should be how to address specific issues such as research, allowing teachers to the lack of technical guidance for the implementation process and give up the teaching of

    integrated science course to explore.

     (D) the lack of an integrated science curriculum support of the community

     Integrated science curriculum can not develop without a social environment is

    inseparable from the wider society members for their understanding and support. The subject of China's cultural traditions, ways of thinking and some other factors, it is most reluctant to accept new things, new things, understanding the need for a longer

    process. As the Sub-division science curriculum has been dominant in China, making an integrated science course lack of social support, hindered the development of an integrated science course. China in advancing the middle school "science" occurred during the course also explains the many obstacles that people of the integrated science curriculum does not endorse and is not supported. Reposted elsewhere in the paper for free download http://

     Second, to promote the development of China's strategy of Integrated Science