| 在国际教导改造的年夜配景下，以后的世界列国都纷纭停止着一轮又一轮的课程改造。课程尺度作为课程的中不雅情势，对课程内容的选择等方面具有指点意义，同时也是课程改造的焦点部门，是以，经由过程国别间课程尺度的比拟研究，扬长避短、互相汲取经历，对本国课程尺度的研发和本国课程的成长具有非常主要的意义。同属于亚洲地域的中韩两个国度，在汗青赓续成长的进程中，都深深受儒家文明的作用，从汗青传统和平易近族文明方面来看，两者有类似的地方，是以两国的教导也有类似的成长配景和成长进程。活着界课程改造海潮的推进下，我国胜利停止了八次改造，韩国前后也停止了七次范围较年夜的课程改造，并在2007年和2009年停止了两次修订。是以对中韩两国最新版本的高中物理课程尺度(迷信教导课程)停止比拟研究，有侧重要的实际意义和理论意义。本文彩用文献研究法、比拟研究法，对中韩两国高中物理课程尺度的汗青沿革和物理课程尺度停止论述，以课程论、比拟教导实际为指点，对两国的高中物理(迷信)课程尺度的课程理念、课程性质、课程构造、课程目的、课程内容、课程评价等方面以表格的情势停止一一的横向和纵向比拟，得出以下结论：第一，课程理念方面，两都城重视造就先生的迷信素养，我国高中物理的课程理念是在责任教导阶段物理课程的根本理念的基本上提出的，韩国的课程理念是整体提出的，不分阶段；课程性质方面，两国的物理课程都属于迷信进修范畴，是进步先生迷信素养的一门学科，我国的物理教导属于面向年夜众的基本教导，韩国不是公共基本课；课程构造方面，我国的课程采用？加选修的措施停止，韩国的物理(迷信)课程内容都为选修教导课程。两国不管是？照样选修，都面向全部先生，但所修课程对年夜学的选择作用分歧。第二，课程目的方面，两个国度的目的都比拟详细，内容方面包含了常识、技巧、进程、办法、情绪立场和价值不雅等各方面的请求，我国课程尺度目的说话明白，操作性强，韩国课程尺度目的的陈说比拟笼统，目的说话分类不明白。第三，课程内容方面，两国依然都重视所选内容的基本性，多与实际生涯、古代社会及科技成长有接洽，韩语论文范文，各分支所占的比例有些类似，在详细内容的组织情势上，我国重要是分科情势，韩语毕业论文，偏向于直线式，韩国事综合加分科的情势，偏向于螺旋式，同时，韩国引入了异同教导课程。第四，课程评价方面，两国评价的目的之前是着重鉴别，如今着重成长，评价内容丰硕化，评价措施也赓续变更。我国对于评价目的、评价措施、评价主体等提出了明白的请求，韩国从课程的分歧阶段分离提出评价请求，更加详细，操作性比拟强，韩国更加看重课程实行。综上所述，我们可以看到，中韩两国的课程尺度在课程理念、课程性质、课程构造、课程目的、课程内容、课程评价等方面，都存在着个性与差别，两国应当相互自创、扬长避短、配合增进两国课程改造的长足成长。 Abstract: In the international background of education reform, the nations of the world are all to stop the course reform of another round of. As the course of the curriculumstandards indecent situation, with the guidance significance of the curriculum content selection, while the focus of curriculum reform is department, is based on the comparative study between the country, through the process of curriculum standards, weaknesses, learn from experience, has very important significance to national curriculum development and scale their course growth. Belong to the Asian region of South Korea in two countries, in the history of the ceaseless development process, are deeply influenced by the Confucian civilization, from the historical tradition and national civilization, both have a similar place, is to teach both also view and growth with similar process. The world curriculum reform tide, China successfully stopped eight times before and after the transformation, South Korea also stopped seven times greater scope of curriculum reform, and to stop the two amendment in 2007 and 2009. It is to stop comparing with the latest version of the latest version of the senior high school physics curriculum standard (Science and education), which has important practical significance and theoretical significance. This paper using the method of comparative study of color literature research method, elaborated on China and South Korea, the scale of high school physics curriculum history evolution and physics curriculum teaching scale, practical guidance to compare curriculum theory, and physics of two senior high school (MIS) curriculum standard curriculum concept, the nature of curriculum, curriculum structure, curriculum objectives, curriculum content, curriculum evaluation to form the situation stop one one of the horizontal and vertical comparison, draw the following conclusions: first, the curriculum concept, the two countries attach importance to bring up the scientific literacy of China Mr., senior high school physics curriculum is the fundamental idea of teaching physics course in the stage of responsibility basically the Korean curriculum is whole this, regardless of stage; the nature of curriculum, physics curriculum in both countries belong to the field of study is superstition, the progress of scientific literacy of a Mr. Discipline, our country's physical education belongs to the public basic education, South Korea is not a public basic course; curriculum structure, our country's curriculum uses? With the method of selective courses, South Korea's physical (Science) course content is an elective course. Whether the two countries? So for all elective, sir, but the courses of University selection differences. Second, curriculum objective, the two countries to compare with, the content contains all aspects of knowledge, skills, process and methods, emotional attitudes and values of the curriculum objective request, scale in China speak understand, operate, Chen said South Korea course to scale relatively abstract, objective classification does not speak understand. Third, the course content, the two countries still pay attention to the basic nature of the election, many with the actual life, the ancient social and technological development, the proportion of each branch is somewhat similar, in detail, the organization of the situation, China is divided into general situation, the South Korea's comprehensive plus points of the situation, the South Korea introduced the differences in teaching. Fourth, the evaluation of curriculum, the two countries before the purpose of assessment is to focus on identification, now focuses on growth, evaluation content is rich, evaluation methods are constantly changing. Our country on the evaluation purposes, evaluation methods, evaluation of the main body of the request, the South Korea from the course of the different stages of the separation of the evaluation request, more detailed, more operational, South Korea more emphasis on curriculum implementation. In summary, we can see that China and South Korea in the curriculum standards of curriculum concept, the nature of curriculum, curriculum structure, curriculum objectives, curriculum content, curriculum evaluation and so on, there are personality and differences, the two countries should cooperate with each other, their weaknesses and enhance our rapid growth of curriculum reform. 目录: |
