Ex) Article Title, Author, Keywords
New Phys.: Sae Mulli 2020; 70: 652-659
Published online August 31, 2020 https://doi.org/10.3938/NPSM.70.652
Copyright © New Physics: Sae Mulli.
Xue-Mei CUI1, Seung Kee HAN*2
1Normal College, Yanbian University, Yanji 133002, China
The present study takes 2011 middle school physics curriculum standards in China and the physics field of the 2015 science curriculum standards in South Korea as the research objects, and compares the objectives of science (physics) education and the composition of middle school physics curriculum contents in the two countries. The research results are as follows: 1. In terms of science (physics) education goals, both countries aim to improve scientific literacy, aiming to cultivate students' inquiry ability and innovative consciousness on practical issues in nature and life; The curriculum standards in China stress learning basic physics, basic skills, and research method, while the curriculum standards in South Korea stress understanding the core concepts of science. 2. In terms of the content of middle school physics courses, in a quantitative comparison of the breadth and the depth of the content standards, we found that the middle school physics courses in China are more extensive than those of South Korea, but not as deep than those of South Korea. This result reflects the fact that science education in South Korea does not focus on the quantity of knowledge, but on the development of science core competence by learning an appropriate number of science core concepts. The results of this study provide references for the revision of middle school physics curriculum standards and the development of teaching materials in the future, as sell as useful enlightenment for the further improvement of middle school physics education.
Keywords: Middle school, Physics curriculum, Course goals, Breadth, Depth