This paper analyzes the 20 17 version of the Science Curriculum Standards for Compulsory Education Primary Schools (hereinafter referred to as the Standards) from the following four aspects.
First, the nature of the curriculum and curriculum design ideas
First of all, the standard repositions the nature of primary school science curriculum, which is embodied in its foundation, practicality and comprehensiveness. According to the standard, early science education plays an irreplaceable role in the formation of students' scientific literacy. In the primary school science curriculum, students learn knowledge and skills, cultivate the ability of observation, comparison and analysis, use scientific knowledge and skills to understand the scientific phenomena around them, solve some practical problems, and lay a solid foundation for future scientific knowledge learning, daily life and even lifelong development, which is its basic feature. Taking inquiry activities as an important way for students to learn science, strengthening students' learning ability in all aspects and shaping students' good scientific attitude by attaching importance to practical activities such as hands-on and personal experience are concrete manifestations of the practicality of primary school science curriculum. Emphasis is placed on the mutual penetration and connection of knowledge in four fields: material science, life science, earth and universe science, technology and engineering, and the combination of understanding nature and solving problems to strengthen students' comprehensive ability. At the same time, it emphasizes the mutual penetration of science curriculum with Chinese, mathematics and other courses, thus promoting the all-round development of students, which obviously embodies the comprehensive characteristics of the nature of primary school science curriculum.
Secondly, based on the age characteristics and cognitive rules of primary school students, the standard divides the six-year study time of primary school into three periods: 1, grade two, grade three, grade four and grade five and six. It not only conforms to the theory that educators implement education by stages, but also adheres to the principle of the unity of stages and continuity of education. Specifically, the standard consists of four major concepts: 18, which are subdivided into 75 learning contents distributed in three learning sections. The re-division of science curriculum is not only conducive to the integration of science, technology, society and environment, a brand-new curriculum goal, into the primary school science curriculum system, but also conducive to the integration and refinement of stage knowledge according to the cognitive laws of primary school students, thus achieving the curriculum goal of gradually cultivating primary school students' scientific literacy from basic education. In addition, the starting grade of primary school science curriculum is set at grade one. And according to the primary school grade one or two, the curriculum is not less than 1 class hour per week, which is also to make the society and schools fully realize the importance of primary school science education. Science education, as a basic education to improve national scientific literacy, is an important part of national moral education. It is not only beneficial to stimulate and protect students' thirst for knowledge and curiosity at an early age, but also has a far-reaching impact on cultivating students' scientific spirit and improving students' practical and innovative ability to carry out scientific education from the beginning of school.