International experience of science education

1. Attach importance to the top-level design of science education policy.

Judging from the development of science education in Europe and America, both decentralized and centralized countries attach importance to supporting science education at the national policy level, which is one of the important reasons why science education in these countries can achieve outstanding achievements.

As early as 1950, the United States established the National Science Foundation (NSF) to carry out science teacher training and science curriculum development.

Since then, the federal government of the United States has always attached great importance to science education: either it emphasized science education in a comprehensive education bill or it introduced a special science education policy, including the "Polaris Plan", the second STEM (science, technology, engineering and mathematics) education development plan being promoted in recent years.

2. Implement differentiated science education for gifted children and ordinary children.

In some developed countries, when promoting science education, children's talents are differentiated. For gifted children in the field of science and engineering, differentiated education is usually carried out in groups, accelerated and rich ways.

Grouping is to take gifted children as a group and set up special schools or classes to train them. For example, Israel has set up gifted classes.

3. Strengthen the professional level and team building of science teachers.

Teachers are the foundation and guarantee to improve the quality of science education. To this end, many developed countries have formulated professional standards for science teachers and promoted the construction of science teachers through various paths.