With “new science education criteria” comes into being in U.S.A, a new round of curriculum reforms rolls out on the other side of Pacific Ocean. This has prompted science education circle in China to rethink and examine themselves. Science education plays a crucial part in the cultivation of innovation-based talents, then how about science education in China? are there any problems which need to be resolved? and how to seek some proper and reasonable solutions for the new round of curriculum reforms in China? Answers can be found in “Report on Development of China’s Science Education (2015)” which is mainly planned and compiled by Science education research team of CRISP, they spent nearly 1 year in completing this report. The completion of the report also obtained help from National Institute of Education Sciences, Beijing Normal University, and China Science and Technology Museum.
Report on Development of China’s Science Education (2015) analyzes and summarizes science education development in China’s science education especially since the 8^th national curriculum reform by adopting such research methods as literature review, questionnaire survey and field survey. The report is divided into four major parts which give a detailed analysis of science education development in China from a wide array of dimensions.
The report is the first annual report of such kind, fully reflecting and presenting a comprehensive analysis of science education development in China especially since the 8^th national basic education curriculum reform. It is hope that suggestions contained in the report will be conducive to China’s science education development in the future.
The report has great reference and guidance for science education researchers, policy makers, primary and secondary school teachers, as well as science popularization researchers and practitioners.