中加初中母语课程标准对比研究

发布时间：2018-04-20 00:15

本文选题：中国 + 加拿大　；参考：《四川师范大学》2015年硕士论文

【摘要】：我国基础教育改革从2001年实行至今已有十四年之久,总结自身发展经验、借鉴国外课程改革先进经验是我国基础教育改革的重要途径。我国现行《义务教育语文课程标准》(2011年版)是在语文课程改革开始十年后总结经验、结合现状整合而出的新课程标准。而加拿大B.C.省2007年颁布的《英语语言艺术综合手册》(2007)也是在加拿大“面向21世纪的课程改革”进行到20世纪末,综合自身改革经验并借鉴其他西方发达国家母语课程改革经验整合而出的新的母语课程标准。因此,本文选取我国《义务教育语文课程标准》(2011年版)和加拿大B.C.省《英语语言艺术综合手册(2007)》(Grade 8/9/10)进行比较分析,采用文献研究法和比较研究法,从两国母语课程标准的框架结构、课程理念、课程目标与内容以及课程评价这四个方面分别进行比较分析,目的在于通过比较两国母语课程标准的相同之处和不同之处,对我国语文课程标准的进一步修订和完善提供反思和借鉴。本文在绪论部分主要探讨了本文研究内容的背景,分析了研究目的和意义,还进行了相关概念的界定,综述了该研究的研究现状,介绍了本文的研究方法。第一章将中加两国母语课程标准的框架结构进行了比较。第二章对比中加两国初中母语课程标准的课程理念,发现两国母语课程标准都十分重视母语语言文字及其运用教育。第三章首先介绍了我国语文课程标准中的三维目标,然后分别对比了两国初中母语听说目标、阅读目标和写作目标。第四章将两国母语课程标准中的评价建议进行比较。最后的结论部分宏观概述了加拿大母语课程标准对我国母语课程标准的借鉴意义。
[Abstract]:It has been 14 years since the basic education reform was carried out in our country in 2001. It is an important way to sum up our own development experience and learn from the advanced experience of foreign curriculum reform. The present Chinese Curriculum Standard of compulsory Education in China (2011 edition) is a new curriculum standard integrated with the current situation and summing up the experience ten years after the beginning of the Chinese curriculum reform. And B.C. of Canada. The "Comprehensive Handbook of English language Art" issued in 2007 was also carried out in Canada's "Curriculum Reform for the 21st Century" until the end of the 20th century. Synthesizing its own reform experience and learning from other western developed countries' mother tongue curriculum reform experience to integrate the new mother tongue curriculum standards. Therefore, this article selects our country compulsory education Chinese curriculum standard (2011 edition) and Canada B.C. A comparative analysis of Grade 8 / 9 / 10) was carried out from the framework structure and curriculum concept of the curriculum standards of the mother tongue of the two countries, using the literature research method and the comparative research method. The objectives and contents of the curriculum, as well as the curriculum evaluation, are compared and analyzed in order to compare the similarities and differences of the curriculum standards in the mother tongue between the two countries. To our country Chinese curriculum standard further revision and consummation provides the reflection and the reference. In the introduction part, this paper mainly discusses the background of the research content, analyzes the purpose and significance of the research, defines the related concepts, summarizes the present research situation of the research, and introduces the research methods of this paper. The first chapter compares the framework of curriculum standards between China and Canada. The second chapter contrasts the curriculum idea of Chinese and Canadian junior high school mother tongue curriculum standard, and finds that both mother tongue curriculum standards attach great importance to mother tongue language and its application education. The third chapter first introduces the three dimensional goals in Chinese curriculum standards, and then compares the target of listening and speaking, reading and writing in junior high school between the two countries. Chapter four compares the evaluation suggestions in the curriculum standards of mother tongue between the two countries. The last part of the conclusion summarizes the reference significance of Canadian mother tongue curriculum standard to Chinese mother tongue curriculum standard.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.3;G633.41

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