中韩小学现行母语课程标准比较研究

发布时间：2018-03-29 06:07

本文选题：中国　切入点：韩国　出处：《扬州大学》2015年硕士论文

【摘要】：小学母语课程标准是小学母语课程改革的起点和核心,高质量的小学母语课程标准对小学母语课程的编制、实施与评价等都具有十分重要的理论和实践意义。2012年我国教育部颁布了《义务教育语文课程标准(2011年版)》,实践这个课程标准是在2001年颁布的《义务教育语文课程标准(实验稿)》的基础上修改完善而成的。在《实验稿》实施的十年中,我国小学母语课程的编制、实施与评价等方面都存在着许多亟待解决的问题,而新课标的颁布势必将进一步深化我国小学母语课程的改革。21世纪,同属亚洲的中韩两国在全球化背景下,为适应时代的发展,与时俱进,都对母语课程进行了改革。较为系统地比较研究中韩小学母语课程标准的异同,把握其共同规律和各自特点,借鉴吸收其有益的研究成果,对我国小学母语课程标准的进一步修订和完善,是一项极有意义的研究工作。本研究采用文献法和比较分析法,对中韩现行小学母语课程标准制定的进程、框架结构、理念及总目标、学段目标及内容、课程评价这五方面进行了比较研究,分析两国小学母语课程标准的异同点,得出启示与思考。通过比较分析得出,两国现行的母语课程及其标准的制定均是与时俱进的产物。在宏观的框架方面大致相似,都包括母语课程性质、母语课程总目标、母语课程分学段目标、教学评价等。在微观上存在一定的差异,我国的小学母语课程目标从知识与能力、过程与方法、情感态度价值观这三个维度设置,旨在全面提高学生的语文素养,在具体学习领域上分为识字与写字、阅读、写作(写话、习作)、口语交际、综合性学习；韩国并未十分强调三维目标,在具体学习领域上分为听、说、读、写、国语知识和文学。在具体设置各领域阶段目标时,两国在共有的听、说、读、写学习领域上侧重点存在着差异性,我国的写作强调对学生兴趣的培养,而韩国注重写作的策略性；我国的阅读注重对文学类作品的阅读,而韩国注重对非连续性文本、游记等实用性文本的阅读,对文学类的赏析专门设置领域；韩国的听说目标注重培养学生的媒介素养,而我国并未过多涉及。
[Abstract]:The primary school mother tongue curriculum standard is the starting point and core of the primary school mother tongue curriculum reform. Implementation and evaluation are of great theoretical and practical significance. In 2012, the Ministry of Education promulgated the compulsory Education language Curriculum Standard (2011 Edition), and the practice of this curriculum standard was promulgated in 2001. In the ten years of its implementation, There are many problems to be solved in the establishment, implementation and evaluation of the mother tongue curriculum in primary schools in China. The promulgation of the new curriculum standard is bound to deepen the reform of the mother tongue curriculum in primary schools in the 21st century. Under the background of globalization, in order to adapt to the development of the times and keep pace with the times, both China and South Korea, both of which belong to Asia, have reformed their mother tongue curriculum. It is a meaningful research work to grasp its common law and their respective characteristics, draw lessons from its beneficial research results, and further revise and perfect the curriculum standard of Chinese primary school mother tongue. This study adopts the method of literature and comparative analysis. This paper makes a comparative study on the process, frame structure, concept and general goal, learning objective and content, curriculum evaluation of the current primary school mother tongue curriculum standard in China and Korea, and analyzes the similarities and differences between the two countries' mother tongue curriculum standards. Through comparative analysis, it is concluded that the current mother tongue curriculum and its standard formulation in the two countries are both the product of keeping pace with the times. They are similar in macro framework, including the nature of the mother tongue curriculum and the general goal of the mother tongue curriculum. There are some differences in the teaching evaluation of the mother tongue curriculum from the aspects of knowledge and ability, process and method, emotion, attitude and values. The aim is to improve students' Chinese literacy in specific areas of study, including literacy and writing, reading, writing (writing, writing, oral communication, comprehensive learning). In specific areas of study, they are divided into listening, speaking, reading, writing, knowledge of national language and literature. When setting specific objectives in various fields of study, there are differences in the common listening, speaking, reading and writing areas of study between the two countries. Our country's writing emphasizes the cultivation of students' interest, while South Korea pays attention to the strategy of writing; our country's reading pays attention to the reading of literary works, while South Korea pays attention to the reading of practical texts such as discontinuous texts, travel notes, etc. In Korea, the goal of listening and speaking focuses on cultivating students' media literacy, but our country is not too involved.
【学位授予单位】：扬州大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G623.2

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