中、加（不列颠省）小学母语现行课程标准的比较研究

发布时间：2018-04-25 04:04

本文选题：中国 + 不列颠省课程标准　；参考：《扬州大学》2015年硕士论文

【摘要】：不列省是加拿大最发达的教育省份之一,而且不列颠省尤其是其小学教育质量全国闻名。当前对中国和加拿大不列颠省小学母语课程标准的比较研究很少,本文选取不列颠省小学阶段现行的母语课程标准《英语语言艺术——幼儿园到7年级》和我国小学阶段语文现行课程标准《义务教育语文课程标准(2011年版)》进行比较,本研究将采取观察法、文献法、比较法等方法,主要是从我国和不列颠省小学阶段母语课程标准的背景、框架、总的课程理念、课程总目标和内容、课程目标中听说、阅读、写作目标与内容、课程实施建议这几个方面进行详细的分析比较,主要是为了通过我国和不列颠省课程标准的不同之处和相同之处的比较分析,这样就能更加全面的了解我国小学阶段语文课程标准有哪些不足之处,从而进一步的完善我国小学阶段的语文课程标准。本文分九个部分,第一章主要介绍了我国和不列颠省母语课程标准制定的背景情况。第二章主要是介绍了我国和不列颠省母语课程标准的框架。第三章主要是我国和不列颠省母语课程标准中课程理念的比较。第四章是我国和不列颠省课程总目标与内容的分析比较。第五章是我国和不列颠省母语课程标准中“听说”目标的比较,得出我国和不列颠省都强调口语表达的交际性,不列颠省更加注重“听说”策略方面的目标,在这方面,我国做的有点欠缺。第六章是我国和不列颠省母语课程标准中“阅读”目标的比较,得出不列颠省注重“阅读”策略方面的目标,以及更加注重学生思维能力的发展。第七章是我国和不列颠省母语课程标准中“写作”目标的比较,得出我国重视“写作”兴趣目标,不列颠省更加注重“写作”策略方面的目标,以及不列颠省课程标准中“写作”目标规定的语言更加详细和具体。第八章主要是中国和不列颠省母语课程标准中教学建议的比较,第九章主要是总结了我国和不列颠省在现行母语课程标准的比较中得到的启示。通过分析比较,我们可以获得的启示,要做到“扬弃”,好的方面我们要学习,不要的方面,我们要摒弃,在发展我国语文课程标准的同时,汲取不列颠省的母语课程标准做得好的地方。如课程目标细致的年级划分和详尽的语言表达,关注教师在听说读写等方面对学生策略性的指导,注重发展学生的思维能力,注重家校合作,形成合力,来培养学生,尊重学生的个体差异性,教师要努力创设一个安全、公平、和谐的学习环境,总而言之,不列颠省课程标准的可操作性比较强。相比之下,我国小学阶段的语文课程标准在以上这些方面的要求相对较为薄弱,通过比较分析,这些方面值得我国语文课程标准在修订的过程中反思和借鉴。
[Abstract]:The province is one of Canada's most developed educational provinces, and Britain, especially its primary education, is well known for its quality. At present, there are few comparative studies on the mother tongue curriculum standards of primary schools in China and British Province, Canada. This paper compares the current mother tongue curriculum standard of British primary school, "English language Art from Kindergarten to Grade 7", with that of Chinese Curriculum Standard of compulsory Education (2011), which is the current Chinese curriculum standard of primary school in China. This study will adopt the methods of observation, literature, comparison, etc., mainly from the background, framework, general curriculum concept, curriculum objectives and contents, listening and speaking, reading, and so on, of the mother tongue curriculum standards in primary schools in China and Britain. The main purpose of this paper is to compare and analyze the differences and similarities of curriculum standards between our country and British Province through the detailed analysis and comparison of the writing objectives and contents, and the suggestions for curriculum implementation. In this way, we can fully understand the deficiencies of Chinese curriculum standards in primary schools, and further improve the Chinese curriculum standards in primary schools. This paper is divided into nine parts. The first chapter mainly introduces the background of Chinese and British mother tongue curriculum standards. The second chapter mainly introduces the framework of Chinese and British native language curriculum standards. The third chapter is mainly about the comparison of curriculum concepts in Chinese and British native language curriculum standards. The fourth chapter is the analysis and comparison of the general objectives and contents of the curriculum between China and British Province. The fifth chapter is the comparison of the target of "listening and speaking" in Chinese and British native language curriculum standards. It is concluded that both China and British Province emphasize the communicative nature of spoken language expression, and British Province pays more attention to the goal of "listening and speaking" strategy. What our country has done is somewhat deficient. The sixth chapter is the comparison of the target of "reading" in the Chinese and British native language curriculum standards, and draws the conclusion that British province pays more attention to the goal of "reading" strategy and the development of students' thinking ability. The seventh chapter is the comparison of the goal of "writing" in the Chinese and British native language curriculum standards, and draws the conclusion that our country attaches importance to the interest goal of "writing", and the British province pays more attention to the goal of "writing" strategy. As well as the British Province curriculum standards "writing" goals set out in the language more detailed and specific. The eighth chapter is mainly about the comparison of the Chinese and British mother tongue curriculum standards, and the ninth chapter summarizes the enlightenment of the comparison between China and British Province in the current mother tongue curriculum standards. Through analysis and comparison, we can gain enlightenment that we should achieve "sublation", "sublation", "good aspects" we should learn, not aspects, we should abandon, while developing Chinese curriculum standards in China at the same time, Learn from British native language curriculum standards well done. Such as detailed grade division and detailed language expression of curriculum objectives, attention to teachers' strategic guidance to students in listening, speaking, reading, writing, and so on, emphasizing the development of students' thinking ability, home and school cooperation, and forming a joint effort to train students. Teachers should strive to create a safe, fair and harmonious learning environment. In contrast, the Chinese curriculum standards of primary school in our country are relatively weak in these aspects. Through comparative analysis, these aspects are worthy of reflection and reference in the course of revision of Chinese curriculum standards in our country.
【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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