中国与新西兰现行小学母语课程标准的比较研究
发布时间：2018-08-15 19:33
【摘要】：近年来,教育一直被各国摆在优先发展的重要位置,教育改革更是各国参与世界竞争的重要战略选择。作为传承和弘扬本民族优秀文化的母语教育,它在人类文化的创造发展过程中具有不可替代的作用,并在一定程度上决定了本民族教育能否成功。不可否认,母语课程标准作为一定历史时期母语教育发展的规范性文件,指引着本民族母语教育的发展和优秀文化的继承。同时,母语课程也是学习其他课程的重要基础。中国对母语教育的改革体现在2001年公布的《全日制义务教育语文课程标准(实验稿)》中,在此基础上经过十年全日制义务教育改革试验,通过总结,教育部于2011年正式公布《义务教育语文课程标准(2011年版)》,新颁布的母语课程标准必将促进中国小学语文课程与教学的进一步强化。全球化背景下,自身的改革发展并不能带来优胜的局面,需要我们不断总结其他各民族母语课程改革的经验,并结合自身的特点才能走在世界教育前列。本文将选取中国和新西兰现行的母语课程标准进行比较分析,其中中国现行的母语课程标准是《义务教育语文课程标准(2011年版)》,新西兰现行的母语课程标准是2007年公布的《新西兰课程标准》和2009年施行的《新西兰1-8年级的读写课程标准》,在比较中主要采用文献法、文本分析法和比较法,介绍了两国母语课程标准的产生背景,对两国小学读写标准的目标与内容、评价建议两方面进行比较,我们发现新西兰注重阅读与写作,关注学生思维、创造等能力的发展,要求学生的学习是为未来职业做准备。通过分析两国的共同点和不同点,以便了解中国母语课程标准的不足,为我国母语课程改革提供借鉴。本文包含引言和正文两部分,引言部分主要对研究背景、意义、思路、文献综述以及研究方法这些方面进行了介绍,对两国母语课程标准大致做一个系统的梳理。正文部分共有四个章节,第一章对两国课标制定的产生背景进行了整理,让我们对两国课程标准的制定有一定的认识。第二章主要就两国课程标准中的课程目标与内容进行对比,从阅读目标和写作目标两个领域对中国和新西兰两国的具体课程目标与内容进行了细致的比较,分析得出了新西兰阅读和写作上面的优势。第三章是对两国课程标准实施建议中的评价建议进行对比,分析出两国在此方面的异同点。最后进行总结,指出在课程标准的比较中得到对中国课程标准改革的启示。
[Abstract]:In recent years, education has been placed in an important position of priority development. Education reform is an important strategic choice for countries to participate in the world competition. As the mother tongue education which inherits and carries forward the excellent culture of our nation, it plays an irreplaceable role in the process of the creation and development of human culture, and to a certain extent determines the success of this national education. It is undeniable that the standard of mother tongue curriculum, as the normative document of the development of mother tongue education in a certain historical period, guides the development of native language education and the inheritance of excellent culture. At the same time, mother-tongue curriculum is also an important basis for learning other courses. The reform of mother tongue education in China was embodied in the Chinese Curriculum Standards for Full-time compulsory Education (Experimental draft), published in 2001. On this basis, after a 10-year experiment on the reform of full-time compulsory education, a summary was adopted. In 2011, the Ministry of Education officially published the Chinese Curriculum Standard for compulsory Education (2011 Edition). The newly promulgated mother tongue curriculum standards will certainly promote the further strengthening of Chinese curriculum and teaching in primary schools in China. Under the background of globalization, the reform and development of our own can not bring about the winning situation. We need to sum up the experiences of other nationalities' mother tongue curriculum reform and combine their own characteristics in order to be in the forefront of education in the world. This paper will choose the current Chinese and New Zealand mother-tongue curriculum standards for comparative analysis, Its current mother tongue curriculum standard in China is the compulsory Education language Curriculum Standard (2011 Edition), while the current New Zealand Mother tongue Curriculum Standard was published in 2007 and implemented in New Zealand for grades 1-8 in 2009. The Standards of Reading and Writing. This paper introduces the background of curriculum standards of mother tongue in the two countries, compares the objectives and contents of the standards of reading and writing in primary schools between the two countries, and evaluates the recommendations. We find that New Zealand pays attention to reading and writing, and pays attention to students' thinking. The development of creativity and other abilities requires students to study in preparation for their future careers. By analyzing the common points and differences between the two countries, we can understand the deficiency of Chinese mother tongue curriculum standards and provide reference for the reform of Chinese mother tongue curriculum. This paper includes two parts: introduction and text. The introduction mainly introduces the background, significance, train of thought, literature review and research methods, and makes a systematic combing of the curriculum standards of mother tongue of the two countries. There are four chapters in the main body. The first chapter collates the background of the curriculum standard of the two countries, so that we have a certain understanding of the formulation of the curriculum standards of the two countries. The second chapter mainly compares the curriculum objectives and contents of the two countries' curriculum standards, and compares the specific curriculum objectives and contents of China and New Zealand from the two areas of reading goal and writing goal. The analysis shows the advantages of reading and writing in New Zealand. The third chapter compares the evaluation recommendations of the two countries' curriculum standards implementation recommendations, and analyzes the similarities and differences between the two countries in this respect. Finally, the author summarizes and points out that the comparison of curriculum standards can enlighten the reform of Chinese curriculum standards.
【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
本文编号：2185195
[Abstract]:In recent years, education has been placed in an important position of priority development. Education reform is an important strategic choice for countries to participate in the world competition. As the mother tongue education which inherits and carries forward the excellent culture of our nation, it plays an irreplaceable role in the process of the creation and development of human culture, and to a certain extent determines the success of this national education. It is undeniable that the standard of mother tongue curriculum, as the normative document of the development of mother tongue education in a certain historical period, guides the development of native language education and the inheritance of excellent culture. At the same time, mother-tongue curriculum is also an important basis for learning other courses. The reform of mother tongue education in China was embodied in the Chinese Curriculum Standards for Full-time compulsory Education (Experimental draft), published in 2001. On this basis, after a 10-year experiment on the reform of full-time compulsory education, a summary was adopted. In 2011, the Ministry of Education officially published the Chinese Curriculum Standard for compulsory Education (2011 Edition). The newly promulgated mother tongue curriculum standards will certainly promote the further strengthening of Chinese curriculum and teaching in primary schools in China. Under the background of globalization, the reform and development of our own can not bring about the winning situation. We need to sum up the experiences of other nationalities' mother tongue curriculum reform and combine their own characteristics in order to be in the forefront of education in the world. This paper will choose the current Chinese and New Zealand mother-tongue curriculum standards for comparative analysis, Its current mother tongue curriculum standard in China is the compulsory Education language Curriculum Standard (2011 Edition), while the current New Zealand Mother tongue Curriculum Standard was published in 2007 and implemented in New Zealand for grades 1-8 in 2009. The Standards of Reading and Writing. This paper introduces the background of curriculum standards of mother tongue in the two countries, compares the objectives and contents of the standards of reading and writing in primary schools between the two countries, and evaluates the recommendations. We find that New Zealand pays attention to reading and writing, and pays attention to students' thinking. The development of creativity and other abilities requires students to study in preparation for their future careers. By analyzing the common points and differences between the two countries, we can understand the deficiency of Chinese mother tongue curriculum standards and provide reference for the reform of Chinese mother tongue curriculum. This paper includes two parts: introduction and text. The introduction mainly introduces the background, significance, train of thought, literature review and research methods, and makes a systematic combing of the curriculum standards of mother tongue of the two countries. There are four chapters in the main body. The first chapter collates the background of the curriculum standard of the two countries, so that we have a certain understanding of the formulation of the curriculum standards of the two countries. The second chapter mainly compares the curriculum objectives and contents of the two countries' curriculum standards, and compares the specific curriculum objectives and contents of China and New Zealand from the two areas of reading goal and writing goal. The analysis shows the advantages of reading and writing in New Zealand. The third chapter compares the evaluation recommendations of the two countries' curriculum standards implementation recommendations, and analyzes the similarities and differences between the two countries in this respect. Finally, the author summarizes and points out that the comparison of curriculum standards can enlighten the reform of Chinese curriculum standards.
【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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