内地与港澳语文“课程标准”的比较研究（1-9年级）
发布时间：2019-02-24 18:36
【摘要】：语文课程标准是根据语文学科的特点及语文教学规律制订的课程文件,其中规定了国家在中国语文领域的基本语言素质要求,体现了不同阶段知识和技能的学生语言学习的基本要求,阐明了设计的思想、目标和内容、教学与评估方案,同时也是语文学科教学的指导性文件。在当前经济全球化影响下,面对全球化课程改革的大趋势,我国内地、香港和澳门都引进先进的课程理念,并结合本地的具体实际,制定了新的语文课程标准,以满足当今社会对人才的需求。我国内地,香港和澳门有着相同的文化底蕴,所以这三地制定的语文课程标准必定有着许多的相似之处。也因为三地在政治,经济,文化,地理和思想上的不同,三地的语文课程标准存在明显的不同,呈现出各自语文课程不同的理念特色。中国内地教育部在2011年颁布的《义务教育语文课程标准》;2002年6月中国香港教育部公布的《中学中国语文学习领域课程指引(小一至中三)》;1999年6月由澳门教育暨青年局颁布的《小学(小一至小三)中文大纲》、《小学(小四至小六)中文大纲》和《初中中文大纲》,本文选择这三个课程标准进行系统比较。本文主要采用文献分析法,比较法等研究方法,从内地与港澳地区语文课程标准制定的背景与意义入手,对三地语文课程标准的结构、理念、目标与评价等方面进行比较。以使内地、香港和澳门三地彼此间相互借鉴,取长补短,实现共同发展。论文结构如下:第一部分从当今社会发展对三地区域的变化影响入手,介绍内地、香港和澳门三地语文课程标准制定的背景及目标。论文第二部分分析内地、香港和澳门三地语文课程标准的框架结构,比较这三地语文课程标准框架结构的特点。第三部分分析内地与港澳地区语文课程标准的基本理念,探究三个课程文件的性质特点和理念特点的异同。第四部分从内地、香港和澳门三地语文课程标准的课程目标着手,比较分析三地课程目标的结构及其特点。第五部分比较分析内地、香港和澳门三地语文课程标准在评价内容及实施上的特点。第六部分阐述内地、香港和澳门三地语文课程标准对彼此的借鉴与启示。
[Abstract]:The Chinese curriculum standard is a course document formulated according to the characteristics of the Chinese subject and the law of Chinese teaching, which stipulates the basic language quality requirements of the country in the field of Chinese language. It embodies the basic requirements of students' language learning in different stages of knowledge and skills, expounds the design ideas, objectives and contents, teaching and evaluation programs, and is also a guiding document for the teaching of Chinese subjects. Under the influence of current economic globalization, in the face of the general trend of globalization curriculum reform, China's mainland, Hong Kong and Macao have all introduced advanced curriculum concepts and formulated new Chinese curriculum standards in the light of local specific conditions. In order to meet the needs of talent in today's society. China's mainland, Hong Kong and Macao share the same cultural heritage, so there must be many similarities in the language curriculum standards developed in these three places. Because the three places are different in politics, economy, culture, geography and thought, the Chinese curriculum standards of the three places are obviously different. The Chinese Curriculum Standard of compulsory Education issued by the Ministry of Education of the mainland of China in 2011 and the Curriculum Guide in the area of Chinese language Learning in Middle Schools (Primary one to Secondary three) issued by the Ministry of Education of Hong Kong in June 2002; In June 1999, the Chinese syllabus of primary school (Primary one to Primary three), the Chinese outline of Primary School (Primary four to Primary six) and the outline of Junior Middle School were issued by the Macao Education and Youth Bureau. This article mainly uses the literature analysis method, the comparative method and so on research method, from the inland and the Hong Kong and Macao area language curriculum standard formulation background and the significance, carries on the comparison to the three places Chinese curriculum standard structure, the idea, the goal and the appraisal and so on. To enable the mainland, Hong Kong and Macao to learn from each other, and achieve common development. The structure of the thesis is as follows: the first part introduces the background and objectives of the language curriculum standards in the mainland, Hong Kong and Macao, starting with the influence of the social development on the three regions. The second part of the thesis analyzes the framework structure of the Chinese curriculum standards in mainland, Hong Kong and Macao, and compares the characteristics of the three language curriculum standards. The third part analyzes the basic concepts of the Chinese curriculum standards between the mainland and Hong Kong and Macao, and probes into the similarities and differences of the characteristics of the three curriculum documents. In the fourth part, the structure and characteristics of the Chinese curriculum standards in the mainland, Hong Kong and Macao are compared and analyzed. The fifth part compares and analyzes the characteristics of the evaluation content and implementation of the Chinese curriculum standards in mainland, Hong Kong and Macao. The sixth part expounds the reference and inspiration of the mainland, Hong Kong and Macao language curriculum standards to each other.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
本文编号：2429816
[Abstract]:The Chinese curriculum standard is a course document formulated according to the characteristics of the Chinese subject and the law of Chinese teaching, which stipulates the basic language quality requirements of the country in the field of Chinese language. It embodies the basic requirements of students' language learning in different stages of knowledge and skills, expounds the design ideas, objectives and contents, teaching and evaluation programs, and is also a guiding document for the teaching of Chinese subjects. Under the influence of current economic globalization, in the face of the general trend of globalization curriculum reform, China's mainland, Hong Kong and Macao have all introduced advanced curriculum concepts and formulated new Chinese curriculum standards in the light of local specific conditions. In order to meet the needs of talent in today's society. China's mainland, Hong Kong and Macao share the same cultural heritage, so there must be many similarities in the language curriculum standards developed in these three places. Because the three places are different in politics, economy, culture, geography and thought, the Chinese curriculum standards of the three places are obviously different. The Chinese Curriculum Standard of compulsory Education issued by the Ministry of Education of the mainland of China in 2011 and the Curriculum Guide in the area of Chinese language Learning in Middle Schools (Primary one to Secondary three) issued by the Ministry of Education of Hong Kong in June 2002; In June 1999, the Chinese syllabus of primary school (Primary one to Primary three), the Chinese outline of Primary School (Primary four to Primary six) and the outline of Junior Middle School were issued by the Macao Education and Youth Bureau. This article mainly uses the literature analysis method, the comparative method and so on research method, from the inland and the Hong Kong and Macao area language curriculum standard formulation background and the significance, carries on the comparison to the three places Chinese curriculum standard structure, the idea, the goal and the appraisal and so on. To enable the mainland, Hong Kong and Macao to learn from each other, and achieve common development. The structure of the thesis is as follows: the first part introduces the background and objectives of the language curriculum standards in the mainland, Hong Kong and Macao, starting with the influence of the social development on the three regions. The second part of the thesis analyzes the framework structure of the Chinese curriculum standards in mainland, Hong Kong and Macao, and compares the characteristics of the three language curriculum standards. The third part analyzes the basic concepts of the Chinese curriculum standards between the mainland and Hong Kong and Macao, and probes into the similarities and differences of the characteristics of the three curriculum documents. In the fourth part, the structure and characteristics of the Chinese curriculum standards in the mainland, Hong Kong and Macao are compared and analyzed. The fifth part compares and analyzes the characteristics of the evaluation content and implementation of the Chinese curriculum standards in mainland, Hong Kong and Macao. The sixth part expounds the reference and inspiration of the mainland, Hong Kong and Macao language curriculum standards to each other.
【学位授予单位】：广州大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.3
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