本文選題：中國 + 加拿大　； 參考：《四川師范大學(xué)》2015年碩士論文

【摘要】：我國基礎(chǔ)教育改革從2001年實(shí)行至今已有十四年之久,總結(jié)自身發(fā)展經(jīng)驗(yàn)、借鑒國外課程改革先進(jìn)經(jīng)驗(yàn)是我國基礎(chǔ)教育改革的重要途徑。我國現(xiàn)行《義務(wù)教育語文課程標(biāo)準(zhǔn)》(2011年版)是在語文課程改革開始十年后總結(jié)經(jīng)驗(yàn)、結(jié)合現(xiàn)狀整合而出的新課程標(biāo)準(zhǔn)。而加拿大B.C.省2007年頒布的《英語語言藝術(shù)綜合手冊》(2007)也是在加拿大“面向21世紀(jì)的課程改革”進(jìn)行到20世紀(jì)末,綜合自身改革經(jīng)驗(yàn)并借鑒其他西方發(fā)達(dá)國家母語課程改革經(jīng)驗(yàn)整合而出的新的母語課程標(biāo)準(zhǔn)。因此,本文選取我國《義務(wù)教育語文課程標(biāo)準(zhǔn)》(2011年版)和加拿大B.C.省《英語語言藝術(shù)綜合手冊(2007)》(Grade 8/9/10)進(jìn)行比較分析,采用文獻(xiàn)研究法和比較研究法,從兩國母語課程標(biāo)準(zhǔn)的框架結(jié)構(gòu)、課程理念、課程目標(biāo)與內(nèi)容以及課程評價(jià)這四個(gè)方面分別進(jìn)行比較分析,目的在于通過比較兩國母語課程標(biāo)準(zhǔn)的相同之處和不同之處,對我國語文課程標(biāo)準(zhǔn)的進(jìn)一步修訂和完善提供反思和借鑒。本文在緒論部分主要探討了本文研究內(nèi)容的背景,分析了研究目的和意義,還進(jìn)行了相關(guān)概念的界定,綜述了該研究的研究現(xiàn)狀,介紹了本文的研究方法。第一章將中加兩國母語課程標(biāo)準(zhǔn)的框架結(jié)構(gòu)進(jìn)行了比較。第二章對比中加兩國初中母語課程標(biāo)準(zhǔn)的課程理念,發(fā)現(xiàn)兩國母語課程標(biāo)準(zhǔn)都十分重視母語語言文字及其運(yùn)用教育。第三章首先介紹了我國語文課程標(biāo)準(zhǔn)中的三維目標(biāo),然后分別對比了兩國初中母語聽說目標(biāo)、閱讀目標(biāo)和寫作目標(biāo)。第四章將兩國母語課程標(biāo)準(zhǔn)中的評價(jià)建議進(jìn)行比較。最后的結(jié)論部分宏觀概述了加拿大母語課程標(biāo)準(zhǔn)對我國母語課程標(biāo)準(zhǔn)的借鑒意義。
[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.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.3;G633.41

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