中國與新西蘭現(xiàn)行小學(xué)母語課程標(biāo)準(zhǔn)的比較研究
發(fā)布時(shí)間：2018-08-15 19:33
【摘要】：近年來,教育一直被各國擺在優(yōu)先發(fā)展的重要位置,教育改革更是各國參與世界競爭的重要戰(zhàn)略選擇。作為傳承和弘揚(yáng)本民族優(yōu)秀文化的母語教育,它在人類文化的創(chuàng)造發(fā)展過程中具有不可替代的作用,并在一定程度上決定了本民族教育能否成功。不可否認(rèn),母語課程標(biāo)準(zhǔn)作為一定歷史時(shí)期母語教育發(fā)展的規(guī)范性文件,指引著本民族母語教育的發(fā)展和優(yōu)秀文化的繼承。同時(shí),母語課程也是學(xué)習(xí)其他課程的重要基礎(chǔ)。中國對母語教育的改革體現(xiàn)在2001年公布的《全日制義務(wù)教育語文課程標(biāo)準(zhǔn)(實(shí)驗(yàn)稿)》中,在此基礎(chǔ)上經(jīng)過十年全日制義務(wù)教育改革試驗(yàn),通過總結(jié),教育部于2011年正式公布《義務(wù)教育語文課程標(biāo)準(zhǔn)(2011年版)》,新頒布的母語課程標(biāo)準(zhǔn)必將促進(jìn)中國小學(xué)語文課程與教學(xué)的進(jìn)一步強(qiáng)化。全球化背景下,自身的改革發(fā)展并不能帶來優(yōu)勝的局面,需要我們不斷總結(jié)其他各民族母語課程改革的經(jīng)驗(yàn),并結(jié)合自身的特點(diǎn)才能走在世界教育前列。本文將選取中國和新西蘭現(xiàn)行的母語課程標(biāo)準(zhǔn)進(jìn)行比較分析,其中中國現(xiàn)行的母語課程標(biāo)準(zhǔn)是《義務(wù)教育語文課程標(biāo)準(zhǔn)(2011年版)》,新西蘭現(xiàn)行的母語課程標(biāo)準(zhǔn)是2007年公布的《新西蘭課程標(biāo)準(zhǔn)》和2009年施行的《新西蘭1-8年級的讀寫課程標(biāo)準(zhǔn)》,在比較中主要采用文獻(xiàn)法、文本分析法和比較法,介紹了兩國母語課程標(biāo)準(zhǔn)的產(chǎn)生背景,對兩國小學(xué)讀寫標(biāo)準(zhǔn)的目標(biāo)與內(nèi)容、評價(jià)建議兩方面進(jìn)行比較,我們發(fā)現(xiàn)新西蘭注重閱讀與寫作,關(guān)注學(xué)生思維、創(chuàng)造等能力的發(fā)展,要求學(xué)生的學(xué)習(xí)是為未來職業(yè)做準(zhǔn)備。通過分析兩國的共同點(diǎn)和不同點(diǎn),以便了解中國母語課程標(biāo)準(zhǔn)的不足,為我國母語課程改革提供借鑒。本文包含引言和正文兩部分,引言部分主要對研究背景、意義、思路、文獻(xiàn)綜述以及研究方法這些方面進(jìn)行了介紹,對兩國母語課程標(biāo)準(zhǔn)大致做一個(gè)系統(tǒng)的梳理。正文部分共有四個(gè)章節(jié),第一章對兩國課標(biāo)制定的產(chǎn)生背景進(jìn)行了整理,讓我們對兩國課程標(biāo)準(zhǔn)的制定有一定的認(rèn)識。第二章主要就兩國課程標(biāo)準(zhǔn)中的課程目標(biāo)與內(nèi)容進(jìn)行對比,從閱讀目標(biāo)和寫作目標(biāo)兩個(gè)領(lǐng)域?qū)χ袊托挛魈m兩國的具體課程目標(biāo)與內(nèi)容進(jìn)行了細(xì)致的比較,分析得出了新西蘭閱讀和寫作上面的優(yōu)勢。第三章是對兩國課程標(biāo)準(zhǔn)實(shí)施建議中的評價(jià)建議進(jìn)行對比,分析出兩國在此方面的異同點(diǎn)。最后進(jìn)行總結(jié),指出在課程標(biāo)準(zhǔn)的比較中得到對中國課程標(biāo)準(zhǔn)改革的啟示。
[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.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.2
本文編號：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.
【學(xué)位授予單位】：揚(yáng)州大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G623.2
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，本文編號：2185195
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