【摘要】：為了搶占國際競爭與發(fā)展的先機(jī),大部分國家在二十世紀(jì)末醞釀并啟動了旨在培養(yǎng)未來人才的基礎(chǔ)教育課程改革。盡管不同國家的基礎(chǔ)教育課程改革都基于不同國情而開展,課程改革舉措不盡相同,但是所有國家都處于一個同樣的時代,也面臨著幾乎同樣的機(jī)遇和挑戰(zhàn)。文章通過對中國義務(wù)教育語文課程標(biāo)準(zhǔn)(2011年版)》和芬蘭《基礎(chǔ)教育國家核心課程2004》的分析與比較,從而取長補(bǔ)短,對我國課程標(biāo)準(zhǔn)的進(jìn)一步發(fā)展奉獻(xiàn)綿薄之力。通過梳理我國《義務(wù)教育語文課程標(biāo)準(zhǔn)(2011年版)》和芬蘭《基礎(chǔ)教育國家核心課程2004》,翻譯并整理了芬蘭《基礎(chǔ)教育國家核心課程2004》,對中芬兩國現(xiàn)行小學(xué)母語課程標(biāo)準(zhǔn)進(jìn)行對比研究,取長補(bǔ)短,相互借鑒。緒論部分,主要對收集到的國內(nèi)外中芬現(xiàn)行小學(xué)母語課程標(biāo)準(zhǔn)的研究及其研究現(xiàn)狀進(jìn)行了整理和綜述,并介紹了本文的研究方法。第一章中主要對中芬現(xiàn)行小學(xué)母語課程標(biāo)準(zhǔn)研制背景進(jìn)行了分析與比較,發(fā)現(xiàn)芬蘭重視學(xué)生對計算機(jī)和互聯(lián)網(wǎng)的使用,芬蘭現(xiàn)行小學(xué)母語課程標(biāo)準(zhǔn)滲透著對媒體素養(yǎng)的重視,注重培養(yǎng)學(xué)生信息檢索、整理的能力,培養(yǎng)信息時代下學(xué)生應(yīng)具備的基本能力。第二到四章中芬現(xiàn)行小學(xué)母語課程標(biāo)準(zhǔn)分析與比較是本文的重點,主要包括三大內(nèi)容,即中芬現(xiàn)行小學(xué)母語課程標(biāo)準(zhǔn)總體框架和價值取向的分析與比較；中芬現(xiàn)行小學(xué)母語課程目標(biāo)的分析與比較；中芬現(xiàn)行小學(xué)母語課程標(biāo)準(zhǔn)中關(guān)于評價建議的分析與比較。通過比較發(fā)現(xiàn),芬蘭課程標(biāo)準(zhǔn)內(nèi)容具體、多樣化；芬蘭評價建議融合信息技術(shù)；芬蘭評價體系完善,操作性強(qiáng)。兩國課標(biāo)都突出了對閱讀技能的重視；中國課程標(biāo)準(zhǔn)評價建議突出漢語特色；兩國評價體系都體現(xiàn)了課程評價的整體性和綜合性原則。因此,本文在反思與借鑒部分提出,我國語文課程標(biāo)準(zhǔn)應(yīng)該重視三點：課程內(nèi)容應(yīng)進(jìn)一步具體化；課程目標(biāo)應(yīng)加強(qiáng)對媒體素養(yǎng)的關(guān)注；嘗試制定多樣化的課程標(biāo)準(zhǔn),以適應(yīng)學(xué)生之間的差異。追隨社會的發(fā)展、時代的變遷,課程改革的步伐將越發(fā)矯健,課程標(biāo)準(zhǔn)的改革亦任重道遠(yuǎn)。只有在保持特色的基礎(chǔ)上,不斷的吸取別國課程標(biāo)準(zhǔn)改革的精華,我國課程標(biāo)準(zhǔn)才能在改革的道路上越走越遠(yuǎn)。
[Abstract]:In order to seize the opportunity of international competition and development, most countries in the end of the 20th century conceived and launched the basic education curriculum reform aimed at training future talents. Although the curriculum reform of basic education in different countries is based on different national conditions and the measures of curriculum reform are different, all countries are in the same era and face almost the same opportunities and challenges. Through the analysis and comparison of the Chinese Curriculum Standard of compulsory Education in China (2011 edition) and the National Core Curriculum of basic Education in Finland (2004), the article draws on the weakness of each other and contributes a little to the further development of the curriculum standard of our country. By combing the Chinese Curriculum Standard for compulsory Education (2011 Edition) and Finland's National Core Curriculum for basic Education (2004), the author translated and sorted out Finland's National Core Curriculum for basic Education (2004). This paper makes a comparative study of the current mother tongue curriculum standards in primary schools between China and Finland, drawing on each other's strengths and learning from each other. In the introduction part, the author summarizes the current research and research status of the current primary school mother tongue curriculum standards at home and abroad, and introduces the research methods of this paper. In the first chapter, the author analyzes and compares the background of the development of Chinese and Finnish primary school mother tongue curriculum standards, and finds that Finland attaches importance to the use of computers and the Internet by students, and Finnish primary school mother tongue curriculum standards permeate the emphasis on media literacy. Emphasis should be placed on cultivating students' ability of information retrieval and collation and the basic abilities of students in the information age. In the second to fourth chapters, the analysis and comparison of the current mother tongue curriculum standards of primary schools in China and Finland is the focus of this paper, including three main contents, namely, the analysis and comparison of the general framework and value orientation of the current primary school mother tongue curriculum standards in China and Finland; The analysis and comparison of the objectives of mother tongue curriculum in primary schools in China and Finland, and the analysis and comparison of the evaluation recommendations in the current curriculum standards of mother tongue in primary schools in China and Finland. Through comparison, it is found that the Finnish curriculum standard is concrete and diversified; the Finnish evaluation proposal is integrated with information technology; the Finnish evaluation system is perfect, and the operation is strong. The curriculum standards of both countries emphasize the importance of reading skills; the evaluation of Chinese curriculum standards highlights the characteristics of Chinese; the evaluation system of both countries embodies the integrity and comprehensive principles of curriculum evaluation. Therefore, in the part of reflection and reference, this paper puts forward that the Chinese curriculum standards in China should pay attention to three points: the curriculum content should be further concretized, the curriculum objectives should strengthen the attention to the media literacy; Try to develop a variety of curriculum standards to adapt to the differences between students. With the development of society and the change of times, the pace of curriculum reform will become more and more vigorous, and the reform of curriculum standards will have a long way to go. Only on the basis of maintaining characteristics and absorbing the essence of other countries' curriculum standard reform, can our curriculum standard go further and further on the road of reform.
【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

【相似文獻(xiàn)】

相關(guān)期刊論文 前10條

1 雷實;國外母語課程標(biāo)準(zhǔn)的基本理念[J];語文建設(shè);2001年10期

2 徐鵬;鄭國民;;國外母語課程發(fā)展的動態(tài)及趨勢[J];河北師范大學(xué)學(xué)報(教育科學(xué)版);2011年02期

3 張毅;;在母語課程的源流中重新審視課程目標(biāo)的取向——兼與徐林祥、楊九俊二位先生商榷[J];課程.教材.教法;2014年01期

4 羅麗華;;美國加州八年級《母語課程標(biāo)準(zhǔn)》[J];語文教學(xué)與研究;2009年20期

5 彭光宇;;母語課程還是該叫“國文”[J];湖南教育(中);2010年04期

6 張毅;;呼喚母語課程的重新命名——關(guān)于我國母語課程命名的考證與思考[J];語文學(xué)習(xí);2013年01期

7 康海燕;謝利民;;中美母語課程標(biāo)準(zhǔn)評價體系比較[J];教育科學(xué)研究;2009年08期

8 馬銘;;我國與美國加州八年級母語課程標(biāo)準(zhǔn)之比較[J];科教導(dǎo)刊(中旬刊);2014年01期

9 潘涌;;各國母語課程與教學(xué)的若干特點[J];教育科學(xué)研究;2006年09期

10 韓雪屏;;當(dāng)代國外母語課程知識狀況[J];全球教育展望;2007年08期

相關(guān)重要報紙文章 前1條

1 商報記者 王東;江蘇教育社學(xué)術(shù)精品工程啟動[N];中國圖書商報;2008年

相關(guān)碩士學(xué)位論文 前10條

1 張婷婷;中加初中母語課程標(biāo)準(zhǔn)對比研究[D];四川師范大學(xué);2015年

2 時文華;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[D];揚(yáng)州大學(xué);2015年

3 朱瑩;中韓小學(xué)現(xiàn)行母語課程標(biāo)準(zhǔn)比較研究[D];揚(yáng)州大學(xué);2015年

4 劉歡;中芬現(xiàn)行小學(xué)母語課程標(biāo)準(zhǔn)比較研究[D];揚(yáng)州大學(xué);2015年

5 陳蕾;現(xiàn)行中南小學(xué)母語課程標(biāo)準(zhǔn)的比較研究[D];揚(yáng)州大學(xué);2015年

6 呂培;中愛現(xiàn)行小學(xué)母語課程標(biāo)準(zhǔn)比較研究[D];揚(yáng)州大學(xué);2015年

7 郭海萍;中澳兩國小學(xué)母語課程標(biāo)準(zhǔn)比較研究[D];揚(yáng)州大學(xué);2013年

8 陸夢f3;中美小學(xué)母語課程標(biāo)準(zhǔn)寫作部分的比較研究[D];揚(yáng)州大學(xué);2014年

9 雷芳;漢語母語課程定名研究[D];湖南師范大學(xué);2005年

10 楊益斌;中美母語課程標(biāo)準(zhǔn)小學(xué)寫作部分的比較研究[D];湖南師范大學(xué);2012年

，

本文編號：2390120