內(nèi)地與港澳語文“課程標準”的比較研究（1-9年級）
發(fā)布時間：2019-02-24 18:36
【摘要】：語文課程標準是根據(jù)語文學科的特點及語文教學規(guī)律制訂的課程文件,其中規(guī)定了國家在中國語文領域的基本語言素質(zhì)要求,體現(xiàn)了不同階段知識和技能的學生語言學習的基本要求,闡明了設計的思想、目標和內(nèi)容、教學與評估方案,同時也是語文學科教學的指導性文件。在當前經(jīng)濟全球化影響下,面對全球化課程改革的大趨勢,我國內(nèi)地、香港和澳門都引進先進的課程理念,并結(jié)合本地的具體實際,制定了新的語文課程標準,以滿足當今社會對人才的需求。我國內(nèi)地,香港和澳門有著相同的文化底蘊,所以這三地制定的語文課程標準必定有著許多的相似之處。也因為三地在政治,經(jīng)濟,文化,地理和思想上的不同,三地的語文課程標準存在明顯的不同,呈現(xiàn)出各自語文課程不同的理念特色。中國內(nèi)地教育部在2011年頒布的《義務教育語文課程標準》;2002年6月中國香港教育部公布的《中學中國語文學習領域課程指引(小一至中三)》;1999年6月由澳門教育暨青年局頒布的《小學(小一至小三)中文大綱》、《小學(小四至小六)中文大綱》和《初中中文大綱》,本文選擇這三個課程標準進行系統(tǒng)比較。本文主要采用文獻分析法,比較法等研究方法,從內(nèi)地與港澳地區(qū)語文課程標準制定的背景與意義入手,對三地語文課程標準的結(jié)構(gòu)、理念、目標與評價等方面進行比較。以使內(nèi)地、香港和澳門三地彼此間相互借鑒,取長補短,實現(xiàn)共同發(fā)展。論文結(jié)構(gòu)如下:第一部分從當今社會發(fā)展對三地區(qū)域的變化影響入手,介紹內(nèi)地、香港和澳門三地語文課程標準制定的背景及目標。論文第二部分分析內(nèi)地、香港和澳門三地語文課程標準的框架結(jié)構(gòu),比較這三地語文課程標準框架結(jié)構(gòu)的特點。第三部分分析內(nèi)地與港澳地區(qū)語文課程標準的基本理念,探究三個課程文件的性質(zhì)特點和理念特點的異同。第四部分從內(nèi)地、香港和澳門三地語文課程標準的課程目標著手,比較分析三地課程目標的結(jié)構(gòu)及其特點。第五部分比較分析內(nèi)地、香港和澳門三地語文課程標準在評價內(nèi)容及實施上的特點。第六部分闡述內(nèi)地、香港和澳門三地語文課程標準對彼此的借鑒與啟示。
[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.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.3
本文編號：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.
【學位授予單位】：廣州大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.3
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，本文編號：2429816
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