A Comparative Study Of The Standard Writing Part Of Chinese And American Primary School Mother Tongue

Native Language Curriculum Standard is the fundamental document of mother tongue curriculum reform, which is also a research achievement of a period of native language teaching. The writing part of it plays an important guiding role in establishing, implementing and evaluating mother tongue writing courses. This study aims to explore the similarities and differences from the writing parts of the elementary school language curriculum standards between China and the United States. Besides, this paper is designed to analyze the advantages of the native language writing curriculum design in the elementary schools of China and the United States, which is aimed at affording salutary lessons for our reform practice, such as guiding us to explore the theory of the language writing curriculum in our country’s elementary schools as well as to revise and to improve its implementation.This study will be divided into three parts, depicted respectively from three angles’the background analysis--the content comparison--the idea improvement". Based on improving our country’s the writing part of the elementary school native language curriculum standard, this paper will analyze the writing parts of the elementary school native language curriculum standards of our country and the United States step by step.The first section, the background analysis, is the main content of chapter1. This part compares the establishing backgrounds of the writing parts of the current national mother language curriculum standards from China and the United States, centering on the reform of the mother language curriculum, the change of the writing parts of the curriculum standards, the practice research of the mother tongue writing teaching, as well as the standard system and the development process of the current national mother language curriculum of the two countries, which will lay a good foundation for the further study of the writing part of the elementary school language curriculum.The second section, the content comparison, according to the propriety that the writing part is not independent on language curriculum standard, is divided into two parts:the overall comparison and concrete analysis, corresponding to the content of chapter2and chapter3. By the comparison of Chinese and American writing parts’frameworks and ideas integrated into the elementary school native language curriculum standard, chapter2will generalize the structure and design thinking of the two countries’writing parts of the elementary school native language curriculum standard. In terms of the overall objectives, specific goals and implementation suggestions, Chapter3is devoted to deepening the recognition and understanding of the writing part in the elementary school native language curriculum standard and dissecting the features of the writing part.The third section tries to polish the previous ideology. It is based on the first two sections of the profound discussion to the writing part of the elementary school native language curriculum standard. Meanwhile, this section is designed to absorb the strengths of American curriculum standard and be established in the ideas of the new curriculum reform. Besides, this part is also involved to divide the levels of writing curriculum objective and enrich the practical solutions of the writing strategy, the digital media for writing, the interdisciplinary writing and research writing. From the above perspectives, the third section is devoted to putting forward the constructive suggestions for improving the writing part of our country’s native language curriculum standard, which is all for promoting the scientization and humanities of the writing part of the elementary school language curriculum.