A Comparative Study Of The Standard Of Mother Tongue In Primary School

At present, the study about the native language curriculum standard comparison of China and Ireland, could deepen the learning and the understanding of the two countries’native language curriculum standard, and promote the further development for Chinese curriculum standard research. This paper mainly adopts the retrieval method, the history method and the comparative analysis method, using the Chinese curriculum standards for compulsory education (2011 Edition) in China, and the English curriculum standards for primary school (2005 Edition) in Ireland as the model, to do a comparative research on the current native language curriculum standards between China and Ireland. It has successively made the specific comparison in five aspects:the formulating background, the basic idea, the framework, the stage objective and content, the evaluation and suggestion of the native language curriculum standard between two countries. Firstly shows these five aspects of China and Ireland. Secondly, makes the comparison and analysis for them, so as to get both the similarities and differences, and to excavate the good idea. And on the basis of the comparison, combined with the concrete national conditions of Chinese native language curriculum, so as to get some relevant inspiration, in order to provide the reference for Chinese native language curriculum reform.In the aspect of the curriculum standard’s formulating background, both are in line with the national conditions, combined with the domestic educational background, to deepen the curriculum reform according to the time sequence. In China, our target is to foster the practical talents with innovation. While Ireland’s target is to make the native language more popular, and in line with the international standards.In the aspect of the curriculum standard’s basic idea, the two countries all pay attention to the unity of the instrument and humanity in native language curriculum. But China tends to get rid of the drawbacks of the original Chinese curriculum. While in Ireland, it follows the law of the student’s language acquisition.In the aspect of the curriculum standard’s framework, the two countries’curriculum have certain difference in their objective dimension. Compared with the Ireland, China has also listed the field for "comprehensive study". Compared with China, Ireland pays more attention to the curriculum assessment.In the aspect of the curriculum standard’s stage objective and content, The two countries respectively do the specific analysis and comparison on objectives for reading, writing and oral language. They both have their own characteristics, and should learn from each other’s merits. In reading objectives, both countries pay attention to the cultivation for students’ reading interest and confidence. Ireland emphasizes more abundant reading strategies, and pays more attention to the students’ independent selection for the diversity of the materials, and also pays more attention the students’ positive reaction to the text. In writing objectives, the two countries all pay attention to the training for students’writing skills. Ireland pays more attention to the diversification of students’ writing motivations, and also pays more attention to the style of writing for poetry and drama. In oral objectives, the two countries all pay attention to foster the students’ oral communicative ability and attitude. And Ireland is more specific in its content requirements for listening and speaking in the field of oral communication. And it also has the characteristics for its spoken language:improvisational drama.In the aspect of the curriculum standard’s evaluation and suggestion, both countries pay attention to the diversification for the evaluation methods and tools. And also pay attention to the developing function of the evaluation. To highlight the important status for evaluation in the curriculum. It’s conducive to the students to develop their ability to use the native language and the emotional imagination. But compared with China, Ireland pays more attention to the application for the evaluation results.Through the comparative study, we get the inspiration that the expression of curriculum objectives should be more explicit. The curriculum objectives should emphasize the link between language development and emotional development, so as to reflect the objective’s connection, grasp the objective’s development, and enhance the objective’s operation. The curriculum objectives should also emphasize students’ autonomy and openness in Chinese language practice, and pay attention to cultivate the students’ self developing ability, so as to develop the students’ lifelong learning abilities. The curriculum evaluation should also pay attention to the needs of the development for diversity and flexibility.