A Comparative Study Of Current Mother Tongue Curriculum Standards In Chinese And Korean Primary Schools

The standard of the mother tongue is the starting point and the core of the native language curriculum reform in the primary school. It has a theoretical and practical significance to the preparation, implementation and evaluation of the primary school mother tongue curriculum, which is high quality of primary school mother tongue curriculum standards. In 2012, the Ministry of Education of the People’s Republic of China published the " Standards for Compulsory Education of Chinese Curriculum (2011 Edition)", the practice of the curriculum standard is based on the amendments of the " Standards for Compulsory Education of Chinese Curriculum (experiment draft)" in 2001. In the ten years" implementation of the "Experimental Manuscript", there are many problems need to be solved during the preparation, implementation and evaluation. The publishment of the new curriculum is bound to deepen the reform of the language curriculum reform in the primary school. In the twenty-first Century, in the context of globalization, in order to meet the development of the times. China and South Korea, both belong to Asia, who have carried out the reform of the mother tongue curriculum. Comparing the differences and similarities of the mother tongue curriculums between China and South Korea, learning from the beneficial research results, through which will be a very meaningful research to the further revising and improving of China’s curriculum reform.This study adopts literature and comparative analysis methods to comparatively research on five aspects of primary language curriculum standards between China and South Korea: the current process, frame structure, concept and general objective, study section objectives and content, curriculum evaluation. Under the analysis of the differences and similarities of the mother tongue curriculums between China and South Korea, we can draw inspiration and thinking.Through comparative analysis, we can conclude that both China and South Korea, the formulate of the mother tongue curriculum standards are the product of the times, and there are similarities as well as differences in the current primary school mother tongue curriculum standards. The specific performances show that, on the one hand, they are approximately similar on the macro framework, which both include the character, general objective, study section objectives and content, curriculum evaluation of the mother tongue curriculum. On the other hand, there are differences in the micro level. When setting concrete content of the general objective, our primary language curriculum objective is based on three dimensions: knowledge and ability, process and method, emotion, attitude and values.which is designed to improve students’ language literacy. And In the specific area of study, it is divided into literacy and writing, reading, writing (writing words, exercise), oral communication, integrated learning. While in Korea, they divide it into listening, speaking, reading, writing, native knowledge and literature. In the specific area of study. In the specific setting of teaching content in all areas, we have some differences on the focuse of listening, reading, writing and learning. On the writing area, we emphasize the cultivation of students’ interest, while South Korea pays great attention to writing strategy. On the reading area, we focus on reading literary, while South Korea focus on the non-continuous text reading, some usability texts such as travel notes. On the appreciation of literature’s specifically set up field. South Korea pays attention to the students media literacy on the hearing target, while we has not involved too much.