A Comparative Research On Language Curriculum In Transition To School From Kindergarten

In the 21st century, we live in a political, economic and cultural society which full of knowledge, information and technology, and we ushered in the "knowledge--based times". Enhance the force of foreign culture, civilization and international cooperation in the context of knowledge-based society and globalization; we must also strengthen the international competitiveness and training people’s innovation knowledge.Japan believes that the preschool education, school education, family education and social education all should have a purpose that is the perfect personality in such a social environment. In other words, the purpose is the pursuit for an ideal state as members of society. As the foundation stage of lifelong learning, Pre-school education is particularly significant. Based on China’s Kindergarten Education Guidelines (Trial), Full-time Compulsory Education, Language Courses Standards (trial version) and Japan’s Kindergarten Education Essentials (2008) and Primary Learning Instruction, this paper compare the young convergence of language courses in China and Japan, including the two countries’young convergence of language course objectives, course content, curriculum implementation and curriculum evaluation. It also analysis young convergence of speech activities carried out in the two countries.The early childhood education and primary education have gone through the tortuous process of the formation and establishing their own social, cultural, educational system from blindly copying both in China and Japan. The language course objectives, course content, curriculum implementation and curriculum evaluation should have a base consistency in the Sino-Japanese in order to comply with the international trend of globalization and the basement of social knowledge, For example, in addition to the concern of the cultivation of knowledge and skills, it also attaches great importance to the cultivation of the emotion and attitude of the target and to the speech activities in the objectives of language courses. The Course evaluation organically combined the assessment, formative evaluation and summative assessment. There are also some differences in the language courses between China and Japan. Japan considers the young convergence in the life-long education background, pays more emphasis on traditional culture education, focused on the cultivation of children’s thinking, judgment and expressive ability, uses young general-purpose materials and carries out speech activities:Carry out the "parents meeting"; enhancing parents’sense of participation and do the language curriculum evaluation; using children’s co-evaluation and self-evaluation. This paper also analysis the factors which affect bilateral language articulation, providing a reference proposal to China’s pre-school education. The impact factors including:The level of national economic and the degree of educational administrative departments attention; the educational purposes of country and the training system of teacher; the degree of cooperation between kindergarten and primary school; The relationship between children, parents and teachers. I proposes some suggestions about adhere to the idea of lifelong education, promote the sustainable development of children; pay attention to guide and cultivate children’s interest in learning, strengthening education of traditional culture, cultivate the spirit of patriotism; strengthening the cooperation between kindergarten and primary school, and cooperation between kindergarten and family, pay attention to the role of parents on the process of transition from kindergarten to primary school; strengthen vocational training, improve the quality of teachers.