Comparative Study Of Canadian Primary Language Curriculum Standards

In2012our country ministry of education promulgated the compulsory education Chinese curriculum standard (2011edition)", the curriculum standard is promulgated in2001, the compulsory education Chinese curriculum standard (experiment draft)"on the basis of the modification. In implementation of the "experiment draft" in ten years, China’s primary school Chinese curriculum in the implementation of teaching and evaluation etc. There are many problems to be solved, and the new lesson mark will promote the primary school Chinese curriculum and further deepen the reform of Chinese teaching. We sum up their experience at the same time, the mother tongue curriculum reform should also focus on other countries, learn from good experiences, lessons learned, so that for our country’s Chinese curriculum standards provide a reference for revising and improving.This article selects our country compulsory education Chinese curriculum standards (2011edition), and Canada, Ontario, the grade1-8language curriculum standard "(2006) a comparative analysis, use the research methods such as literature method and comparative method, from the two countries first language curriculum standard of the concept, structure frame, course objectives and contents, curriculum evaluation and so on several aspects carries on the comparative analysis, the purpose is to through comparing the curriculum standard of the similarities and differences between the two countries, insufficient understanding of the Chinese curriculum standard in our country, to our country and further perfect the implementation of the Chinese curriculum standard has the certain enlightenment and reference.Through the comparative analysis can be concluded that Canada native language curriculum standard there are a lot of bright spot is worth our attention. Such as objective of detailed grade classification and detailed language, objective statements showing a strong consciousness of "framework", pay close attention to students comprehensive grasp and use all kinds of learning strategies, learning strategy system is more complete, reflect its rich theoretical basis, presents the course evaluation of the whole mark stronger operability. At the same time, the Canadian curriculum standards focus on the development of students’ thinking, attention to the acquisition of students learning strategies, the "media literacy" as the important curriculum content, and formed a systematic curriculum system. Chinese curriculum standards in China, by contrast, demand is weak in these aspects, is worth reflection and in the Chinese curriculum standard revision of reference.In2011edition of the Chinese curriculum standard "experiment draft"10years of experience on the basis of further perfect, development, and a decade of change language lesson although there are still many problems to be solved, but it must be admitted that the concept of "new curriculum" and the thought has increasingly thorough popular feeling, the language is bound to promote the implementation of the "new standard of Chinese course to further deepen the reform of our country. Revised curriculum standard more to strengthen the Chinese characteristics,, the socialist core values, but also highlights the era characteristic, develop the international perspective. Will Chinese course is devoted to the development of students’Chinese competence, comprehensive quality of ascension, and the formation of good personality, more emphasis on the people-oriented education idea, better reflects the humanistic thoughts. Comparing with the language curriculum standards, Ontario, Canada, the Canadian curriculum standards can be found and there are many differences in our country, there are many advantages and bright spots worth our using for reference, but through the attribution analysis of the differences, we must clearly recognize the reference is not copied transplantation, as a result, we are go to its dregs, takes its essence and to fully consider the adaptability of China’s national conditions. Are numerous in the vast area, population, education development and unequal of China, if you can under the national unified standard of Chinese curriculum, the provinces according to the local learning and character of economy and education development will further specific and systematic curriculum goal, especially refined grade target, perfect the system of learning strategy and related policy guidance, in order to make the implementation of the curriculum standard more adjust measures to local conditions, this will increase the maneuverability of the curriculum standard.This article in the introduction part, mainly discusses the research background of this paper, analyzed the research purpose and meaning, definition of related concepts, summarizes the research status, introduces the research methods of this paper. The first chapter to add the background of the language curriculum standards between the two countries and related theory in this paper. The second chapter is to add two countries language curriculum standard has carried on the comparative analysis of the basic structure of the framework, through the comparison of similarities and differences analysis of the causes of differences. The third chapter is to add two countries tongue ideas of courses in the curriculum standard of comparison. Through the comparison between the two countries can be drawn from native language curriculum is emphasized the importance of mother tongue language education, and attach importance to the openness of the Chinese teaching. Add native language in the fourth chapter is about comparison of course objectives and contents of curriculum standard, first of all analyzes the3d object in Chinese curriculum in our country, and then the targets from listening, reading, writing goals three areas of canada-china bilateral specific curriculum objectives and content has carried on the detailed comparison. The fifth chapter is Suggestions to add native language curriculum standard in the evaluation between the two countries. Ontario, analyzed language learning achievement evaluation sheet and enlightenment to curriculum evaluation in our country. Finally in the conclusion part summarizes the curriculum standard of the comparison of the mother tongue education enlightenment.