Comparative Study Of The Native Language Curriculum Standard Of China And Canada

It has been 14 years since the basic education reform started in our country. The most important ways to reform the basic education is to summarize our experiences and learn from other advanced country.<Compulsory Education Chinese Curriculum Standards> (2011 edition) of China is a combination of ourselves’ experiences of ten years’ revolution and our current situation. In the same way,<English Language Arts Integrated Resource Package> of Canada B.C. Province which established in 2007 also a new curriculum standard which synthesized the experiences of the reform of the 21st century and the great experiences of reform of other western countries. Therefore, This article selects <Compulsory Education Chinese Curriculum Standards> (2011 edition) of China and <English Language Arts Integrated Resource Package> (2007) (Grade 8/9/10) of Canada B.C. Province to make comparative analysis. It uses literature research and comparative study method, and compares from four aspects which are the curriculum standard frame structure, the curriculum idea, curriculum goal and the curriculum evaluation to compares and analyses the four aspects respectively to native language curriculum standards. By comparing the similarities and differences of the native language Curriculum Standard of China and Canada B.C. Province, the purpose is to give some suggestions and references to further revise and improve.This article in the introduction part mainly discussed the background of the research content, analyzes the research purpose and significance, and also has carried on the definition of related concepts, summarizes the research situation of the study, and introduces the research methods of this article. The first chapter compared the native language curriculum standard frame structure of the two countries. The second chapter compared the junior high school language curriculum standard curriculum idea of the two country, found that native language curriculum standard in both countries attached great importance to mother tongue language and its use. The third chapter firstly introduces the three-dimensional target of the Chinese curriculum standard in our country, and then compared the oral language goals, the reading goals and the writing goals of the junior high school native language curriculum standards of the two countries. The fourth chapter compared the evaluation Suggestions of the native language curriculum standards of the two countries. Finally, the conclusion part summarized the reference significance of the native language curriculum standard of Canada in a macroscopic scale.