A Comparative Study On Mother Language Of Curriculum Evaluation In Junior Education Between China And The United States Of California

Currently, in the field of fundamental education’s curriculum evaluation reformation,the mother-tongue curriculum evaluation reformation has been widely acknowledged. TheChinese course evaluation has played an important role in implementing the new Chinesecurriculum and monitoring the quality of it, which not only restricts the result of the newround mother-tongue curriculum reformation, but also affects the quality of acquiring othercourses.In recent years, both the US and China have carried out a new reformation ofmother-tongue in the fundamental education. What’s more, the education in the US hasalways been one of the major countries as our reference.From the point of the background, the concept and the standard of the curriculumevaluation, this dissertation mainly compares the Chinese course under the new curriculumconcept with the mother-tongue curriculum in California, which is named one of the bestcurriculum standard by the Pacific Institute in the US, aiming at providing some valuableideas for the Chinese curriculum evaluation in China by the application of the documentarymethod and the comparative study.This dissertation will be divided into four chapters:Introduction: The introduction part mainly elaborates the relevant concepts of theChinese course evaluation, its background and the meaning of it, the theoretical basis andthe research status, which is the fundamental research of this dissertation and provides thegist of the following explanation.The first chapter: Compare the curriculum evaluation concept in the Chinese course ofthe Junior high school with the equivalent one in the US so as to find out the similarities andthe differences between them. The second chapter: This chapter mainly compare the standard of the Chinesecurriculum evaluation in the US and China from the perspective of the Chinese abilityclassification. On the basis of the evaluation standards of their respective curriculumconcept, analyze it from the evaluation standard of listening ability, reading ability, speakingability and the writing ability.The third chapter: According to the above analysis and comparison, aim at finding outand concluding the source leading to the similarities and differences between the twocountries’Chinese curriculum evaluation.The fourth chapter: This chapter systematically propose some ideas and suggestion onthe basis of the above analysis and comparison.