A Comparative Study Between The English Language Arts Standard Of High School In Kansas State And The Chinese Curriculum Standards Of High School In China

Since the 1990’s, China has begun a period of new educational reforms. The formulation of these mother tongue curriculum standards is an important part of the curriculum and teaching reforms, in that context, China is taking further steps in revising and improving mother tongue curriculum standards. Therefore the comparative study of Sino-US high school curriculum standards and the analysis of their differences have a certain meaning and practical values in the amendment of the Chinese high school curriculum standards.This study is based on the Sino-US mother tongue courses, and chooses Kansas State (USA) and Chinese high school curriculum standards to be the comparison object. It will use the literature method, comparative analysis method and case study method, from the macro and micro perspectives. And to make a comparative study of several aspects of the curriculum standard setting, structure, content, teaching strategies, teaching evaluation, and teaching materials, as derived both from similarities and differences.There are similarities between the English Language Arts Standard of High School in Kansas State and the Chinese Curriculum Standards in China, but the mainest are the differences. On the formulation of curriculum standards, the makers of the both is very different. On the structure of the curriculum standard, curriculum concept and curriculum goals are different. Kansas is aimed to prepare students for their entering the university or the career in the future. On the course content, Kansas mainly focus on reading, writing, listening and speaking, language these four parts. China does not do in this way. On teaching methods, Kansas specially emphasis on the use of scaffolding instruction of teaching strategy and the metacognitive strategy. So its interoperability is very strong, but China does not give specific teaching methods. There are systematic evaluation standards on teaching evaluation and template analysis on writing evaluation in Kansas. The Score way has more diversification and the university entrance standard is more flexible in Kansas. One of Kansas teaching material is the elements of literature, there are enough details of the writer’s information. Kansas also attaches great importance to the use of literary skill. According to the difference between them, we can get some enlightenment on the high school curriculum standard’s revision to our country. It is concluded the following enlightenment. First, aiming at different stages of curriculum, adjust the course difficulty according to students’grade. Second, in the suggestions of the High School Language Curriculum Standards in China, include specific teaching methods and strategic knowledge. Third, increase the proportion of vocational education. Cultivate the students’ vocational skills. Fourth,include family education into curriculum standards. Allow schools, instructors and parents to cooperate in education. Fifth,include homework, quizzes and electives grades in students’ assessment criteria. Sixth,introduce systematic background information about the authors in textbooks. Pay special attention to the development and application of students’ literary skill.