| The national English curriculum standard is a programmatic document to guide the implementation of the English curriculum,as well as the criterion to standardize the teaching of teachers and measure the students' English learning.In February 2012,China issued the Compulsory Education English Curriculum Standard(2011 Edition)(CEECS),which greatly impacted on the English education in China.However,new problems have been found in its implementation.Common Core State Standards for English Language Arts(CCSSELA),as the first national curriculum standard in the United States,is of great significance to the United States.Together with Compulsory Education English Curriculum Standard(2011 Edition),it is also a national standard for English curriculum.They are similar in time of issuance and have a strong comparability.At present,there are few systematic and comprehensive analysis and comparative study of the two standards.In this paper,text analysis was introduced to analyze the two standards from three aspects: frame structure,main content and evaluation system.Following the text analysis of each part,the differences and similarities between Chinese and American English curriculum standards are summarized by comparative research method,and the enlightenment is obtained.The main conclusions are as follows.Firstly,in terms of the comparison of frame structure,both CEECS and CCSSELA adopt the longitudinal compiling mode.Horizontally,there are some overlaps among the constituent parts which are complementary to each other.As for the arrangement of the contents,both CEECS and CCSSELA point out the concept and philosophy of the documents.CEECS gives the implementation suggestions while the CCSSELA describe the limitations of the CCSSELA with no implementation suggestions.In terms of the appendix,the contents that students should grasp are listed in the appendix of CEECS with no specific explanations,while the detailed supplementary instructions are listed in the in the appendix of CCSSELA with suitable examples of various types of the texts and presentation tasks for each grade.Secondly,in terms of the main contents,the description of the general objective is quite general in CEECS with hierarchical objectives.As for the grading standard,the contents of the description of grading standard in CEECS is less than that in CCSSELA.With respect to the form of presentation of the contents,the form of presentation of the grading standard in CEECS is simple,concise,vague and general,while the form of presentation of the grading standard in CCSSELA is diverse,specific and vivid.In terms of grading,the settings of the grading in CEECS is set to grade one to grade five,while the grading of CCSSELA is set to grade K to grade12.In the aspect of the setting of module targets,the grading standard in CEECS is set based on the 5 modules of language skill,language knowledge,emotional attitude and cultural awareness,while CCSSELA focuses on the 4 modules of listening,reading,writing and language.Thirdly,in terms of evaluation system,we can find that the evaluation subject of CEECS is composed of teachers and students.Formative evaluation and summative evaluation are adopted in the evaluation system of CEECS while PARCC,SBAC and temporary evaluation are adopted in the evaluation system of CCSSELA.As for the evaluation content,CEECS requires teachers to independently determine the evaluation criterion and select the evaluation content according to the actual situation of the students,while CCSSELA clearly specified the 5 constituent parts of the evaluation content.This paper puts forward three suggestions for the revision of English curriculum standard in China through the above comparisons,which is to adjust the member structure of the standard formulation team,enrich and refine the representation form of the grading standard as well as develop diversified evaluation tools so as to provide reference for the educators and research fellows in this field. |
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