A Comparative Study Of Current English Curriculum Standards In Junior High School Between China And Japan

With the increasing development of global economic integration,multiculturalism is showing a convergence in the collision.As a tool for communication in various countries,English is receiving more and more attention.The English education in the junior high school is a key period for students to learn the language.Curriculum standards is the direction of teaching,which is not only conducive to the effective implementation of English courses,but also beneficial to teaching.China and Japan are countries with well developed economies in Asia.Japan and China are close neighbors,they have had cultural exchanges since ancient times.From the beginning of the 21 st century,Japan has won a succession of the Nobel Prize,which is inseparable from the development of English education.This research takes the “English Curriculum Standards for Compulsory Education(2011 Edition)" formulated by the Ministry of Education of the People's Republic of China and the "Learning and Guidance Essentials for Secondary Schools" compiled by the Japan's Ministry of Education in March 2017 as the research object,which explores the Chinese and Japanese English curriculum standards in junior high school.By comparing the similarities and differences between the two countries' curriculum standards,we can find out the characteristics of Japanese curriculum standards,and provide reference for the preparation and use of Chinese junior high school English curriculum standards.In addition,it also can further improve English teaching in China.Based on using the methods of comparative analysis and text analysis,this paper studies Chinese and Japanese current English curriculum standards in junior high school and researches their characteristics It mainly starts from the four aspects: writing concepts,curriculum objectives,content systems and implemental suggestions.The study finds that the English curriculum standards in junior high school between China and Japan have commonalities,and the advantages and disadvantages coexist.The advantages are as follows: in terms of the objectives of the course,the goals set by the two countries are based on the students' interests,and put forward the basic concept of “student-oriented”;In terms of language knowledge and skills,the curriculum standards of both countries focus on the basic role of knowledge and skills;From the emotional aspect,both countries emphasize the cultivation of emotional attitudes;From the cultural awareness and values aspect,they aim to deepen the understanding of foreign cultural backgrounds through the study of English courses and cultivate international awareness;For the implemental suggestions,both countries believe that teachers are the key factors for students to learn English.the shortcomings are: the curriculum standards of the two countries are not comprehensive enough in the design of the course content,and the geographical differences has not been separated;in terms of setting the language ability,it is not balanced enough;at last,the curriculum standards of the two countries still have the shadow of mechanical training in the narrative of grammar teaching.There are also many different points,such as: different concepts of the curriculum objectives;different requirements for language skills;different goals and framework of language knowledge;different ways of training emotional attitudes;different expressions of cultural awareness;different perspectives for implemental suggestions.Based on the above comparative analysis,the advantages and disadvantages of the curriculum standards of the two countries are explored,the author puts forward some suggestions on the compilation of Chinese junior high school English curriculum standards as well as the English teaching in junior high school.For curriculum standard writers,the curriculum should strengthen the integration of English and other disciplines,improving the connection of many subjects,deepen the shaping of Chinese traditional culture while paying attention to cultural pluralism,decentralize power to schools and teachers,giving them more autonomy,focus on the context of the curriculum and highlight practicality.At the same time,the teaching content of junior middle school English teachers should be taught step by step according to the needs of students;then,teachers should design diversified teaching activities,using a variety of flexible and varied forms to teach according to the development level of students;furthermore,they conduct personalized evaluation.Only when they grasp the bright spots of different students,discovering the potential advantages of each students,allowing them to form their own characteristics and distinctive personalities,can students make process and achieve the all-round development.Finally,through comparison,this paper will help us to reform and construct our English curriculum standards in junior high school in some degree.