A Comparative Study Of Chinese Curriculum Standards In Nine-Year Compulsory Education And Chinese Curriculum Standards In Ethnic Primary And Middle Schools

Based on the study of Chinese Curriculum Standard for Nine-year Compulsory Education and Chinese Curriculum Standard for Ordinary High School,in this thesis,based on the comparison of the background,implementation status,curriculum concept,structure,setting goals,teaching suggestions and evaluation suggestions,To explore the essential differences between Chinese Curriculum Standard for Nine-year Compulsory Education and Chinese Curriculum Standard for Ordinary High School,and to obtain the key points that two curriculum standards can complement each other to create space for long-term development and complement.This research adopts literature research,comparative research,descriptive research and investigation and research method,digs through the text in depth,starts from the commonalities of Chinese education,falls into the essential distinction between mother tongue education and second language education,finally extracts the important direction for the future development of Chinese Curriculum Standard for Nine-year Compulsory Education and Chinese Curriculum Standard for Ordinary High School.The first chapter mainly summarizes the background of the differences between the nine-year compulsory education curriculum standards and the Chinese curriculum standards,and compares the similarities and differences between the two backgrounds.By comparison,the two are based on the current common social environment,social needs and educational reforms,curriculum reform policy background,are aimed at the students' language and word ability training,are closely related to the students' ability to communicate,but both There are significant differences in the practices,educational objects,and motivations.The second chapter is to analyze the implementation status of the two standards.Based on the survey data,the teachers understand the teachers' understanding of the two sets of curriculum standards,their understanding of ways,content choices and difficulties,and put forward the next development suggestions that are conducive to the implementation of the curriculum standards.The third chapter compares the similarities and differences of curriculum concepts under the two standards and considers that the two are similar in their starting point of education philosophy.They focus on the cultivation of literacy,the grasp of laws,the exploration of methods,and the updating of concepts.However,they have different footholds and are used as mother tongue teaching and learning respectively.Second-language teaching has specific details in each case.Chinese language teaching also reflects the requirements of the mother-tongue teaching on the final level of teaching results.Chinese language teaching emphasizes the mastery of basic abilities.The fourth chapter compares the structure of the two curriculum standards and closely compares the foreword,curriculum objectives and content,implementation suggestions and appendices,and concludes that the two are similar in terms of form and connotation,but differ in specific details.The fifth chapter compares the different goal settings between the two curriculum standards.Both of them have the characteristics of taking into account the periodicity and coherence in terms of gradual progress in the course segment.The Chinese curriculum standard level is more reasonable and the progressive sense is more perfect and can be better.The degree of compatibility between the arrangement of the student's curriculum and the current learning ability is ensured,and both can learn from each other and develop together in the future development process.The sixth chapter contrasts the teaching suggestions put forward by the two curriculum standards.Both implement the concept of people-oriented and promote the comprehensive and sustainable development of education.Students are regarded as the main body of learning,and the initiative and creativity of both teachers and students are brought into play.,and stressed the close relationship between teaching and real life.Among them,the Chinese curriculum standards are more comprehensive than the Chinese language curriculum standards.In addition to the skills training requirements,they also involve all aspects of the learning process,embodying the revised Chinese curriculum standards after revision,which can be used for future reference to the Chinese curriculum standardsThe seventh chapter contrasts the evaluation suggestions of the two curriculum standards.Both of them propose to establish new evaluation concepts,apply more flexible and flexible evaluation methods,and exert the positive guiding role of curriculum evaluation for teaching work,and establish a course goal.The diverse and varied curriculum evaluation system,in which Chinese language curriculum standard evaluation suggestions put emphasis on the evaluation of Chinese teachers,and the Chinese curriculum standards appear more general,lacking in the multi-level and multi-dimensional of Chinese curriculum standards,and individual differences for students.Sexual considerations are slightly insufficient.This issue should be taken into consideration in future amendments to promote the improvement of the language curriculum standards.The last Chapter puts forward a comprehensive comparison of the two curriculum standards according to the previous text,and proposes that the future curriculum standards should face up to the status of culture in language teaching and provide suggestions for the complementary development of current problems.