A Comparative Study On Foreign Language Curriculum Design In High Schools Between China And USA

High High school foreign language education plays a fundamental role in the process of cultivating foreign language talents.Therefore,it is necessary to turn our attention to foreign language education in high schools to improve the national foreign language education system.Following 2017 ordinary high school language curriculum standard basic train of thought,combining with the main connotation of curriculum,the five aspects of high school foreign language education in China and America.This paper mainly focuses on language type,the curriculum target,curriculum structure,curriculum content and academic quality assessment,using qualitative research method,literature study and Bereday's method,and conducting a comparative study of high school foreign language education in China and America.The study found that Chinese foreign language education shows a "one strong language,and many less strong languages" situation,English is very strong,other languages are less strong.Languages are differentiated by school types and positioning,with large polarization and number between 1 and 6.The United States is rich in languages,the number of differences between schools is small,more in 4 or so.School language types are different,and the most widely opened language is Spanish.In terms of curriculum objectives,China emphasizes the comprehensive development of students' foreign language competence based on the core foreign language literacy,while the foreign language curriculum aims to form a four-level target system in America,emphasizing students' communicative and practical abilities.In terms of curriculum structure,China forms a basic structure of compulsory,optional compulsory and elective courses based on national curriculum and supplemented by school-based courses.In practice,minor language courses are far behind English,which distinguishes the first and second foreign languages.American courses are obviously graded,including general courses,honors courses and advanced placement courses,with increasing difficulty.There is no distinction between the first foreign language and the second foreign language.And advanced placement courses have a great impact.In the course content,the two have more commonness,and the content is based on the theme.In terms of differences,Chinese language knowledge accounts for a large proportion.The content focuses on students and emphasizes the relationship between students and themself,interpersonal relationship and nature.The United States focuses on the cultivation of applied ability,with a large proportion of contents related to international perspective.In terms of academic quality evaluation,the Chinese side has a deep understanding of it.The evaluation criteria are mainly based on core quality and academic level,and the national level is unified,emphasizing the coordination between academic quality evaluation and examination evaluation.There is no unified orientation of academic quality evaluation in the United States,and the influence of evaluation on curriculum is mainly implicit,while the influence of examination evaluation on academic evaluation is indirect.However,it attaches great importance to advanced placement courses,which are carried out with the idea of course-evaluation and have a complete system.There is a close relationship between curriculum and academic quality evaluation,and the evaluation on-campus and off-campus of the DP program of the international baccalaureate organization is innovative.The study suggests that Chinese high schools should scientifically plan foreign languages,create harmonious foreign language ecology,and supplement courses of disadvantaged languages in curriculum design.Flexibly design curriculum structure to meet the needs of foreign language learning;Actively enrich the course content,and build curriculum under the influence of the foreign language courses of Chinese universities;Integrate the foreign language curriculum objectives of colleges and high schools,and encourage local and local schools to interpret national objectives.Full play should be given to the role of academic quality evaluation in the course optimization process,improve the combination degree of academic quality evaluation and examination evaluation,and integrate examination evaluation into the academic quality evaluation system.Schools and localities are encouraged to develop assessment criteria that meet the needs of local schools on the basis of core literacy and academic quality.