A Comparative Study On Curriculum Standards Of First Language Writing In Junior Middle Shool In China And Finland

In January 2019,the Ministry of Education launched a new round of revision of the compulsory education curriculum standards.Based on the great influence of Finnish education in the world and the outstanding performance of PISA test for many years,?the National Core Curriculum of Basic Education 2014?,which was implemented in Finland in 2016,is of important reference significance for the revision of China's curriculum standards.Based on the two curriculum standard documents in the basic education stage of China and Finland,this study comprehensively interprets the similarities and differences of the writing curriculum standards in China and Finland,aims to study the advantages and deficiencies of the writing curriculum standards in China,and provide international reference for the further improvement of the writing curriculum standards.This paper is divided into three parts.The first part is to explain the development background of the writing part of mother language curriculum standards in the two countries,mainly stating the general situation of the basic education curriculum reform in China and Finland,the evolution content of mother language curriculum standards and the development course of domestic writing curriculum standards.The second part is the text comparison of the writing part of the curriculum standard of junior high schools in the two countries,covering the second,third and fourth chapters,respectively from the writing curriculum standard framework,concept,goals and content,implementation suggestions,evaluation standards,etc.The comparison in the second chapter finds that the logical starting point of the composition curriculum standards of the two countries is different.China focuses on "subject content",while Finland focuses on cultivating "horizontal ability of specific learning section".In terms of the presentation mode,the Finnish curriculum standard adopts the form of tables to make the curriculum standard content more clear and intuitive.Secondly,the definition of cooperative inquiry,interdisciplinary writing and writing ethics is also different in the curriculum standards of the two countries.The third chapter goal and content are divided into "overall goal and content" and "goal and content",the latter "goal and content" in the fourth paragraph is the core of this comparison.Compared with Finland grade 7-9 five writing core literacy,found that domestic writing teaching goal in T2(culture,interaction and self expression accomplishment)and T4(text interpretation and reading literacy),in T5(information technology literacy),T6(work and entrepreneurial literacy)and T7(civic responsibility and sustainable development consciousness literacy)performance.In addition,there are four aspects of domestic writing goals and content in Finland,respectively is "writing should have true feelings","multiple view life,expression to creative","with language sense and Chinese sense","writing quantity and speed",the learning reason to further explore.Chapter IV Implementation and Suggestions shows that Finland attaches great importance to the combination of internal and external teaching evaluation and gives students sufficient space for independent evaluation.Domestic focus on external evaluation.Finland pays attention to the performance standard of evaluating writing knowledge and skills,and focuses on teaching method in China.The third part of this article is inspired and thinking,through the text of in-depth analysis and comparison of the text,put forward our junior middle school Chinese curriculum standard writing part improvement Suggestions: "reshape writing idea,change writing thinking","adjust curriculum object,expand curriculum audience","improve knowledge structure,rich style type","matching core literacy,cultivate advanced skills".