The Comparative Study Between Chinese And American High School Curriculum Standards Of Native Language

In order to meet the challenge and competition from social modernization,cultural globalization and internationalization, every country in the world has launched a new round of curriculum reform successive which involving native language. Native language curriculum standard contains a country's native language education idea, embodies the national regulations and requirements for native language course, and as the programmatic document to guide the teaching of native language education. Referenced to other relevant curriculum standard is good to revise and adjust the native language course and grasp the development trend of the native language education. As the educator of the world, the United States education had a great influence on education in our country, especially in the education of native language. Therefore, comparing the first unified national native language curriculum standard with our country's first high school Chinese course standard since its founding has strong practical significance.This paper gives detailed comparison of the basic idea, the frame structure of native language curriculum standards, curriculum goal and the content to grasp the essence of American Common Core State Standards, and discover its experience and ideas. Native language curriculum standards between the two countries both have in common and there is a big difference. In the aspect of basic concept, the development of our country attaches great importance to the students' learning ability, the United States pay more attention to develop students' learning ability in the future life and working. For structure and length, Chinese curriculum standard in China reflects the feature of contracted, scientific and clear. On the other side, CCSS has longer length and more details. For reading goals, they are different in detail,classification and strategy concerns. And writing standard works in the different objects, the application of multimedia in the writing process is different. Speaking and listening standard's orientation and content showed a larger difference.Through the analysis, we find that we should revise and improve our senior Chinese curriculum standards in the following aspects: Firstly, clear the applicable objects, notice on the definition of related terms and pay attention to the learning outcomes for expression to enhance practical level. Secondly, put a high value on the advice from every lever of society, absorb excellent first-line teachers as researchers and carry on the practice research, to improve the scientific level. Thirdly, enrich the content, clear expression, set clear standards and specific reading, writing, speaking and listening goals to improve the language proficiency levels target detail. Fourthly,keep pace with the times, emphasis on the application of modern science and technology, information technology, etc.