A Comparative Study Of Chinese Curriculumintegration Design Between China And America

Since the 21 st century,the rapid development of economy and science and technology has put forward new challenges and requirements for language literacy.The traditional subject-based Chinese curriculum cannot fully meet the needs of university study,career and life development.Under the current wave of global basic education reform,the curriculum from "differentiation" to "integration" has become the mainstream development trend.Correspondingly,the integrated design of Chinese curriculum has also attracted the attention of various countries.In order to strengthen the increasingly important language literacy,both Chinese courses in China and English courses in America have proposed interdisciplinary integration requirements.This research selects Chinese compulsory education curriculum standard and the common core state standards for English language arts & literacy in History/social studies,Science,and Technical Subjects,to compare and analyze the integrated design of Chinese and American language curriculum concepts and goals,integrated design based on Chinese literacy within the discipline,interdisciplinary integrated design paths,and integrated design of implementation and evaluation,found that the design of the Chinese language curriculum in China is generally a one-way integration of Chinese disciplines,focusing on the promotion of ideas and the setting up of comprehensive learning modules,while the requirements for language literacy in other disciplines are mostly focused on the expression of subject content,and the relationship between Chinese and other disciplines lack structural arrangements and professional norms.The American English curriculum emphasizes interdisciplinary two-way integration.It mainly sets the English language and art standards with equal emphasis on literary and information texts,as well as the reading and writing literacy in historical,social,scientific,and technical subjects,the segment standards and grade detail standards for specific dimensions.The integrated design ideas of American English courses can provide some reference for Chinese curriculum in China.Learning from the integrated design experience of English courses in the United States,China should face up to the challenges of the era of interdisciplinary integration of Chinese courses,break through the shackles of the traditional discipline of Chinese concepts,enrich the learning channels of Chinese courses through the integration of interdisciplinary design,and provide standardized specific curriculum policy requirements for the integration of Chinese courses.