A Comparative Study Of Reading Curriculum Standards In Primary Schools Of China And England

The UK has always been a country that attaches great importance to reading.Since 1992,the "Reading Start Line" program has been promoted so that every child in the UK can benefit from early reading.and the "graded reading" strategy is now in full swing in various countries.Now,the "graded reading" strategy which is being carried out in full force across the world was put forward earlier and studied more deeply in Britain.And its current primary school reading curriculum standards also have distinctive features such as "emphasis on traditional cultural reading","clear reading methods" and "advocating extensive reading".The use of text analysis and comparative research methods to compare and analyze the Chinese and British primary school reading curriculum standards is beneficial to promote the further development of primary school Chinese reading curriculum theory in our country.This paper introduces the background and general situation of the current Chinese and British primary school language curriculum standards,and compares the various aspects of the reading curriculum standards of the two countries,and summarizes the similarities and differences,so as to draw a conclusion that the English primary school native language reading Curriculum standards are worthy of our reference.In terms of curriculum concept,both countries focus on promoting the all-round development of students.The UK pays more attention to individual education,emphasizes teaching students in accordance with their aptitude,and advocates practical participation towards the future;In terms of reading course goals,both countries attach great importance to cultivating students’ reading comprehension skills.Our country pays more attention to the accumulation and perception of language while the UK clearly points out that the main way to achieve the goal of reading interest is through extensive reading;The third chapter of this paper also analyzes and compares the standards of reading curriculum content in the two countries from the three dimensions of "words and sentences reading","text reading" and "reading methods".It is found that both countries attach importance to the reading of literary texts,while the reading of practical texts in the UK started earlier.In addition,the concept of "listening" has been enriched in the reading curriculum standard,and the reading method of "thinking aloud" has been proposed.In China,the content standard of the three paragraphs is more hierarchical;In terms of teaching suggestions,both countries have highlighted the application of the"questioning method".The UK is more inclined to encourage students to ask questions,and puts more emphasis on the application of the "Speaking to Promote Reading" method while our country’s teaching suggestions reflect the multiplicity of dialogue subjects;The evaluation of reading courses in both countries pays more attention to the specific learning process of students rather than the division of reading levels.At the end of a learning stage in the UK,it is more inclined to evaluate "whether students have the knowledge base for entering the next stage of learning"while our country pays more attention to the evaluation of various "reading methods",and the evaluation of different styles of reading is also different.Finally,through the summary and combing of the previous article,the enlightenment of the British primary school Chinese reading curriculum standard to our country is obtained:Advocating students’ practical participation can point to the curriculum concept of the future;achieving the goal of cultivating reading interest through extensive reading;increasing the reading of practical texts appropriately in the middle and low grades of our country;learning from the British"thinking aloud" reading method to promote the improvement of students’ comprehension;Through the teaching method of "speaking to promote reading",we can enhance the development of students’ language skills;In reading evaluation,we should pay more attention to the differences and the cohesion between different learning stages.