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1、河北大学 硕士学位论文 小学语文综合性学习研究基于中美比较的视角 姓名：张晓光 申请学位级别：硕士 专业：比较教育学 指导教师：李文英 20100501 摘 要 I 摘 要 2001 年 6 月，国家教育部颁布的全日制义务教育语文课程标准首次把“语文 综合性学习”纳入语文课程结构体系之中, 同“识字与写字” 、 “阅读” 、 “写作” 、 “口语 交际”相并列，构成语文课程内容的有机组成部分。综合性学习在语言实践领域，作为 一项重要的改革，纳入小学语文课本，为小学语文教学注入了新的活力。然而环顾我国 小学语文综合性学习的开展情况并不乐观。由于概念界定不清、特征把握不准确、操作 困难等诸多原因，
2、小学语文综合性学习存在许多问题。这些问题的存在，直接关系语文 综合性学习是否落到实处，乃至语文课程改革能否达到预期目的。 美国是综合性学习开展比较早的国家，特别是小学语文综合性学习，无论是教学目 标、教学过程、教学策略还是教学评价，发展都较成熟。因此学习和借鉴美国母语综合 性学习的成功经验，对解决我们的困境大有裨益。 本文通过中美小学语文综合性学习比较研究，意在达到以下三个目的：1、对小学 语文综合性学习进行较为全面的概念界定与基本特征把握， 阐述其产生的理论基础和基 本特征。2、以美国个别州英语语言综合性学习(integrated curriculum)研究为例，对 美国小学英语语言综合性学
3、习(integrated curriculum)产生的历史背景、发展历程、 现状、优势、存在问题等进行深入研究，以期对美国小学英语语言综合性学习 (integrated curriculum)有更全面、更系统地了解。3、通过史料研究、现状调查、访 谈等对我国小学语文综合性学习开展情况进行研究，寻找其存在问题，借鉴美国母语教 育先进经验，从中得到启示，从而更好地促进我国小学语文教育的发展。 本文主要通过观察法、访谈法、比较研究法、个案研究法，对语文综合性学习的相 关概念、基本特征、理论基础作深入的研究。同时对中美小学语文综合性学习的历史发 展、教学目标、教学内容、教学过程、教学评价等进行全面研究
4、。并比较中美小学语文 综合性学习在学习目标、学习主体、学习方式、学习评价方面的主要异同。从美国语文 综合性学习我们可以得出：开展探究是进行语文综合性学习的关键，构建健康评价机制 是开展语文综合性学习的保证，活动的多样性是学生主动学习的动力，符合本地区、本 学校的实际情况是活动开展的可能，体现语文学科性是语文综合性学习的根本。同时我 国小学语文综合性学习的活动内容要体现学科性、并保证活动类型的综合性、活动形式 摘 要 II 的实践性、活动过程的主体性、活动评价的多元性，这是我国开展好小学语文综合性学 习的有力保障。 关键词关键词 中国 美国 小学语文综合性学习 比较 Abstract III A
5、bstract In June 2001, the State Ministry of Education issued a full-time language courses compulsory education standards, the first time Language Integrated curriculum into the language curriculum structure and system among the literacy and writing, reading, Writing , oral communication in parallel,
6、 language courses constitute an integral part of the content. Language practice areas, as an important reform, primary language integrated curriculum into the primary school textbooks for primary school language education in China has injected new vitality. Looking at present, Chinas primary languag
7、e, however, a comprehensive study carried out is not rosy. As the concept of ill-defined, characteristic grasp inaccurate, difficult operation and many other reasons, the primary language integrated curriculum problems. The existence of these problems directly related to language learning is integra
8、ted implement, and even the language of curriculum reform can achieve the desired results. The United States is a comprehensive study carried out earlier countries, especially in primary school language integrated curriculum, whether it is teaching goals, teaching process, teaching strategies and so
9、 develop more mature, so to learn from the successful experience of the United States to learn their mother tongue,To address the plight of our great benefit.In this paper, a comprehensive study of Sino-US primary language of research and comparison, aimed at achieving the following three purposes:
10、1, a comprehensive study on the primary language for a more comprehensive definition and basic characteristics of the concept to grasp to explain the theoretical basis for its formation and the basic characteristics of . 2, this individual states through the U.S. English language integrated curricul
11、um (integrated curriculum) study, for example, the United States elementary school English language integrated curriculum (integrated curriculum) the historical background, development history, current situation, strengths, problems and trends conduct in-depth study, With a view to the U.S. primary
12、school English language integrated curriculum (integrated curriculum) have a more comprehensive and more systematic understanding. 3, through a comprehensive study Abstract IV of Chinas primary language to carry out practical research on the situation, highlighting the existence of problems, learn f
13、rom the advanced experience of the U.S. mother-tongue education, from inspiration, so as to better promote the development of Chinas primary language education. In this paper, literature research method, observation， Method, interviews, case studies, comparison study of law, a comprehensive study on
14、 the primary language for a more comprehensive definition of related concepts and basic features of grasp, and explore a comprehensive study of Chinas primary language development; the same time, the United States primary language integrated curriculum (integrated curriculum) the historical backgrou
15、nd, development history, current situation, strengths, problems and trends in-depth study with a view to the United States primary language integrated curriculum (integrated curriculum) have a more comprehensive and more systematic understanding; and finally mother-tongue education learn from the ad
16、vanced experience of the United States, from inspiration to better promote the development of Chinese language education in primary schools. Language learning by studying the concept of a comprehensive theoretical foundation, basic characteristics and Sino-US primary language integrated curriculum history of the development, teaching objectives, teaching content, the implementation process, implementing the type
