The Reform of Chinese Reading Teaching in Senior High Schools in China is Discussed from the Comparison of Chinese and American Mother Tongue Curriculum Standards

Abstract

There are great differences between Chinese and American mother tongue curriculum standards. A comparative analysis of Chinese and American standards is helpful to discover new perspectives and explore new teaching paths. This paper deeply analyzes the similarities and differences between Chinese and American mother tongue curriculum standards in basic concepts, curriculum structure, reading teaching objectives and strategies, and aims to provide a new perspective for Chinese reading teaching reform in senior high schools. By contrast, this paper reveals the unique value of the American mother tongue curriculum standard which emphasizes students’ all-round development, practical application ability and personalized teaching, and takes this as a mirror to examine the current situation and challenge of Chinese high school reading teaching. Based on this, this paper innovatively puts forward some reform strategies, such as strengthening multi-text reading, deepening reading literacy training, and building a diversifi ed evaluation system, in order to inject new vitality into Chinese reading teaching in senior high school and promote the comprehensive quality of students.