中美中学语文教科书作业设计比较研究——以苏教版《高中语文》与《美国语文》为例-a comparative study on the homework design of chinese textbooks in middle schools between china and the united states —— taking su jiaos senior chinese and american chinese as exampl.docxVIP

独 创 声 明 本人声明所呈交的学位论文是本人在导师指导下进行的研究工作及取得的研究成 果。据我所知，除了文中特别加以标注和致谢的地方外，论文中不包含其他人已经发表 或撰写过的研究成果，也不包含为获得 （注：如没有其他需要特别声 明的，本栏可空）或其他教育机构的学位或证书使用过的材料。与我一同工作的同志对 本研究所做的任何贡献均已在论文中作了明确的说明并表示谢意。 学位论文作者签名： 学 位 论 文 版 权 使 用 授 权 书 本学位论文作者完全了解 学校 有关保留、使用学位论文的规定，有权保留并向 国家有关部门或机构送交论文的复印件和磁盘，允许论文被查阅和借阅。本人授权 学 校 可以将学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印 或扫描等复制手段保存、汇编学位论文。（保密的学位论文在解密后适用本授权书） 学位论文作者签名： 导师签字： 签字日期：20 年 月 日 签字日期：20 年 月 日 山东师 山东师范大学硕士学位论文 目 录 中文摘要············································································································Ⅰ 英文摘要············································································································Ⅱ 一、引言··············································································································1 （一）论文选题背景和意义···············································································1 （二）国内外研究现状分析···············································································2 （三）研究方法·······························································································5 二、中美高中语文课程标准有关作业设计要求的比较················································6 （一）我国高中语文课程标准有关作业设计的要求···············································6 1.我国高中语文课程标准简介·····································································6 2.有关作业设计的要求···············································································8 （二）美国高中语文课程标准有关作业设计的要求···············································9 1.美国高中语文课程标准简介·····································································9 2.有关作业设计的要求·············································································10 （三）中美高中语文课程标准中有关作业设计的比较与评价··································12 1.阅读鉴赏·····························································································13 2.写作表达·····························································································13 3.口语交际······················································································