课程标准是特定教育目的在相关学科内的具象化体现，联接着语文教育理念与语文教学实践的两端。阅读标准作为母语课程标准的核心内容之一，在体现一部课程标准的设计理念方面扮演着更加重要角色。本研究基于对美国2010年版的《英语国家通用核心标准》与中国2001年版的《全日制义务教育语文课程标准（实验稿）》两部课程标准进行比较研究，将研究的范围缩小到两国初中学段的阅读标准。探寻两者在阅读内容、阅读策略与阅读能力方面存在的异同，以期凸显新“课标”的改革理念，探讨其对于以往课程目标的继承和修改是否具备合理性等问题，并为未来阅读理念的设置提出合理化建议。论文主体分为五个部分：第一章探讨两部课程标准的设计结构，从两部课程标准的设计考量与呈现方式两个方面对两部课程标准进行比较，为更加深入的研究奠定基础。第二章探讨两部课程标准在阅读内容上的异同，从两部课程标准为学生提供的阅读视角、阅读难度与课文文体选择的偏向这三个角度切入。第三章探讨两部课程标准在阅读策略上的异同，从两部课程标准采用的语境学习、多媒体条件下的研究性学习、有侧重的学习策略三个角度进行分析。第四章探讨两部课程标准在阅读能力上的异同，从两部课程标准在培养学生阅读理解与阅读思维能力入手，进行细致的分析第五章为结语

Curriculum standards are some kinds of visualize representation in relevant courses for the purpose of revealing specific education aims. As one of the most significant parts of native curriculum standards, reading standards play a more crucial role in demonstrating those key design considerations which is concealed in the standards.The study based on two samples which are Common Core Standards for English Language Arts& Literacy in History/Social studies, Science, and Technical Subjects and Chinese Curriculum Standards in Full-Time Compulsory Education(experimental draft) to exhibit a thorough research. The range of this thesis has been diminished in those reading standards during the junior high school education. We’ll make a deep discussion on Reading Contents, Reading Strategies, and Reading Skills, focus on the similarities and differences existing in the two curriculum standards. Hopefully, to highlight the scientific education ideas which have been widely disseminated in the recent Chinese Educational Reform. Also, for the motive of getting more and more rational proposals for the future reading education in Chinese junior high schools.The main parts of this thesis are consisted by five chapters:Chapter One, revealing the similarities and differences at the framework of the two standards, focus on the design dimensions and the structure of content, in order to lay a solid foundation for following studies.Chapter Two, engaging in the further discussion between the similarities and differences on the Reading Contents, take the reading perspectives, reading complexities, and genres of reading materials as the valuable arguments.Chapter Three, ought to compare the two standards in the area of Reading Strategies utilized for reading education. In this chapter, the research is mainly in three aspects, context reading strategy, reading for research under the multi-media environment strategy, and within specific purpose of study strategy.Chapter Four, emphasize the importance of Reading Skills which involved in the two standards. Focus on the comprehensive abilities and thinking abilities a junior high student should have in the two countries.Chapter Five, make a conclusion of this thesis.