2022年中小学英语课程标准英文版 .pdf

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1、New English Curriculum for Chinese Primary Schools and Junior/Senior Middle Schools Experimental Version drafted by the Education Ministry of the PRC Part 1: Introduction With the advent of the information age and the global economy, English has become increasingly important. English is the dominant

2、 carrier of information and the most widely spoken language in the world. Many countries have made English a cornerstone of quality education when developing strategies for basic education. Since Chinas reform and opening, the scale of its English education has continually grown, attended by signifi

3、cant achievements in teaching and learning. However, English education in its current form is failing to meet the needs of contemporary social and economic development. The current round of reforms to the English curriculum aim to end the following practices: Over-emphasizing the transmission and ex

4、planation of knowledge about grammar and vocabulary Neglecting to develop students ability to use language for real In their place, the reforms aim to establish a curriculum that: Develops students comprehensive language competenceMotivates students, is relevant to their life experiences and cogniti

5、ve level Promotes task-based teaching methods Involves students in experiential, practical, participatory and cooperative learning Develops students positive attitudes, thinking skills, practical abilities, cultural awareness and autonomy through the language learning process 1. The Nature of the Ne

6、w Curriculum The new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students to: Develop a certain level of comprehensive language competence and the ability to use language for real communication Master c

7、ertain basic language knowledge 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 1 页，共 20 页Master listening, speaking, reading and writing skills However, at another level the curriculum should also serve students all-round development, providing them with opportunities to: Strengthen their interest i

8、n studying English Grow in self-discipline, perseverance and self-confidence Improve their cooperative, investigative and thinking abilities Develop their memory, imagination and creativity Adopt good study habits and effective learning strategies Develop as autonomous and lifelong learners Build mo

9、ral integrity and a healthy outlook on life Establish both national spirit and an awareness of and respect for cultural differences Broaden their horizons and enrich their life experience Take part in cultural life Develop as individuals 2. Basic Principles of the New Curriculum 2.1The curriculum pr

10、omotes quality education (as opposed to exam-orientated education) and the all-round development of the students To promote quality education particular attention must be paid to: Valuing each student s feelingsStimulating students interest in studying EnglishHelping students gain a sense of achieve

11、ment and self-confidence The curriculum must go beyond developing students comprehensive language competence to include areas such as: Improving students ability to contribute to cultural and social lifeDeveloping students practical abilitiesFostering students creativity2.2The curriculum objectives

12、are holistic and flexible. The fundamental aim of the new English curriculum is to develop students comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five g

13、eneral objectives are: 1. Language Skills 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 2 页，共 20 页2. Language Knowledge 3. Attitudes to Learning 4. Learning Strategies The principle aim of the New Curriculum for the teaching of English is to help the students move from competence to performance (Ch

14、en, 2002)11. What does this mean? Well, competence is about what the students know in their minds, their theoretical knowledge, in other words. Performance refers to what it is that the students can do with that theoretical knowledge. Performance refers to what is practical, useful, creative and ima

15、ginative. Your job as a teacher is to find ways to help the students knowledge become active, practical, flexible and responsive, rather than inactive, theoretical, inflexible and imitative. Students need to learn how they can control their own knowledge, use it differently in different situations,

16、and be able to make their own decisions about how they learn. This is a big challenge for you as a teacher. Under the New Curriculum English will be seen not only as a tool for communication, but also for thinking, learning and social participation. It also takes into account the students feelings a

17、bout learning, rather than judging them purely as learning machines. This is reflected in the nine-level attainment-target system, which your teachers have copies of. You should study these attainment-targets, as they focus on achievements and what students can do, rather than placing impossible cha

18、llenges for teachers and students. New Teaching and Learning Approaches with the New Curriculum: Under the New Curriculum, there are new teaching and learning approaches necessary. These are a big challenge, as they will be: Student-centred22as opposed to teacher-centred Participatory - as opposed t

19、o passive Experiential33 as opposed to rote Flexible as opposed to pre-determined They will encourage: 11 Chen Xiaotang, one of the people on the New Curriculum (NC) Working Party, said this at a VSO conference in November 2002. 22 See section on student-centred learning. 33 See Glossary 精选学习资料 - -

20、- - - - - - - 名师归纳总结 - - - - - - -第 3 页，共 20 页Deductive and inductive reasoning; Critical thinkingInterpersonal skillsLearning how to learn (learning skills) rather than just cramming Co-operative learning Use-value - in other words, the knowledge the students gain will be expected to help them prac

21、tically, rather than remain theoretical knowledge that they cant use.ParticipationNegotiationSelf-discoveryEvaluation: The New Curriculum will also encourage varied forms of evaluation: Self- and peer-evaluation; Summative and formative ; Judgements on language performance rather than passive knowle

22、dge. This suggests a much greater emphasis on speaking as well as the other skills of listening, reading and writing. The phrase youre going to read again and again in this Handbook (see the title page, for example) is: students must move from competence to performance.What challenges are there for

23、future teachers?Lets look specifically now at the kinds of challenges you will face in implemeting the New Curriuclum. The initial challenge for new teachers will be to understand the New Curriculum, especially the new standards. You will have to update your views on language and language education

24、and adopt new approaches to language teaching, including the task-based teaching approach and its practice. You will have to improve your own professional competence in language proficiency, cross-cultural competence , pedagogical competence, and the adoption of new learning strategies in your metho

25、ds. As well as that you will have to change the teachers role from that of knowledge-distributor to facilitator, organiser, participant and advisor, using the textbook rather than teaching the textbook. (See Part Five on tips for using New Curriculum texts.) How can pre-service training prepare stud

26、ents for the challenges?精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 4 页，共 20 页You and your colleagues will need to incorporate the introduction of the New Curriculum into your syllabus and course designs. In addition, you will need to convince the students of the need for change and make them bel

27、ieve they CAN do it. The implementation of the new curriculum needs contributions from, and co-operation among, many groups of people including: teachers, teacher trainers, educational administrators, educational researchers, community, parents and employers. Whats new?The new rationale: The aims of

28、 learning a foreign language are not to be limited to mastery of knowledge and skills in the foreign language. Like other school subjects such as Maths, Music, Art and Physical Education, foreign languages are part of the overall development of all students. Through learning a foreign language, stud

29、ents can enrich their experience of life, broaden their world vision, and enhance their thinking skills. Language learning is most effective when students interest, motivation an attitudes are taken into consideration. New learning strategies should be incorporated into the language curriculum, so t

30、hat students can become autonomous learners, which is fundamental for lifelong learning. Evaluation should be summative and formative and designed and administered to encourage the learners rather than frustrate them. It should be carried out in terms of what students can do rather than what they ca

31、nnot do. New Curriculum Targets:Language skills: listening, speaking, reading and writing (critical thinking skills and interpersonal skills emphasised for senior high school); Language knowledge: pronunciation, vocabulary, grammar, function and topics; Motivation, interest, confidence, co-operation

32、, patriotism and world vision ; Learning strategies: cognitive, planning, communicative and resourcing strategies; Cultural awareness: cultural knowledge, cross-cultural competence. New methods of target specification:Students can: understand and follow instructions; 精选学习资料 - - - - - - - - - 名师归纳总结

33、- - - - - - -第 5 页，共 20 页identify the change in meaning in intonation; provide personal information and describe personal experience; comprehend simple stories and grasp the gist. New learning and teaching approaches:The New Curriculum advocatesprocess-oriented language learning and teaching approac

34、hes, such as experiential learning and co-operative learning: students are encouraged to experience the language, learn the language by self-discovery, participate in discussion and negotiation activities. It emphasises the role of positive affective (emotional) states on the part of the students. I

35、t advocates the task-based approach to language learning and teaching; learning by doing and by using the language. It incorporates learning strategy development into the classroom instruction. New evaluation system:The New Curriculum recognises the role the students themselves play in the process o

36、f evaluation, e.g., self-assessment. It combines summative assessment with formative assessment. It adopts multiple, flexible evaluation methods and techniques. It emphasises the evaluation of language performance rather than language competence. (See Part Four for details about Evaluation.) 精选学习资料

37、- - - - - - - - - 名师归纳总结 - - - - - - -第 6 页，共 20 页Using the Textbook or Teaching the Textbook? The NC expects teachers to become more flexible in their approach to the use of the textbook in the classroom. Traditionally, teachers have gone through the textbook from beginning to end, following the st

38、ructure of the books, and making sure that classes cover all the content. This attitude to teaching is going to have to change. The NC requires teachers to use the textbook, rather than teaching the textbook. In other words, the teacher is expected to find new and interesting ways with the students

39、in developing approaches to textbook use inside and outside the classroom. What this means can be found in more detail in Part Five of this Handbook. Task-based learning: This is a phrase youre going to be reading a lot about in this Handbook, and come across in your everyday teaching work. What is

40、it? Task-based means engaging in activities that aim to do two things: Fit into the students overall learning-development in English; Help the student to use the language more effectively. In other words, because of the task, the student should be able to learn something of value and use the knowled

41、ge as well. Its not enough for the student simply to understand. Thats competence. He or she has to be able to use it as well. Thats performance. For example, if a student is learning about places in a town, not only does the student have to understand the words, but s/he also be able to use them in

42、 realistic ways - in sentences, speaking, through listening or reading, or indeed in normal conversation, in arguments, discussions etc. (See Part Five for specific examples of task-based learning activities with Go For It.) In other words, all the tasks, which you engage in with your students as th

43、ey learn English must fulfil the above criteria. Last Word: Get to know the New Curriculum. You need to study it, discuss it, think about it, ask questions about it, and see how you might work it together with the textbooks. Your first priority, then, is to get to know the textbooks and the NC. Read

44、 them together. See how they fit together. Ask questions of your teachers. Dont leave this aspect any longer. Begin working on the New Curriculum and the textbooks TODAY! 精选学习资料 - - - - - - - - - 名师归纳总结 - - - - - - -第 7 页，共 20 页New English Curriculum for Chinese Primary Schools and Junior/Senior Mid

45、dle Schools drafted by the Education Ministry of the PRC Note on this translationThis English version of Chinas new curriculum for English is intended for VSO volunteers who would like to feel better informed about a document that is central to our work. However, it should in no way be regarded as a

46、n official translation. In fact, it is neither a word for word translation nor a summary. The appendix to the original, which includes lists of specific language items to be mastered, has been omitted, as have some level descriptors and sample learning activities. Despite trying to make it more read

47、able, this version reflects the repetitive nature of the original, with the same key words cropping up over and over again. Volunteers should also refer to the more official (but still not completely official!) translation of the new English curriculum specifically for senior middle schools availabl

48、e from the Programme Office. Any feedback on this version would be welcome.Tim Martin Shaanxi Institute of Education, October 2005Part 1: Introduction With the advent of the information age and the global economy, English has become increasingly important. English is the dominant carrier of informat

49、ion and the most widely spoken language in the world. Many countries have made English a cornerstone of quality education when developing strategies for basic education. Since Chinas reform and opening, the scale of its English education has continually grown, attended by significant achievements in

50、 teaching and learning. However, English education in its current form is failing to meet the needs of contemporary social and economic development. The current round of reforms to the English curriculum aim to end the following practices: l Over-emphasizing the transmission and explanation of knowl