《普通高中英语课程标准》(2017年版)重点内容双语解读.pdf

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1、普通高中英语课程标准（2017 年版）重点内容双语解读（二）19.课程内容：是发展学生英语学科核心素养的基础，包括六个要素：主题语境、语篇类型、语言知识、文化知识、语言技能和学习策略。19.Course contents:Theyre the basis for developing students core competencies ofthe English subject,including six elements:thematic context,language type,language knowledge,cultural knowledge,language skills

2、and learning strategies.20.主题语境：包括人与自我、人与社会、人与自然，涉及人文社会科学和自然科学领域，为育人提供话题和语境。20.Thematic context:Including human and self,human and society,man and nature,involving humanities,social sciences and natural sciences and providing topicsand language environment for educating people.21.人与自我：是三大主题语境之一，涉及“生

3、活与学习”“做人与做事”等两个主题群下的 9 项子主题。21.Human and self:One of the three main theme contexts,including the ninesub-themes of“life and study”,“life and work”and so on.22.人与社会：是三大主题语境之一，涉及“社会服务与人际沟通”“文学、艺术与体育”“历史、社会与文化”“科学与技术”等四个主群下的16 项子主题。22.Human and society:One of the three major theme contexts,involving fo

4、ur themegroups such as“social service and interpersonal communication”,“literature,artand sports”,“historical,social and culture”and“science and technology”and 16sub-themes.23.人与自然：是三大主题语境之一，涉及“自然生态”“环境保护”“灾害防范”“宇宙探索”等四个主题群下的 7 项子主题。23.Man and nature:One of the three main theme contexts,covering fou

5、r themegroups which are“natural ecology”,“environmental protection”,“disasterprevention”and“space exploration”respectively with the seven sub-themes.24.语篇类型：包括口头和书面语篇以及不同的文体形式，如记叙文、说明文、议论文、应用文、访谈、对话等连续性文本，以及图表、图示、网页、广告、漫画等非连续性文本，为语言学习提供文体素材。24.Discourse types:Including oral and written texts as well

6、 as the differentcontinuous literary forms,such as narrative,exposition,argument,practicalwriting,interview,dialogue,as well as discontinuous learning materials such asthe chart,graphic,web pages,advertising and comic books.第1页25.语言知识：语音知识、词汇知识、语法知识、语篇知识和语用知识，是构成语言能力的重要基础。25.Language knowledge:It in

7、cludes phonetic knowledge,vocabulary knowledge,grammar knowledge,discourse knowledge,and pragmatic knowledge,whichform the important bases of language competencies.26.文化知识：指中外优秀人文和科学知识，既包括物质文明知识，也包含精神文明知识，是学生形成跨文化交际意识、弘扬人文和科学精神、坚定文化自信的知识源泉。26.Cultural knowledge:It refers to the Chinese and good fore

8、ign cultural andscientific knowledge including that of both material and spiritual civilization.It isthe source of knowledge for the students to form the consciousness ofcross-cultural communication,to promote the humanistic and scientific spirit andto authenticate cultural self-confidence.27.语言技能：分

9、为理解性技能和表达性技能，具体包括听、说、读、看（viewing)、写等。27.Language skills:It refers to the abilities to use the language,divided intounderstanding skills and expressive skills,including listening,speaking,reading,viewing and writing,etc.28.学习策略：包括元认知策略、认知策略、交际策略、情感策略等。28.Learning strategies:They include metacognitive

10、 strategies,cognitive strategies,communication strategies and affective strategies,etc.When it comes to thedefinition of learning strategies,people got different perspectives from differentangles.Some claim they refer to specific learning skills,such as retelling,imagination and outlining.Others say

11、 they refer to general self-managementactivities such as planning,understanding,monitoring,etc.29.元认知策略：指控制信息的流程，监控和指导认知过程进行的策略。元认知策略是利用认知过程中获得的知识，通过确立学习目标与计划，监控学习过程和评估学习结果等手段来调节语言行为。29.Metacognitive strategy:It refers to the process of controlling information,monitoring and guiding the strategy of

12、cognitive process.It uses knowledgeacquired in cognitive process to regulate language behavior by establishinglearning goals and plans,monitoring learning process and evaluating learningresults.30.认知策略：是学习者加工信息的一些方法和技术，有助于有效地从记忆中提第2页取信息，其基本功能有两个方面：一是对信息进行有效的加工与整理；二是对信息进行分门别类的系统储存。30.Cognitive strate

13、gy:It is the method and technique learners use to processinformation.It can effectively help pick up information from memory.It has twobasic functions.One is to help process and trim the information effectively and theother is to store the information according to their classification.31.交际策略：是指说话者在

14、遇到交际困难时运用的一套系统性的技巧。31.Communication strategy:It refers to a set of systematic techniques used by thespeaker in communication difficulties.32.情感策略：是想减少不利情感的干扰，保持良好的学习准备状态。32.Affective strategy:It is to reduce the disturbance of negative emotions and tomaintain a good learning readiness.33.学业质量水平一：水平一

15、主要用于检测必修课程的学习结果，是高中学生在英语学科应达到的合格要求，也是高中英语学业水平考试命题的主要依据。要求学生能够在相对熟悉的情境中，围绕必修课程内容所涉及的人与自我、人与社会和人与自然等主题语境，使用所学的语言知识和文化知识，有效运用学习策略，理解必修课程所规定的不同类型语篇所传递的意义、意图和情感态度，理解语篇中不同的文化元素及其内涵，分析不同语篇类型的结构特征和语言特点，并能以口头或书面形式陈述事件、传递信息、表达观点和态度等。33.Academic quality level 1:It is mainly used to test the learning results of

16、compulsory courses.It is the academic standard a high school student should meetin English subject.It is also the main basis of high school English proficiencyexamination proposition.Students are demanded to use the learned languageknowledge and cultural knowledge and the relevant learning strategie

17、s tocomprehend the meanings,intentions and emotional attitude transmitted byvarious types of reading discourses.They are demanded to understand theconnotation of the cultural element contained in the compulsory curriculumcontent and analyse the language features and structural characteristics of the

18、compulsory courses of the thematic contexts such as human and self,man andsociety as well man and nature.Theyre also requested to state the event,transmitthe information and express their opinions and attitudes.34.学业质量水平二：水平二主要用于检测选择性必修课程的学习结果，是英语高考命题的主要依据。要求学生能够在不太熟悉的语境中，围绕选择性必修课程内容所涉及的人与自我、人与社会和人与

19、自然等主题语境，使用所学的语言知识和文化知识，综合运用学习策略，理解选择性必修课程所规定的不第3页同类型语篇所传递的意义、意图和情感态度，理解语篇中不同的文化元素及其内涵，分析不同语篇类型的结构特征和语言特点，并能以口头或书面形式陈述事件、传递信息、再现真实或想象的经历、阐释观点和态度等。34.Academic quality level 2:It is mainly used to detect the learning outcome ofselective required courses,which is the main basis for the English collegeen

20、trance examination proposition.Students are demanded to be able tocomprehend the meanings,intentions and affective attitudes in different types ofdiscourses regulated in the selective compulsory courses in an unfamiliar languageenvironment.In addition,they are demanded to understand the cultural ele

21、mentand connotation contained in the selective compulsory course content involvinghuman and self,man and society as well as man and nature by using the languageand cultural knowledge integrated with relevant learning strategies.Besides,theyre also demanded to state the event,transmit the information

22、,form a clearpicture of an authentic or imaginary occurring and interpret their point of viewsand attitudes.35.学业质量水平三：水平三主要用于检测选修课程中提高类课程的学习结果，可以作为其他相关考试或测评的依据。要求学生能够在更加广泛的或不熟悉的语境中，围绕选修课程中提高类课程内容所涉及的人与自我、人与社会和人与自然等主题语境，运用所学的语言知识和文化知识，综合运用学习策略，理解选修课程中提高类课程所规定的不同类型语篇所传递的意义、意图和情感态度，理解语篇中不同的文化元素及其内涵，分析

23、不同语篇类型的结构特征和语言特点，并能以口头或书面形式陈述事件、传递信息、创造性地再现经历、阐释观点和态度等。35.Academic quality level 3:It is mainly used to detect the learning outcomes ofelective courses,which can be used as the basis for other relevant examinations orassessments.Students are demanded to be able to use their learned languageknowledge

24、 and cultural knowledge,together with relevant learning strategies,tocomprehend the meanings,intentions and affective attitudes contained in theelective courses in a more widely unfamiliar language environment such as humanand self,man and society as well as man and nature.Besides,theyre alsodemande

25、d to understand the cultural element and connotation contained in thediscourses.In addition,theyre requested to analyse the language features andcharacteristics of the different types of discourse structures.Besides,theyre alsodemanded to state the event,transmit the information,creatively form a cl

26、earpicture of an authentic or imaginary occurring and interpret their point of viewsand attitudes.36.单元整体教学目标：单元是承载主题意义的基本单位，单元教学目标是总体目标的有机组成部分。教师应充分了解课程内容、内容要求及其之间的关联，第4页根据课程结构和总体目标，以及各单元的主题和教学内容，制订各单元的具体教学目标。单元教学目标要以发展英语学科核心素养为宗旨，围绕主题引领的学习活动进行整体设计。教师要认真分析单元教学内容，梳理并概括与主题相关的语言知识、文化知识、语言技能和学习策略，并根据学生

27、的实际水平和学习需求，确定教学重点，统筹安排教学，在教学活动中拓展主题意义。36.Unit teaching objective:Unit is the basic unit carrying the theme meaning.It isalso the organic component of the overall goals.Teachers should fully understandthe course content,content requirement and the correlation between.Besides,theyre demanded to work o

28、ut the specific teaching goals of each unit according tothe course structure and the overall goals as well as the unit subject.The teachinggoals of each unit should be focused on the development of the students corecompetencies of English discipline,and to design the learning activities integrallygu

29、ided by the theme.Teachers should analyse the unit teaching content carefully,comb and summarize the language knowledge,cultural knowledge,languageskills and learning strategies in unit.Besides,they are supposed to determine theteaching focus,arrange the teaching activities systematically and expand

30、 thethematic meaning according to the students actual level and learning needs.37.英语学习活动观：英语学习活动是英语学习的基本形式，是学习者学习和尝试运用语言理解与表达意义，发展多元思维，培养文化意识，形成学习能力的主要途径。英语学习活动的设计应以促进学生英语学科核心素养的发展为目标，围绕主题语境，基于口头和书面等多模态形式的语篇，通过学习理解、应用实践、迁移创新等层层递进的语言、思维、文化相融合的活动，引导学生加深对主题意义的理解：帮助学生在活动中习得语言知识，运用语言技能，阐释文化内涵，比较文化异同，评析语篇

31、意义，形成正确的价值观念和积极的情感态度，进而尝试在新的语境中运用所学语言和文化知识，分析问题、解决问题。创造性地表达个人观点、情感和态度。37.The view of English learning activities:English learning activity is the basic formof English learning.It is the principal pathway for the learners to learn and try tounderstand and express meanings by applying the language,dev

32、elop diversifiedthinking and cultivate their cultural awareness.The design of English learningactivity should be intended to promote the development of students subject corecompetencies.Besides,its supposed to be centred on the thematic languageenvironment and based on discourses in verbal and writt

33、en modals to guide thestudents to get a deeper comprehension of the thematic meanings.Teachers arealso supposed to help the students to acquire the language knowledge,apply thelinguistic skills,interpret the cultural connotation,compare the differences ofdifferent cultures,evaluate the textual meanings and form the right values andpositive emotional attitudes through various interesting activities.第5页