中小学英语课程标准英文版

New English Curriculum for Chinese Primary Schools andJunior/Senior Middle SchoolsExperimental Version drafted by the Education Ministry of the PRCPart 1: IntroductionWith the advent of the information age and the global economy, English has become increasingly important. English is the dominant 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 China’s ref orm and opening, the scale of its English education has continually grown, attended by significant 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 explanation of knowledge about grammar and vocabularyNeglecting to develop students’ ability to use langu age for realIn their place, the reforms aim to establish a curriculum that:Develops students’ comprehensive language competenceMotivates students, is relevant to their life experiences and cognitive levelPromotes task-based teaching methodsInvolves students in experiential, practical, participatory and cooperative learningDevelops students’ positive attitudes, thinking skills, practical abilities, cultural awareness and autonomy through the language learning process1.The Nature of the New CurriculumThe 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 communicationMaster certain basic language knowledgeMaster listening, speaking, reading and writing skillsHowever, at another level the curriculum should also serve students’ all-round development, providing them with opportunities to:Strengthen their interest in studying EnglishGrow in self-discipline, perseverance and self-confidenceImprove their cooperative, investigative and thinking abilitiesDevelop their memory, imagination and creativityAdopt good study habits and effective learning strategiesDevelop as autonomous and lifelong learnersBuild moral integrity and a healthy outlook on lifeEstablish both national spirit and an awareness of and respect for cultural differencesBroaden their horizons and enrich their life experienceTake part in cultural lifeDevelop as individuals2. Basic Principles of the New Curriculum2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid to:Valuing each student’ s feelingsStimulating students’ interest in studying EnglishHelping students gain a sense of achievement 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 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 general objectives are:1. Language Skills2. Language Knowledge3. Attitudes to Learning4. Learning StrategiesThe principle aim of the New Curriculum for the teaching of English is to help the students 'move from competence to performance' (Chen, 2002)1[1]. 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 imaginative. 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, 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 about 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 challenges 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-centred2[2]as opposed to teacher-centred•Participatory - as opposed to passive•Experiential3[3] as opposed to rote•Flexible as opposed to pre-determinedThey will encourage:1[1] Chen Xiaotang, one of the people on the New Curriculum (NC) Working Party, said this at a VSO conference in November 2002.2[2] See section on student-centred learning.3[3] See Glossary•Deductive and inductive reasoning;•Critical thinking•Interpersonal skills•Learning 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 practically, rather than remain theoretical knowledge that they can't use.•Participation•Negotiation•Self-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 knowledge. This suggests a much greater emphasis on speaking as well as the other skills of listening, reading and writing. The phrase you're 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 future teachers?Let's 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 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 methods. As well as that you will have to change the teacher's 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 students for the challenges?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 believe 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.What's new?The new rationale: The aims of 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, students 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 that 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 cannot 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, 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;•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 advocates process-oriented language learning and teaching approaches, 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. It 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 of 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.)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 structure 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 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 you're going to be reading a lot about in this Handbook, and come across in your everyday teaching work. What is 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 knowledge as well. It's not enough for the student simply to understand. That's 'competence'. He or she has to be able to use it as well. That's '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 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 they 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 them together. See how they fit together. Ask questions of your teachers. Don't leave this aspect any longer. Begin working on the New Curriculum and the textbooks TODAY!New English Curriculum for Chinese Primary Schools and Junior/Senior Middle Schoolsdrafted by the Education Ministry of the PRCNote on this translationThis E nglish version of China’s 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 an 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 readable, 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 available from the Programme Office. Any feedback on this version would be welcome.Tim MartinShaanxi Institute of Education, October 2005Part 1: IntroductionWith the advent of the information age and the global economy, English has become increasingly important. English is the dominant 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 China’s reform and opening, the scale of its English education has continually grown, attended by significant 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:l Over-emphasizing the transmission and explanation of knowledge about grammar and vocabularyl Neglecting to develop st udents’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:l Develops students’ comprehensive language competencel Motivates students, is relevant to their life experiences and cognitive level l Promotes task-based teaching methodsl Involves students in experiential, practical, participatory and cooperative learningl Develops students’ positive attitudes, thinking skills, practical abilities, cultural awareness and autonomy through the language learning process1. The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students to:l Develop a certain level of comprehensive language competence and the ability to use language for real communicationl Master certain basic language knowledgel Master listening, speaking, reading and writing skillsHowever, at another level the curriculum should also ser ve students’ all-round development, providing them with opportunities to:l Strengthen their interest in studying Englishl Grow in self-discipline, perseverance and self-confidencel Improve their cooperative, investigative and thinking abilitiesl Develop their memory, imagination and creativityl Adopt good study habits and effective learning strategiesl Develop as autonomous and lifelong learnersl Build moral integrity and a healthy outlook on lifel Establish both national spirit and an awareness of and respect for cultural differencesl Broaden their horizons and enrich their life experiencel Take part in cultural lifel Develop as individuals2. Basic Principles of the New Curriculum2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid to:l Valuing each student’s feelingsl Stimulating students’ inte rest in studying Englishl Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’ comprehensive language competence to include areas such as:l Improving students’ ability to contribute to cultural and social lifel Developing students’ practical abilitiesl Fostering students’ creativity2.2The curriculum objectives 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 general objectives are:1. Language Skills2. Language Knowledge3. Attitudes to Learning4. Learning Strategies5. Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.2.3Students are put at the centre of the curriculum and individual differences are respectedStudents’ must be at the heart of the new curriculum. For example, their developmental needs must be the central consideration when developing: l Curriculum objectivesl The teaching and learning processl The assessment processl Teaching and learning resourcesWhen implementing the curriculum each student must be allowed to develop individually under the guidance of the teacher:2.4The curriculum promotes activity-based methods, experiential and participatory learningThe curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task completion will involve the following types of learning:l Sensoryl Experientiall ‘Hands on’/practicall Participatoryl CooperativeIn order to improve their ability to use language for real communication, students should also be able to:l Adjust their learning strategies and control their emotionsl Form positive attitudes towards learning2.5The curriculum recognizes the important role of formative assessment in promoting student’ developmentThe assessment system should combine formative with summative assessment. The purposes of assessment should be to:l Promote students’ comprehensive language competencel Encourage and motivate studentsl Help students become more autonomous learnersl Benefit students’ healthy personal developmentl Give teachers useful feedback from which to develop teaching and learning l Inform the ongoing development and perfection of the English curriculum Formative assessment should be an important part of the English teaching and learning process with a particular emphasis on:l Encouraging students’ active participation in learningl Improving students’ self-confidenceSummative assessment should focus on:l Testing students’ integrated language skillsl Testing students’ ability to use languag e2.6The curriculum expands the range of learning resources and opportunities availableThe curriculum should strive to use and develop resources whose content is:l Realisticl Close to the students’ livesl Contemporaryl Healthyl Rich and variedActive use should be made of:l Audio visual materiall Print medial The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3. The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:l The nature of language developmentl The different needs of different age groupsl The needs of different ethnic groups and areasl The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.The correspondence between the level system and the grade system is shown in the following diagram:Diagram 1: The Levels and the GradesPart 2: Introduction to The General ObjectivesThe fundamental aim of the new curriculum is to develop students’ comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram: Diagram 3: Comparison of the Old and New Curriculumsl Language skills and knowledge form the basis of comprehensive language competencel The student s’ attitudes to learning strongly influence their learning and developmentl Successful learning strategies improve the effectiveness of students’ learning l Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all five general objectives) for Levels 1 to 9 are presented below: Table 1: The Overall Descriptors for Comprehensive Language CompetencePart 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSO Programme Office) for Level 6 – 9 descriptors.Table 2: Level Descriptors for Language Skills ObjectiveN.B. The original includes Language Skills descriptors for Levels 1,3,4,6,7,8 and 9Table 3: Level Descriptors for Language Knowledge ObjectiveTable 4: Level Descriptors for Affective Attitudes ObjectiveTable 5: Level Descriptors for Learning Strategies ObjectiveTable 6: Level Descriptors for Cultural AwarenessPart 4: Guidelines for Implementation1. Suggestions for Teaching and Learning1.1 Lay the groundwork for students’ all-round and lifelong developmentTeaching and learning should meet the diverse needs of all students, ensuring the healthy development of their mind and body. In particular the teacher should pay attention to the following:l Encourage students to use English bravely, taking a lenient attitude towards mistakes they make during the learning process.l Provide students with ample opportunities to collaborate with others and to become autonomous learners.l Give students plenty of space for self-development.l Encourage students to develop their language skills in an integrated way through experiential, practical, cooperative and inquiry-based learning.l Create conditions that allow students to explore questions they are personally interested in and solve problems by themselves.1.2 Create a relaxed, democratic and harmonious learning environmentPositive attitudes are an essential condition for effective learning. Negative attitudes can not only reduce the effectiveness of study but also adversely affect students’ l ong-term development. In particular, teachers should heed the following: l Respect each individual student, actively encouraging everyone to try and safeguarding their self-esteem and enthusiasm.l Integrate students’ English education with their emotional education. Develop cooperative spirit by organizing learning activities that let students work together, help each other and experience group recognition and achievement.l Pay particular attention to introverted students or weak learners, trying to give them as many language practice opportunities as possible.l Establish a friendly and democratic channel of communication between students and teacher, frequently reflecting on the learning process and results together, and offering mutual help and support.1.3 Use task-based learning methods to promote students comprehensive language competenceTeachers should try to adopt task-based learning methods as much as possible. Teachers should creatively design learning activities that are relev ant to the students’ real lives, according to the overall curriculum objectives and content. Teachers should engage students’ interest in the activity and organize them effectively so that they participate actively and complete the tasks, learning and using English through thinking, carrying out surveys, discussing, communicating and cooperating. Attention should be paid to the following points when designing tasks:l Activities must have clear and achievable aims and objectives.l Activities must b e relevant to students’ life experiences and interests; the content and style should be as true to life as possible.l Activities must benefit the development of students’ language knowledge, language skills and ability to use language for real communication.l Activities should be of a cross-curricular nature, promoting the integrated development of students’ thinking and imagination, aesthetic and artistic sense, cooperative and creative spirit.l Activities should make students gather, process and use information, using English to communicate with others in order to develop their ability to use English to solve real problems.l Activities should not purely be limited to the classroom but also extend to out of school learning.N.B. In Ju ly 2005 VSO’s curriculum advisor, Professor Zhang Lianzhong, mentioned that this section of the curriculum will be revised such that “we will take the TBL (Task-Based Learning) approach as one of the useful tools within the big box of Communicative Languag e Learning.”1.4. Provide increased guidance about learning strategiesHelping students to adopt good study habits and effective learning strategies is one of the important tasks of the new curriculum. Teachers should consciously give students guidance about learning strategies so that, through learning and using English, they are learning how to learn. To this end the teacher should observe the following: l Give students chances to establish their own study targets and the means of fulfilling these.l Help students to use inference, research and inquiry style methods to carry out their learning.l Develop students’ practical abilities and creative thinking by designing inquiry based activities.l Encourage students to use observation, discovery and induction to acquire language knowledge and grasp language functions.l Help students to carry out self-assessment during the learning process and adjust their own learning objectives and strategies appropriately according to the results.1.4 Develop students’ awareness of and ability in cross-cultural communicationLanguage and culture are closely related, language being the main transmitter and carrier of culture. Teachers should work hard to help students achieve the following during the English learning process:l Understand foreign cultures, especially those of English speaking countries l Use English appropriatelyl Constantly broaden their cultural horizonsl Deepen their understanding of their own culturel Develop an awareness of and ability in cross-cultural communication。