新课标标准解读(英语)
2023年义务教育小学英语新课标《英语新课程标准》解读ppt课件
听力技能
02 能够识别和理解基本的听力材
料，如对话、短文、歌曲等。
口语技能
03 能够运用基本的口语表达自己
的想法和意见，如问候、介绍 、请求等。
阅读技能
04 能够阅读和理解简单的文本材
料，如故事、短文、海报等。
写作技能
05 能够运用基本的写作技巧表达
自己的想法和意见，如日记、 信件、短文等。
评价不仅要关注学生的现有水平， 还要关注学生的潜在能力，以利于 学生的长远发展。
教材编写建议
遵循课程标准的原则
教材编写应遵循课程标准的原则和要 求，确保教材内容与课程目标相一致
。
体现趣味性
教材应结合学生的年龄特点和生活 实际，设计生动有趣的教学活动，
激发学生的学习兴趣。
注重语言的真实性和地道性
教材应尽可能使用真实、地道的英 语材料，以帮助学生掌握纯正的英 语语音、语调和表达方式。
话。
二级目标
在巩固听、说、读、写技能的 基础上，发展学生的英语交际 能力，能够使用简单的英语进 行日常交流和简单的书面表达
。
三级目标
进一步提高学生的听、说、读 、写技能，形成较强的英语交 际能力，能够较为流利地使用 英语进行日常交流和书面表达
。
06
分级标准
Chapter
语言技能
语言技能
01 包括听、说、读、写和看的能
话题知识
掌握基本的生活和学习话题， 如家庭、学校、朋友、爱好等 。
情感态度
01
02
03
浓厚兴趣
对英语语言和文化有浓厚 的学习兴趣和探索欲望。
积极态度
对英语学习有积极的情感 态度，如自信、乐观、进 取等。
小学英语新课程标准解读
小学英语新课程标准解读背景近年来，小学英语教育在中国受到了广泛关注。
为了适应时代的发展和社会的需求，教育部制定了新的小学英语课程标准。
本文将对这些新标准进行解读。
内容概述新的小学英语课程标准包含了以下几个重要方面：1. 语言技能培养：课程要求学生能够有效地听、说、读和写英语。
通过不同的教学活动，学生将获得扎实的英语基础。
2. 文化意识培养：课程将帮助学生了解英语国家的文化背景、俗和传统。
通过研究文化知识，学生将更好地理解和运用英语。
3. 研究策略指导：课程将鼓励学生积极参与研究，培养他们的自主研究能力和研究策略。
学生将学会使用不同的研究方法和工具来提高他们的英语能力。
4. 综合能力培养：课程将注重培养学生的听、说、读、写综合能力。
学生将有机会在不同的语境中运用英语，提高他们的交际能力和应对能力。
指导原则教学中，应遵循以下几个原则：1. 学生主体：教学应以学生为主体，注重学生的兴趣和需求。
教师应采用多样化的教学方法，激发学生的研究热情。
2. 任务驱动：教学活动应以任务为中心，让学生在实际情境中运用英语进行交流和思考。
通过任务驱动的教学，学生将更好地掌握语言技能。
3. 激发思维：教学应注重培养学生的思维能力和创造力。
教师可以通过提问、讨论和解决问题等方式，激发学生的思维和创新能力。
4. 多元评价：评价应多样化，综合考虑学生的语言技能和综合能力。
除了传统的笔试和口语考试，还可以采用项目作业、小组演示等方式进行评价。
结论新的小学英语课程标准将对小学英语教育起到重要的指导和推动作用。
教师和学生应积极适应新的教学要求，共同努力提高英语教育质量。
参考资料教育部《小学英语课程标准（试行）》。
如何讲解英语新课标解读
如何讲解英语新课标解读英语新课标，即《英语课程标准》（New Curriculum Standard for English），是指导英语教学和学习的重要文件。
它规定了英语教学的目标、内容、方法和评价方式。
以下是对英语新课标解读的一些要点：1. 教学目标：新课标强调培养学生的综合语言运用能力，包括语言知识、语言技能、情感态度、学习策略和文化意识。
2. 分级教学：新课标将英语学习分为不同的级别，每个级别都有相应的语言知识要求和技能目标，以适应不同学生的需求。
3. 语言知识：包括语音、词汇、语法、功能和话题等。
新课标强调语言知识的系统性和实用性，要求学生能够灵活运用所学知识。
4. 语言技能：包括听、说、读、写四个方面。
新课标要求学生能够在不同情境下使用英语进行有效沟通。
5. 情感态度：新课标鼓励学生对英语学习持积极态度，培养学习兴趣和自信心。
6. 学习策略：包括认知策略、元认知策略和社交策略。
新课标提倡学生发展自主学习能力，学会自我监控和自我调节。
7. 文化意识：新课标强调跨文化交际能力的重要性，要求学生了解不同文化背景下的交际方式和价值观。
8. 教学方法：新课标提倡以学生为中心的教学方法，如任务型教学、合作学习等，以提高学生的参与度和学习效果。
9. 评价方式：新课标主张多元化评价，包括形成性评价和终结性评价，强调评价的诊断性和激励性。
10. 课程资源：新课标鼓励教师和学校开发和利用各种教学资源，如教材、多媒体、网络等，以丰富教学内容和提高教学效果。
11. 教师角色：新课标要求教师不仅是知识的传授者，更是学生学习的引导者和促进者。
12. 终身学习：新课标鼓励学生培养终身学习的习惯，使英语学习成为个人发展的一部分。
通过上述要点，我们可以看出英语新课标旨在培养学生的综合语言能力，同时注重学生个性发展和终身学习能力的培养。
教师在教学过程中应遵循新课标的要求，不断更新教学理念和方法，以适应教育发展的需要。
初中英语新课标解读
初中英语新课标解读一、课程性质：英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们磨砺意志、陶冶情操、拓展视野、丰富生活经历、开发思维能力、发展个性和提高人文素养的过程。
《课程标准（2011年版）》首次明确提出了外语课程“具有工具性和人文性双重性质”的理念，指出：“工具性和人文性统一的英语课程有利于为学生的终身发展奠定基础。
”二、基础教育阶段英语课程的总体目标：是培养学生的综合语言运用能力。
综合语言运用能力的形成建立在学生语言技能、语言知识、情感态度、学习策略和文化意识等素养整体发展的基础上。
语言知识和语言技能是综合语言运用能力的基础，文化意识是得体运用语言的保证。
情感态度是影响学生学习和发展的重要因素，学习策略是提高学习效率、发展自主学习能力的保证。
三、仅仅让学生学习英语语言的符号系统是不够的，还要让学生通过听、说、读、写、译等方面的语言实践活动去学习、积累、应用英语、丰富情感，发展英语语言能力，培养良好的心理品质和思想道德品质。
教学建议：1．建议学生坚持不懈，从不间断。
每天至少看 15-20 分钟的英语，早晨和晚上是学英语的最好时间。
2．方法要灵活多样。
一种方式学厌了，可以变换其他的方式，以便学而不厌。
3．上下相连，从不孤立。
记忆英语要结合上下文，不要孤立的记单词和短语，要把握句中的用法。
4．熟记常用语，确保准确无误。
把常用的交际用语背熟，熟能生巧。
5．尽量用第一人称来记忆习惯用语和句型，以便记忆牢固。
6．多方位多角度来学英语。
经常读报、听广播、看外语电影、听外语讲座、读课本和别人交谈等方式来练习英语。
7．敢于开口说英语，不要怕说错。
只要敢说，就一定能学好。
8．要创设情景，加强交际训练。
语言的运用离不开场景的强化训练，只有交际，才能学好。
9．勤奋和持续坚持。
.多背，课文范例，背得越多越好，越熟越好；大多数人学不好英语根本的原因是懒惰和三天打鱼两天晒网。
2024小学英语新课标及解读-1英文版
2024小学英语新课标及解读-1英文版2024 Primary School English New Curriculum Standards and Interpretation The 2024 Primary School English New Curriculum Standards have been introduced to enhance the quality of English education in primary schools. The new standards focus on improving students' English language proficiency through a more interactive and practical approach.The curriculum emphasizes the importance of developing students' listening, speaking, reading, and writing skills. It also includes components that encourage critical thinking, creativity, and cultural awareness.Teachers are encouraged to use a variety of teaching methods, such as group activities, role-playing, and multimedia tools, to engage students and make learning more enjoyable. The goal is to create a stimulating learning environment that motivates students to actively participate in lessons.The new curriculum also places a strong emphasis on integrating technology into English language learning. Teachers are encouraged to use online resources, educational apps, and interactive whiteboards to enhance students' learning experience.Overall, the 2024 Primary School English New Curriculum Standards aim to equip students with the necessary skills to communicate effectively in English and to develop a deeper understanding and appreciation of the language and culture. It is a step towards creating a more dynamic and engaging English learning environment for primary school students.。
(完整版)小学英语新课程标准解读
(完整版)小学英语新课程标准解读前言本文旨在对小学英语新课程标准进行全面解读，帮助教师和家长更好地理解和应用该标准。
小学英语新课程标准是国家教育部发布的指导性文件，旨在规范小学英语教学内容和教学方法，提高学生的英语综合素质。
教育目标小学英语新课程标准的教育目标如下：1. 培养学生的英语语言能力，包括听、说、读、写四项基本技能。
2. 培养学生的跨文化交际能力，使其能够理解和尊重不同文化背景的人。
3. 培养学生的研究策略和研究方法，使其成为独立、自主研究的能力培养。
4. 培养学生的信息获取和表达能力，使其能够运用英语进行科学、技术、艺术等领域的研究和交流。
教学内容小学英语新课程标准的教学内容主要包括以下几个方面：1. 词汇与语法：通过研究常用的英语单词和基本语法规则，培养学生的语言表达能力。
2. 听与说：通过听力训练和口语表达，在情境中培养学生的语言理解和交际能力。
3. 读与写：通过阅读和写作训练，培养学生的阅读理解和写作能力。
4. 文化与交际：通过研究各种英语国家的文化和交际方式，培养学生的跨文化交际能力。
教学方法小学英语新课程标准注重培养学生的实际应用能力，教学方法主要包括以下几种：1. 情景教学：通过模拟真实情境，帮助学生真实地运用英语进行交流。
2. 任务型教学：通过设定具体任务，激发学生研究的主动性和积极性。
3. 合作研究：鼓励学生在小组内合作，互相研究和帮助，培养学生的团队合作意识。
4. 多媒体教学：结合多媒体技术，丰富教学内容，提高学生的研究兴趣和参与度。
教学评价小学英语新课程标准强调对学生的全面评价，评价方法主要包括以下几种：1. 观察评价：通过观察学生的研究表现、参与程度和态度等方面，对学生进行评价。
2. 口头评价：通过口头交流，评价学生的听说能力和语言交际能力。
3. 书面评价：通过书面作业、测试和考试，评价学生的读写能力和语法知识掌握程度。
4. 综合评价：综合考虑各种评价方法的结果，综合评价学生的综合语言能力和研究态度。
初中英语《新课标》详解
初中英语《新课标》详解引言《新课标》是指中国教育部颁布的《义务教育初中英语课程标准》（以下简称《标准》），它是我国初中英语教学的指导性文件，对全国初中英语教学具有重要的指导意义。
本文档将详细解析《标准》的主要内容，帮助教师和学生更好地理解和实施《标准》。
《标准》概述课程性质《标准》明确提出初中英语课程的性质是“一门学习英语语言的基础课程，是义务教育阶段的重要组成部分”。
这意味着初中英语教学不仅要注重语言知识的传授，还要注重培养学生的语言运用能力和综合素质。
课程目标《标准》提出了初中英语课程的总体目标是“培养学生的英语素养，使他们在听、说、读、写等方面达到一定的水平，能够用英语进行日常交流和表达自己的思想”。
课程内容《标准》将初中英语课程内容分为四个一级主题，分别是“人与自我”、“人与社会”、“人与自然”和“人与文化”。
每个一级主题下又有若干个二级主题，共计24个。
这些主题涵盖了初中英语教学的主要内容，旨在培养学生的综合语言运用能力。
教学方法《标准》提倡采用任务型教学法，鼓励学生通过完成各种真实的任务来学习英语。
同时，也强调了教师应该采用多元化的教学手段，如信息技术、合作学习等，以提高教学效果。
《标准》的实施与评价教学计划与教学设计教师应根据《标准》的要求，结合学生的实际情况，制定合理的学习计划和教学设计。
教学设计应注重任务的真实性和挑战性，以及学生的参与度。
教学评价教学评价应遵循《标准》的要求，注重形成性评价和终结性评价相结合。
教师应通过观察、访谈、作业、测试等多种方式，全面了解学生的学习情况，及时调整教学策略。
教学资源教师应积极开发和利用各种教学资源，如教材、网络资源、多媒体课件等，以丰富教学内容，提高教学效果。
结语《新课标》是我国初中英语教学的重要指导文件，对提高我国初中英语教学质量具有重要意义。
教师和学生应深入理解和把握《标准》的要求，积极探索和实践符合《标准》的教学方法，共同推动我国初中英语教学的发展。
高中英语课程标准新课标英文版
New Course Syllable for EnglishPart 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 vocabulary l???? Neglecting to develop students’ 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 levell???? Promotes task-based teaching methodsl???? Involves students in experiential, practical, participatory and cooperative learningl???? Develops students’ positive attitudes, thinking skills, practica l 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 tl???? 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 serve students’ all-round development, providing them with opportunities tl???? 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 creativity?l???? 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 tl???? Valuing each student’s feelingsl???? Stimulating students’ interest in studying Englishl???? Helping students gain a sense of achievement and self-confidenceThe curriculum must g o 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 t 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 tl???? 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 learningl???? Inform the ongoing development and perfection of the English curriculumFormative assessment should be an important part of the English teaching and learning process with a particular emphasis on:l???? Encouraging students’ active participation in learnin gl???? Improving students’ self-confidenceSummative assessment should focus on:l???? Testing students’ integrated language skillsl???? Testing students’ ability to use language2.6The 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.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 students’ attitudes to learning strongly influence their learning and developmentl???? Successful learning strategies improve the eff ectiveness of students’ learningl???? Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all five generalTable 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 ProgrammeTable 2: Level Descriptors for Language Skills 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’ long-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 thei r 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 relevant 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 be 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 July 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 Communicativ e Language 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 countriesl???? Use English appropriatelyl???? Constantly broaden their cultural horizonsl???? Deepen their understanding of their own culturel???? Develop an awareness of and ability in cross-cultural communication1.5? Use modern teaching technology and expand learning opportunitiesIn order to increase the effectiveness of teaching and learning, teachers should make good use of modern technology, expand the range resources and opportunities through which students can learn, thereby modernizing learning ways. Conditions permitting, teachers should try tl???? Use audiovisual material and the Internet to enrich the learning content and form and improve outcomes. l???? Use computer and multi-media software to explore new teaching and learning methods and promote more individualized study.l???? Create conditions for students to study more independently through sensible use of a variety of learning resources, such as broadcasts, print media, libraries and the Internet.1.6? Or ganize lively and active extracurricular activities to promote students’ English learningTeachers should arrange a variety of extracurricular activities according to the students’ age and interests to help them expand their knowledge, broaden their horizons, strengthen their intellect and individuality and use their talents. The content and form of these carefully planned activities should be rich and varied. Suggestions include:l???? Recitalsl???? Songsl???? Story tellingl???? Speechesl???? Performancesl???? English cornerl???? English wall displaysl???? Cclass discussionsl???? ExhibitionsThe teacher should be good at leading these activities to maintain students’ interest and foster their creativity and initiative.1.7? Continue to develop professionallyTeachers should aim tl???? Familiarize themselves with the principles, objectives, content, teaching and learning methods, psychological theories and language learning research findings of this curriculuml???? Select and adjust E nglish teaching and learning strategies according to their students’ psychological characteristicsl???? Develop their ability to organize and monitor activitiesl???? Use a variety of teaching skills and methods flexiblyl???? Master the use of modern educational technology, using it increasingly in their own continuing study and real classroom practicel???? Consciously deepen their knowledge of Chinese and foreign culturesl???? Actively and creatively explore which te aching and learning methods best suit their students’ needs, local conditions and the objectivesl???? Continuously reflect on their own practice, endeavouring to become a creative and research driven teacher1.8? Follow high frequency principles to ensure effective teaching and learningIn Grades 3-6 there should be a minimum of four teaching and learning periods per week, with shorter periods for the younger years. For Grades 5 and 6 classes should not exceed two periods in length. In order to ensure the effectiveness of teaching and learning, class sizes should not exceed 40 at primary level. Grades 7 –9 and senior school students should have a minimum of four lessons a week.N.B. The original provides five sample learning activities here that have not been translated. 2.?????? Suggestions for Assessment and EvaluationAssessment and evaluation is an important component of the new curriculum. Assessment should be carried out according to the requirements of the curriculum standards, focusing not only on the results but also the process of learning. The primary purposes of assessment are tl???? Let students continuously experience progress and success during the learning processl???? Let students know their own progress and build confidencel???? Promote all aspects of students’ comprehensive language competencel???? Provide the teacher with feedback on the teaching and learning processl???? Help the teacher reflect on their own teaching practice and adjust it accordinglyl???? Help the teacher continuously improve the quality of their teachingl???? Provide the school with prompt feedback on the implementation of the curriculuml???? Help improve educational managementl???? Inform the ongoing development and perfection of the new English curriculumThe assessment system should diversify both the subjects and forms of assessment. Assessment should focus on students’ comprehensive language competence, combining both formative assessment (concentrating on the study process) and summative assessment (concentrating on the learning outcomes).2.1? Ensure that students are the subjects (not objects) of assessmentStudents are at the centre of learning. The development of their comprehensive language competence should be the starting point for both teaching and learning and assessment.l???? Assessment should help students know their own progress, develop self-confidence, reflect on and adjust their own study process, thereby ensuring the continuous development of their language ability.l???? Teachers should help students carry out self-assessment.l???? Students should be active participants and collaborators in a variety of assessment activities.l???? Assessment should be an organic part of teaching and learning activities.l???? Assessment should help students to analyse their own successes and shortcomings, clarifying the direction in which they need to work.2.2? Make sure formative assessment plays a role in student developmentFormative assessment is an important component and driving element of teaching and learning. Formative assessment should check the students’ learning outcomes, attitudes and strategies during the everyday learning process. The purpose of formative assessment is to encourage students, help students adjust the learning process effectively, help students gain a sense of achievement, strengthen their self-confidence, and improve their cooperative spirit. Formative assessment helps students develop from passive objects of assessment to active participants in the assessment process. In order to let formative assessment become an organic part of the study process its important tl???? Establish an open and relaxed atmosphere for assessmentl???? Use both tests and other methodsl???? Use a combination of individual and small group assessmentl???? Encourage students, classmates, teachers and parents to collectively participate in assessment, thereby diversifying the subjects of assessmentFormative assessment can take many forms, such as:l???? Comparison and assessment of classroom learning activitiesl???? Self assessment of learning outcomesl???? A learning portfoliol???? Questionnairesl???? Interviewsl???? Feedback from parentsl???? Everyday quizzes and testsFormative assessment can be recorded in the form of descriptions, levels or marks. No matter what method is used, the role of assessment in encouraging learners must not be forgotten. According to the assessment results, teachers should give students individual feedback, ensuring their steady progress and encouraging them to reflect on and better themselves.2.3? Make sure assessment methods are varied and flexibleTeachers must select assessment methods suitable for the age of the students and the learning conditions. During formal assessment teachers should permit students to select assessment methods that suit their characteristics or strengths. If students get unsatisfactory results during a certain test they should be allowed to negotiate with the teacher to retake the test after sufficient preparation.2.4? Make sure assessment feedback is used to increase the effectiveness of teaching and learningThe teacher should ask themselves the following questions:l???? Does the assessment help promote autonomous learning and self-confidence?l???? Does the assessment reflect the students’ achievements?l???? Does the assessment reflect the teachers’ strengths and weaknesses?l???? Does the assessment reflect problems in the students’ lear ning process?Teachers should promptly adjust their teaching methods and plans according to assessment feedback.2.5? Summative assessment should focus on checking students’ comprehensive language competence Summative assessment (such as end of term exams and graduation exams) is the main means of measuring the level of students’ comprehensive language competence. It also reflects the effectiveness of the teaching and learning process and is a major indicator of the schools’ quality in managing teaching and learning. Summative assessment must have the target of assessing students’ comprehensive language competence, striving to scientifically and comprehensively check students’ language level at the end of a particular stage of learning. The following should be observed:l???? Exams should include oral, listening and writing amongst other components in assessing students’ comprehensive language competence.l???? Listening tests must account for a minimum of twenty percent of termly, yearly and graduation exams. l???? Listening tests should check students’ understanding and ability to gain information rather than asking them to distinguish between different pronunciations.l???? Writing exams should avoid testing knowledge of phonetics or grammar in isolation.l???? There should be an increase in questions that require students to use English in a specific language context.l???? Objective questions with a single correct answer should be reduced in favour of more subjective questions with several correct answers.l???? Exam results should not be publicly displayed nor students ranked in order of their results.2.6? Recognize the special characteristics of assessment for Grades 3 – 6The main purpose of assessment at primary level should be to encourage students’ interest and active participation in learning English. Assessment methods should be varied and choice should be offered. Formative assessment should be the main type, focusing mainly on students’ performance and ability to cooperate during a variety of everyday teaching and learning activities.l???? In Grades 3 and 4 end of term or end of year assessment should use assessment activities similar to normal teaching and learning activities. Through observing students’ behaviour and discussing with them teachers should assess their ability to use English to do things.l???? For end of term or year assessment in Grades 5 and 6 a combination of oral and written tests can be used. Oral tests should check students’ ability to use language to communicate about content close to their real lives. Written tests should focus on checking their listening and reading skills, using methods that are as active and lively as possible.2.7? Pay attention to the relationship between assessment and teaching and learningPay attention to the proportion of teaching and learning time spent on assessment. Only carry out assessment that has useful results. Avoid over-elaborate and time-consuming assessment processes. Don’t let assessment become the sole end of teaching and learning.2.8? The assessment of each level should be founded on the general objectivesThe general objectives should be the basis for all assessment. Since the assessment of Level 2 will be organized by individual places and schools, formative assessment should be the main means. The same applies to all other levels apart from Levels 5 and 8, whose assessment is organized by national and provincial education bodies. Selection exams should unite the requirements of this curriculum with those of local conditions to establish suitable levels and test demands.N.B. Six examples of assessment documents are provide in the original. They are just listed here.Example 1: Self assessment questionnaire for Grade 7-9 students about learning strategiesIncludes statements such as:l???? I can concentrate during study.l???? During communication I use gestures and facial expressions to help express myself.l???? I often use associations to help study and remember new wordsStudents choose between ‘never’, ‘rarely’, ‘sometimes’, ‘often’ and ‘always’.Example 2: Assessment reference sheet for Grade 3-6 for English ‘play ing, performing, watching, speaking and listening’Example 3: Formative assessment scheme for Grade 3-6 listening at Level 2Example 4: Guidelines for using student portfoliosPortfolios might include:l???? Some kind of baseline assessmentl???? A re cord of the students’ classroom performance – e.g. participation in role-plays, volunteering to read something aloud, etc.l???? Examples of the students’ best written homework, as selected by themselvesl???? Teachers’ and parents’ observations on the students’ study situationl???? Results of tests and quizzes marked by the teacher, student or students’ classmates, either as grades or written commentsl???? Students’ self-assessments and reflections on their own attitude, methods and outcomesExample 5: Guidelines for oral testsEnd of term or end of year oral tests should test students’ real ability to express themselves orally. Students can be tested in groups of two, three or four. According to a situation or topic (that might be presented through words or pictures), students discuss and communicate. Teachers should assess their oral expression, communicative ability and effectiveness. The following questions may be useful:l???? Is information coherent and easily expressed? (Students may make grammar and vocabulary mistakes that affect the accuracy but the basic information is still transmitted effectively.)l???? Are the pronunciation, intonation and rhythm natural? Can the speaker be understood?l???? Does the speaker use appropriate communication strategies, such as repetition, clarification, using expressions and gestures, to complete the activity successfully?Example 6: Reference sheet for the assessment of writing for Levels 3 – 8.3.?????? Exploitation and Use of Curricular Resources4.?????? The compilation of teaching materials and guidelines for their useN.B. A full translation of these final two sections is incorporated in the translation of the senior English curriculum available from the Programme Office.。
小学英语新课程标准解读
编辑课件
5ቤተ መጻሕፍቲ ባይዱ
课程观
教学方法 教学模式
互动模式
学生角色
教师角色 教学要求
课程理念比较
以知识为本 以学生发展为本
传授，讲解，记忆 启发，思考，探究
课本中心 课堂中心 教师中心
听 说 读 写音 语 汇 词 法 语 能 功 题 话
编辑课件
10
分级目标
一级目标（3~4年级） 二级目标（5~6年级）
编辑课件
11
一级目标
对英语有好奇心，喜欢听他人说英语。
能根据教师的简单指令做动作、做游戏、做事情（如 涂颜色、连线）。能做简单的角色表演。能唱简单的英 文歌曲，说简单的英语歌谣。能在图片的帮助下听懂和 读懂简单的小故事。能交流简单的个人信息，表达简单 的感觉和情感。能模仿范例书写词句。
编辑课件
1
➢一.课程性质 ➢二.课程基本理念 ➢三.课程设计思路 ➢四.课程目标 ➢五.教学方式
编辑课件
2
一、课程性质
英语学科不再是单纯的工具性 课程，而是一门 工具性与人文性 相结合的课程.
编辑课件
3
工具性： 掌握基本的英语语言知识，发展基本的 英语听、说、读、写技能，初步形成用英语与他人 交流的能力，为今后继续学习英语和用英语学习其 他相关知识奠定基础。
编辑课件
14
例如,教文具单词时，以前教师大部分采用这样的方法：
Look at the picture and read after me. 出示图片，学生跟读。现在新教材要求在Just listen这一 步时教师出示图片，反复示范发音，让学生静听， 使他们处在听觉记忆的过程中，然后可以把图片朝下 ，打乱顺序，由教师本人抽出一张，做猜谜游戏，教师 问：Pencil? Is it a pencil?学生只要回答Yes或No即可， 这一步学生仍然是听，并用第一语言作出反应。
英语新课标解读
英语新课标解读一、课程性质与基本理念1. 育人为本，关注学生全面发展新课标强调以学生为中心，关注学生的个性发展。
在教学过程中，教师应关注学生的兴趣、需求和情感，激发学生的内在动力，使学生在学习英语的过程中，不断提升自我，实现全面发展。
2. 强调语言实践，提高学生运用能力新课标明确提出，英语教学要注重实践性，让学生在真实的语境中感知、体验、实践和运用语言。
教师应创设丰富的语言实践活动，帮助学生将所学知识内化为自己的能力。
3. 培养跨文化意识，提升国际视野新课标强调英语课程的人文性，要求教师在教学中渗透跨文化意识，让学生了解世界各地的文化差异，提高他们的国际视野和跨文化交际能力。
4. 优化评价体系，促进学生全面发展新课标倡导多元化、发展性的评价方式，关注学生的综合素养。
教师应从知识、能力、情感、态度等多方面评价学生，激发学生的潜能，促进他们全面发展。
二、课程目标与内容1. 课程目标新课标将英语课程目标分为四个方面：语言能力、文化意识、思维品质和学习能力。
这四个方面相互关联，共同构成了英语课程的总体目标。
（1）语言能力：培养学生听、说、读、写、看的综合语言运用能力。
（2）文化意识：帮助学生树立国际视野，增强国家认同感和跨文化意识。
（3）思维品质：培养学生逻辑思维、批判性思维和创新思维能力。
（4）学习能力：引导学生掌握有效的学习策略，形成自主学习能力。
2. 课程内容新课标对课程内容进行了优化，分为三个层次：必修课程、选择性必修课程和选修课程。
（1）必修课程：主要包括语音、词汇、语法、功能、话题等基础知识，以及听、说、读、写、看的技能训练。
（2）选择性必修课程：根据学生的兴趣和需求，设置不同的话题和内容，如英语文学、英语国家概况等。
（3）选修课程：包括拓展课程和提高课程，旨在满足学生的个性化需求，如英语演讲、英语戏剧等。
三、教学建议与实施策略1. 教学建议（1）创设情境，激发兴趣教师应结合学生的生活经验和兴趣，创设生动、有趣的教学情境，让学生在轻松愉快的氛围中学习英语。
2024年义务教育初中英语新课标《英语新课程标准》解读PPT课件
The new curriculum standard for junior high school English in comprehensive education in 2024 aims to improve students' English proficiency, cultivate their cross cultural communication ability, and enhance their international competitiveness
The implementation of the new current standard will help to improve the quality of English teaching, enhance students' interest in learning English, and improve their English proficiency and comprehensive quality
03
Changes in course content and requirements
Adjustment of vocabulary and grammar knowledge points
Increase in vocabulary size
Background and Objectives of the Development of the New Curriculum Standards
With the continuous development of society and economy, the demand for English talents in China is increasing day by day Therefore, it is necessary to further strengthen English education in comprehensive education to cultivate more excellent English talents
2024年英语新课标解读
2024年英语新课标解读Interpreting the New English Curriculum Standards for 2024。
The newly revised English curriculum standards for 2024 represent a significant milestone in the journey of education reform. These standards aim to align with global trends, prepare students for the future of work, and foster a deep understanding and appreciation of the English language and its associated cultures. Here, we delve into the key aspects of these new standards and their potential implications for students, teachers, and the education system at large.1. Emphasis on Communicative Competence.The new standards place a strong emphasis on developing students' communicative competence in English. This means that, rather than focusing solely on grammar and vocabulary, the curriculum now prioritizes practical language skillssuch as speaking, listening, reading, and writing. Thisshift is aimed at equipping students with the ability touse English effectively in real-world scenarios, whetherit's for academic purposes, professional communication, or cultural exchange.2. Cross-Curricular Integration.Another noteworthy aspect of the new standards is the emphasis on cross-curricular integration. This involves incorporating English language learning into other subjects, such as science, history, and mathematics. This approachnot only enhances the relevance and interest of English learning but also helps students to apply their language skills in a more diverse range of contexts. It also promotes a holistic understanding of knowledge, where different subjects are interconnected and mutually reinforcing.3. Technology-Enhanced Learning.The new standards also recognize the role of technologyin enhancing English language learning. The integration of digital tools and resources can provide students with access to a richer, more dynamic learning environment. This includes interactive platforms, online databases, and multimedia content that can make learning more engaging and effective. Teachers are encouraged to explore innovative teaching methods that leverage technology to personalize learning experiences and cater to the diverse needs of students.4. Critical Thinking and Creativity.A key focus of the new standards is the cultivation of critical thinking and creativity in students. This involves encouraging them to analyze and evaluate information, form independent opinions, and express themselves creatively through written and spoken English. Such skills are crucial for success in today's interconnected world, where the ability to think critically and innovate is increasingly valued.5. Emphasis on Cultural Understanding.The new standards also强调对文化理解的重要性。
小学新课标英语课程标准解读
小学新课标英语课程标准解读小学新课标英语课程标准解读1第一部分前言社会生活的信息化和经济的全球化，使英语的重要性日益突出。
英语作为最重要的信息载体之一，已成为人类生活各个领域中使用最广泛的语言。
许多国家在基础教育发展战L中，都把英语教育作为公民素质教育的重要组成部分，并将其摆在突出的地位。
改G开放以来，我国的英语教育规模不断扩大，教育教学取得了显著的成就。
然而，英语教育的现状尚不能适应我国经济建设和社会发展的需要，与时代发展的要求还存在差距。
此次英语课程改G的重点就是要改变英语课程过分重视语法和词汇知识的讲解与传授、忽视对学生实际语言运用能力的培养的倾向，强调课程从学生的学习兴趣。
生活经验和认知水平出发，倡导体验、实践、参与、合作与交流的学习方式和任务型的教学途径，发展学生的综合语言运用能力，使语言学习的过程成为学生形成积极的情感态度、主动思维和大胆实践、提高跨文化意识和形成自主学习能力的过程。
一、课程性质外语是基础教育阶段的必修课程，英语是外语课程中的主要语种之一。
英语课程的学习，既是学生通过英语学习和实践活动，逐步掌握英语知识和技能，提高语言实际运用能力的过程；又是他们磨砺意志、陶冶情操、拓展视野、丰富生活经历、开发思维能力、发展个性和提高人文素养的过程。
基础教育阶段英语课程的任务是：激发和培养学生学习英语的兴趣，使学生树立自信心，养成良好的学习习惯和形成有效的学习策略，发展自主学习的能力和合作精神；使学生掌握一定的英语基础知识和听、说、读、写技能，形成一定的综合语言运用能力；培养学生的观察、记忆、思维、想象能力和创新精神；帮助学生了解世界和中西方文化的差异，拓展视野，培养爱国主义精神，形成健康的人生观，为他们的终身学习和发展打下良好的基础。
二、基本理念（一）面向全体学生，注重素质教育（二）整体设计目标，体现灵活开放（三）突出学生主体，尊重个体差异（四）采用活动途径，倡导体验参与（五）注重过程评价，促进学生发展（六）开发课程资源，拓展学用渠道三、设计思路《标准》采用国际通用的分级方式，将英语课程目标按照能力水平设为九个级别。
小学英语新课程标准解读
一、世界各国在中小学开展外语课程的价值意义学习外语有利于人的全面发展和人材素质的提高学习外语符合信息时代的要求学习外语有利于学生在多元社会中发展学习外语有利于认识能力的提高学习外语有利于良好的性格、品德、意志和交往合作精神的发展二、课程改革的任务1. 激发和培养学生的学习兴趣2. 使学生树立自信心3. 养成良好的学习习惯和形成有效的学习策略4. 发展自主学习的能力和合作精神5. 使学生掌握一定的英语基础知识和听说读写技能，形成一定的综合语言运用能力6. 培养观察、记忆、思维、想象力和创新精神7. 了解世界中西文化的差异，形成健康的人生观，培养爱国主义精神8. 为学生的终身学习和发展打下良好的基础三、课程改革的基本理念1. 面向全体学生，注重素质教育2. 整体设计目标，体现灵活开放3. 突出学生主体，尊重个体差异4. 采取活动途径，倡导体验参与5. 注重过程评价，促进学生发展6. 开发课程资源，扩展学用渠道四、实现课程功能的转变1. 改变过于注重知识传授的倾向2. 强调主动学习的态度，使获得基础知识与基本技能的过程和成为学习和形成正确价值观的过程3. 学会学习，学会合作，学会生存，学会做人4. 关注学生学会做人的发展5. 培养学生具有社会责任感，健全的人格，创新精神和实践能力，终身学习的愿望和能力，良好的信息素质和环境意识五、课程目标分级的总体描述一级（3—4年级）对英语有好奇心，喜欢听他人说英语。
能根据教师的简单指令做游戏，做动作，做事情（如涂色、连线等），能做简单的角色表演，能唱简单的英语歌谣，能在图片的引导下听懂和读简单的小故事，能交流简单的个人信息，表达简单的情感和感觉，能书写字母和单词，对英语学习中接触的异国文化感兴趣。
二级（5—6年级）对英语学习有持续的兴趣和爱好，能用简单的英语互致问候，交换个人、家庭和朋友的简单信息，能根据所学的内容表演小对话和歌谣。
能在图片的帮助下听懂、读懂并讲述简单的故事。
小学英语新课程标准解读
课程目标
一、总目标 二、分级目标
情感态度
兴自合祖国 趣信作国际 动意精意视 机志神识野
标英 语 课 程 总 目
学习策略
认 知 策 略 调 控 策 略 资 源 策 略 交 际 策 略
文化意识
综合语言 运用能力
文 化 知 识
文 化 理 解
跨 文 化 交 际
语言技能
听说读写
语言知识
语词语功话 音汇法能题
分级目标
一级目标（3~4年级） 二级目标（5~6年级）
一级目标
对英语有好奇心，喜欢听他人说英语。 能根据教师的简单指令做动作、做游戏、做事情（如 涂颜色、连线）。能做简单的角色表演。能唱简单的英 文歌曲，说简单的英语歌谣。能在图片的帮助下听懂和 读懂简单的小故事。能交流简单的个人信息，表达简单 的感觉和情感。能模仿范例书写词句。 在学习中乐于模仿，敢于表达，对英语具有一定的感知 能力。 对学习中接触的外国文化习俗感兴趣。
创设情景 用自己充满激情的表情和动作去感染学生，让学生积 极的参与到学习中来。变被动学习为主动学习，创设 情景，相互交流，启发学习动机。直观情景教学是小 学英语教学之中一种很重要的教学技巧。教师要充分 利用教科书中的课文来创设情景，如打电话、购物、 生日聚会、旅游、问路等。为学生提供使用英语进行 交流的机会。
乐于了解外国文化和习俗。
五、教学方式
依据新课标的要求，新教材的教学必须根据小学 生的学习特点，创建以活动课为主的教学模式。 重点培养学生用语言进行交流的能力。采用听、 说、唱、玩、演的方式。对于零起点的农村的学 生来说，我认为要尽可能让他们多听地道的英语， 语言介绍宜采用先输入后输出的方式。
例如,教文具单词时，以前教师大部分采用这样的方法： Look at the picture and read after me. 出示图片，学生跟读。现在新教材要求在Just listen这 一步时教师出示图片，反复示范发音，让学生静听， 使他们处在听觉记忆的过程中，然后可以把图片朝下 ，打乱顺序，由教师本人抽出一张，做猜谜游戏，教师 问：Pencil? Is it a pencil?学生只要回答Yes或No即可， 这一步学生仍然是听，并用第一语言作出反应。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
英语课程基本理念（2011）
1. 注重素质教育，体现语言学习对 学生发展的价值
2. 面向全体学生，关注语言学习者 的不同特点和个体差异
3. 整体设计目标，充分考虑语言学 习的渐进性和持续性
4. 强调学习过程，重视语言学习的 实践性和应用性
5. 优化评价方式，着重评价学生的 综合语言运用能力
6.丰富课程资源，拓展英语学习的 渠道
2020/3/30
20接受、吸收、巩固语言知识
• 发展语言技能（听说读写）
• 学会语言交流
• 获取新知识、新信息
• 胜任社会交流
2020/3/30
7
人文性
• 增强公民教育元素：如国际视野，爱国情怀 • 促进健康人格：如自信，自尊，自强 • 融会生活教育的精神与措施：如自我管理 • 培养创新思维与创造能力：如想象力 • 奠定审美基础：如鉴赏自然美与语言美
3
（二） 课程理念的变化
教纲（2001前）
修订稿（2011）
课程观 以知识为本
以学生发展为本
教学方法 讲授、讲解、记忆
启发、思考、探究
教学模式 课本中心、课堂中心、 活动中心、任务中心、学生
教师中心
中心
互动模式 T-S;T-Ss
T-S(s); S-S; S-Ss; Ss-Ss
学生角色 被动听讲；死记硬背 积极参与 合作学习
1. 能根据语调和重音理解说话者的意图； 2. 能听懂有关熟悉话题的谈话，并能从中提取信 息和观点； 3. 能借助语境克服生词障碍、理解大意； 4. 能听懂接近正常语速的故事和叙述，理解故事 的因果关系； 5. 能在听的过程中用适当方式做出反应； 6. 能针对所听语段的内容记录简单信息。
2020/3/30
2020/3/30
8
（四） 设计思路 P6
2020/3/30
9
（五）课程目标 （P9 ） 头 手臂
手臂
心、主干
腿
2020/3/30
10
教学要求
正确处理五维课程目标关系，培养综合语言运用能力
2020/3/30
11
几个概念：总目标，分级目标 和 分级标准
1. 分级目标是总目标的整体细化
2. 分级标准是实现总目标和分级目标的达标标准
教师角色 知识传授者，课堂控制，学生学习的指导者、帮助者、
组织者
促进者、资源提供者
教学要求 统一标准，整齐划一 面向全体
2020/3/30
4
基本理念的对比 （P2）
英语课程的基本理念（2001）
1. 面向全体学生，实施素质教育 2. 整体设计目标，体现灵活开放 3. 突出学生主体，尊重个体差异 4. 倡导积极学习，采用活动途径 5. 改进评价体系，促进学生发展 6. 开发课程资源，拓展学用渠道
15
五级语言技能目标（说）
1. 能就简单的话题提供信息，表达简单的观点 和意见，参与讨论； 2. 能与他人沟通信息，合作完成任务； 3. 能在口头表达中进行适当的自我修正； 4. 能有效地询问信息和请求帮助； 5. 能根据话题进行情景对话； 6. 能用英语表演短剧； 7. 能在以上口语活动中做到语音、语调自然， 语气恰当。
2020/3/30
12
一、总目标 义务教育阶段英语课程的总目标是：通过 英语学习使学生形成初步的综合语言运用 能力，促进心智发展，提高综合人文素养
综合语言运用能力的形成建立在语言技能、 语言知识、情感态度、学习策略和文化意识 等方面整体发展 的基础上。（P8）
2020/3/30
13
五级目标
1. 有较明确的英语学习动机和积极主动的学习态度和自信心。 2. 能听懂（教师）有关熟悉话题的陈述并参与讨论。 3. 能就日常生活的各种话题与他人交换信息并陈述自己的意见。 4. 能读懂相应水平的读物和报刊、杂志，克服生词障碍，理解大
• 为提高整体国民素养，提高国家的国际竞争力和 国民的国际交流能力奠定基础。
2. 对学生发展的价值
• 有利于更好地了解世界，传播中国文化。
• 提供更多的接受教育和职业发展的机会。
• 有利于形成开放、包容的性格，发展跨文化交流 的意识与能力，促进思维发展，形成正确的人生 观、价值观和良好的人文素养。
2020/3/30
3. 分级目标和分级标准均按总目标的五个方面描述
4. 分级标准是递进和涵盖关系，高级别自动涵盖低级 别的要求
5. 分级标准的特点： • 语言技能标准“能”字为先：始终体现“能用英语 做事情”的基本理念 • 语言知识与语言技能标准并重，有机结合 • 语言目标与非语言目标并重 • 过程目标与结果目标并重
2020/3/30
16
五级语言技能目标（读）
1. 能根据上下文和构词法推断、理解生词的含义； 2. 能理解段落中各句子之间的逻辑关系； 3. 能找出文章中的主题，理解故事的情节，预测故事 情节的发展和可能的结局； 4. 能读懂相应水平常见体裁的阅读材料； 5. 能根据不同的阅读目的运用简单的阅读策略获取信 息； 6. 能利用字典等工具书进行学习； 7. 课外阅读量应累计达到15万词以上。
2020/3/30
5
（三） 课程性质 P2
• 英语课程的性质（2001） 既是学生通过英语学习和实践活动，逐步掌握英语知识
和技能，提高语言实际运用能力的过程，又是他们磨砺 意志，发展思维，拓展视野，丰富生活经验，发展个性 和提高人文素养的过程。 英语课程的性质（2011） • 英语学科不再是单纯的工具性课程，而是一门工具性和 人文性相结合的课程。强调英语课程在为学生学习英语 打好基础的同时，要加强对学生综合素质的培养。
意。 5. 能根据阅读目的运用适当的阅读策略。 6. 能根据提示独立起草和修改小作文。 7. 能与他人合作，解决问题并报告结果，共同完成学习任务。 8. 能对自己的学习进行评价，总结学习方法。 9. 能利用多种教育资源进行学习。 10. 进一步增强对文化差异的理解与认识。
2020/3/30
14
五级语言技能目标（听）
2011年版课程标准解读
2020/3/30
1
一、主要内容
（一） 课程价值 （二） 课程理念 （三） 课程性质 （四） 设计思路 （五） 课程目标 （六） 实施建议和附录
2020/3/30
2
（一） 英语课程的价值（前言）
1. 对国家发展的价值
• 中国承担着重要的历史使命和国际责任与义务。
• 对增进中国和世界的相互理解具有重要的作用。