大学英语教学指南(教育部版)
新时代大学英语教学的新要求大学英语教学指南》修订依据与要点
新时代大学英语教学的新要求大学英语教学指南》修订依据与要点一、本文概述随着全球化进程的加速和科技的飞速发展，英语作为国际交流的通用语言，其重要性日益凸显。
在这样的背景下，我国的高等教育对英语教学的要求也在不断提高。
为了适应新时代的发展需求，培养具有国际视野和跨文化交际能力的高素质人才，我国教育部对《新时代大学英语教学的新要求大学英语教学指南》进行了修订。
本文将对修订的依据与要点进行详细的阐述，以期为我国大学英语教学提供新的指导和参考。
本次修订的主要依据包括国内外英语教学的发展趋势、我国高等教育改革的方向以及社会对英语人才的需求变化等。
修订工作充分借鉴了国内外英语教学的研究成果和实践经验，同时结合我国的实际情况，力求使新的教学要求更加符合时代发展的需要，更加贴近学生的实际需求。
修订的要点主要包括以下几个方面：一是强化英语交际能力的培养，注重学生的口语和听力训练；二是加强跨文化交际能力的培养，提高学生的国际视野和跨文化沟通能力；三是优化英语课程设置，注重课程的多样性和实用性；四是创新教学方法和手段，充分利用现代科技手段提高教学效果；五是完善评价体系，建立多元化、综合性的评价体系，以全面评估学生的英语水平和能力。
通过本次修订，我们希望能够推动大学英语教学在新时代取得更大的发展，为我国培养更多具有国际视野和跨文化交际能力的高素质人才做出贡献。
二、修订依据国家教育政策导向：随着国家对教育改革的不断深化，大学英语教学的定位和要求也在发生变化。
新指南的修订紧密围绕国家教育政策导向，特别是关于高等教育质量提升和国际化人才培养的相关政策，确保大学英语教学与国家教育发展目标相一致。
社会经济发展需求：随着全球化进程的加速和我国社会经济的持续发展，对外语人才的需求也在不断变化。
新指南的修订充分考虑了社会经济发展对大学英语教学的需求，特别是对外语能力、跨文化交流能力等方面的新要求。
国际教育理念与趋势：国际上，外语教育理念不断更新，教学方法和技术也在不断创新。
大学英语课程思政教学指南教育部公布
大学英语课程思政教学指南教育部公布全文共3篇示例，供读者参考篇1Recently, the Ministry of Education of China released a new set of guidelines for college English curriculum, focusing on integrating ideological and political education into the English teaching process. This move comes as part of the government's efforts to strengthen moral values and promote patriotism among college students.The new guidelines emphasize the importance of using English language learning as a platform to instill core socialist values and Chinese cultural heritage in students. The purpose is to cultivate a sense of national pride, social responsibility, and global awareness among the youth.One of the key aspects of the new guidelines is the integration of Chinese culture and history into the English curriculum. This includes incorporating relevant texts, literature, and speeches by Chinese leaders into the English syllabus. By studying these materials, students can gain a deeperunderstanding of China's rich cultural heritage and its journey towards modernization.In addition, the guidelines stress the importance of promoting patriotism and civic consciousness among students through English language teaching. This can be achieved by discussing current events, national policies, and historical events that shape China's development. By encouraging students to critically analyze and reflect on these topics, educators aim to nurture a sense of national identity and civic responsibility.Furthermore, the guidelines suggest incorporating discussions on social issues, ethics, and morality into English classes. By engaging students in debates and group discussions on these topics, educators hope to cultivate a sense of social awareness and empathy among the youth. This not only enhances students' English language skills but also fosters a sense of social responsibility and moral integrity.Moreover, the guidelines advocate for the use of multimedia resources, such as documentaries, films, and online resources, to enhance students' understanding of social issues, cultural diversity, and global perspectives. By exposing students to a variety of media content, educators can broaden their horizonsand encourage them to think critically about the world around them.Overall, the new guidelines for college English curriculum highlight the importance of integrating ideological and political education into the English teaching process. By leveraging the power of language learning to nurture students' moral values, social awareness, and global perspectives, educators hope to create a generation of young adults who are not only proficient in English but also socially responsible and culturally aware citizens.篇2The Ministry of Education recently released the "Guidelines for Ideological and Political Teaching in College English Courses", outlining the importance of integrating ideological and political education into college English classes. This move aims to enhance students' understanding of socialist core values, national identity, and cultural heritage while developing their English language skills.According to the guidelines, college English courses should incorporate themes related to socialism with Chinese characteristics, the Chinese Dream, and the Belt and RoadInitiative. Teachers are encouraged to use relevant texts, videos, and activities to facilitate discussions on patriotism, cultural confidence, and social responsibility. By integrating these themes into English lessons, students will not only improve their language proficiency but also gain a deeper appreciation of China's development and role in the world.Furthermore, the guidelines emphasize the importance of cultivating students' critical thinking and independent judgment. Teachers are encouraged to create opportunities for students to analyze and evaluate different perspectives on global issues, such as climate change, human rights, and cultural diversity. By engaging in discussions and debates on these topics, students can develop a broader understanding of global affairs and form their own opinions based on sound reasoning and evidence.In addition to integrating ideological and political content into English classes, the guidelines also highlight the need for teachers to promote moral values and ethical conduct among students. Teachers are encouraged to lead by example and uphold professional integrity, honesty, and respect in their interactions with students. By fostering a positive and ethical learning environment, teachers can instill these values instudents and help them become responsible and conscientious members of society.Overall, the release of the "Guidelines for Ideological and Political Teaching in College English Courses" underscores the government's commitment to promoting holistic education and nurturing well-rounded individuals. By integrating ideological and political education into college English classes, students can develop a deeper understanding of their cultural heritage, national identity, and global responsibilities while honing their English language skills. This holistic approach to education is essential for preparing students to navigate an increasingly complex and interconnected world.篇3The Ministry of Education recently released the "Guidelines for Moral and Political Education in College English Courses" to further promote the integration of moral and political education into the teaching of college English courses. This move aims to strengthen students' ideological and political education, enhance their moral values, and cultivate their sense of social responsibility.The guidelines emphasize the importance of moral and political education in college English courses, highlighting the need to integrate core socialist values, patriotism, and the Chinese dream into the curriculum. Teachers are encouraged to incorporate themes related to national identity, cultural heritage, and social development into their lesson plans to help students develop a deeper understanding of Chinese values and beliefs.In addition, the guidelines stress the role of teachers as moral and political educators, calling for them to serve as role models for students and impart knowledge about moral principles and ethical values. Teachers are urged to create a positive and inclusive learning environment that fosters critical thinking, empathy, and respect for diverse perspectives.Moreover, the guidelines recommend the use of multimedia resources, case studies, and real-world examples to illustrate moral and political concepts in a practical and engaging manner. Students are encouraged to participate in discussions, debates, and group activities that promote ethical decision-making, social awareness, and civic engagement.Overall, the "Guidelines for Moral and Political Education in College English Courses" represent a significant step towards enhancing the quality of education in China and equippingstudents with the knowledge and skills needed to contribute positively to society. By integrating moral and political education into college English courses, the Ministry of Education hopes to nurture a new generation of morally upright and socially responsible citizens who are capable of making a difference in the world.。
大学英语教学指南CollegeE...
College English Curriculum Requirements With a view to keeping up with the new developments of higher education in China, deepening teaching reform, improving teaching quality, and meeting the needs of the country and society for qualified personnel in the new era, College English Curriculum Requirements (Requirements hereafter) has been drawn up to provide colleges and universities with the guidelines for English instruction to non-English major students.Because institutions of higher learning differ from each other in terms of teaching resources, students’ level of English upon entering college, and the social demands they face, colleges and universities should formulate, in accordance with the Requirements and in the light of their specific circumstances, a scientific, systematic and individualized College English syllabus to guide their own College English teaching.I. Character and Objectives of College EnglishCollege English, an integral part of higher learning, is a required basic course for undergraduate students. Under the guidance of theories of foreign language teaching, College English has as its main components knowledge and practical skills of the English language, learning strategies and intercultural communication. It is a systematic whole, incorporating different teaching models and approaches.The objective of College English is to develop students’ ability to use English in a well-rounded way, especially in listening and speaking, so that in their future studies and careers as well as social interactions they will be able to communicate effectively, and at the same time enhance their ability to study independently and improve their general cultural awareness so as to meet the needs of China’s social development and international exchanges.Ⅱ.Teaching RequirementsAs China is a large country with conditions that vary from region to region and from college to college, the teaching of College English should follow the principle of providing different guidance for different groups of students and instructing them in accordance with their aptitude so as to meet the specific needs of individualized teaching.The requirements for undergraduate College English teaching are set at three levels, i.e., basic requirements, intermediate requirements, and advanced requirements. Non-English majors are required to attain to one of the three levels of requirements after studying and practicing English at school. The basic requirements are the minimum level that all non-English majors have to reach before graduation. Intermediate and advanced requirements are recommended for those colleges and universities which have more favorable conditions; they should select their levels according to the school’s status, types and education goals.Institutions of higher learning should set their own objectives in the light of their specific circumstances, strive to create favorable conditions, and enable those students who have a relatively higher English proficiency and stronger capacity for learning to meet the intermediate or advanced requirements.The three levels of requirements are set as follows:Basic Requirements:1. Listening:Students should be able to follow classroom instructions, everydayconversations, and lectures on general topics conducted in English. They should be able to understand English radio and TV programs spoken at a speed of about 130 to 150 words per minute (wpm)~ grasping the main ideas and key points. They are expected to be able to employ basic listening strategies to facilitate comprehension.2. Speaking: Students should be able to communicate in English in the course oflearning, to conduct discussions on a given theme, and to talk about everyday topics in English. They should be able to give, after some preparation, short talks on familiar topics with clear articulation and basically correct pronunciation and intonation. They are expected to be able to use basic conversational strategies in dialogue.3. Reading: Students should generally be able to read English texts on general topicsat a speed of 70 wpm. With longer yet less difficult texts, the reading speed should be 100 wpm. Students should be able to do skimming and scanning. With the help of dictionaries, they should be able to read textbooks in their areas of specialty, and newspaper and magazine articles on familiar topics, grasping the main ideas and understanding major facts and relevant details. They should be able to understand texts of practical styles commonly used in work and daily life. They are expected to be able to employ effective reading strategies while reading.4. Writing:Students should be able to complete writing tasks for generalpurposes, e.g., describing personal experiences, impressions, feelings, or some events, and to undertake practical writing. They should be able to write within 30 minutes a short composition of no less than 120 words on a general topic, or an outline. The composition should be basically complete in content, clear in main idea, appropriate in diction and coherent in discourse. Students are expected to be able to have a command of basic writing strategies.5. Translation: With the help of dictionaries, students should be able to translateessays on familiar topics from English into Chinese and vice versa. The speed of translation from English into Chinese should be about 300 English words per hour whereas the speed of translation from Chinese into English should be around 250 Chinese characters per hour. The translation should be basically accurate, free from serious mistakes in comprehension or expression.6. Recommended Vocabulary: Students should acquire a total of 4,795 wordsand 700 phrases (including those that are covered in high school English courses), among which 2,000 are active words. (See Appendix III: College English Vocabulary.) Students should not only be able to comprehend the active wordsbut be proficient in using them when expressing themselves in speaking or writing.Intermediate Requirements:1. Listening: Students should generally be able to follow talks and lectures inEnglish, to understand longer English radio and TV programs on familiar topics spoken at a speed of around 150 to 180 wpm, grasping the main ideas, key points and relevant details. They should be able to understand, by and large, courses in their areas of specialty taught in English.2. Speaking: Students should be able to hold conversations in fairly fluent English.They should, by and large, be able to express their personal opinions, feelings and views, to state facts and reasons, and to describe events with clear articulation and basically correct pronunciation and intonation.3. Reading: Students should generally be able to read essays on general topics inpopular newspapers and magazines published in English-speaking countries at a speed of 70 to 90 wpm. With longer texts for fast reading, the reading speed should be 120 wpm. Students should be able to skim or scan reading materials.When reading summary literature in their areas of specialty, students should be able to get a correct understanding of the main ideas, major facts and relevant details.4. Writing: Students should be able to express, by and large, personal views ongeneral topics, compose English abstracts for theses in their own specialization, and write short English papers on topics in their field. They should be able to describe charts and graphs, and to complete within 30 minutes a short composition of no less than 160 words. The composition should be complete in content, clear in idea, well-organized in presentation and coherent in discourse.5. Translation: With the help of dictionaries, students should be able to translateon a selective basis English literature in their field, and to translate texts on familiar topics in popular newspapers and magazines published in English speaking countries. The speed of translation from English into Chinese should be about 350 English words per hour, whereas the speed of translation from Chinese into English should be around 300 Chinese characters per hour. The translation should read smoothly, convey the original meaning and be, in the main, free from mistakes in understanding or expression. Students are expected to be able to use appropriate translation techniques.6. Recommended Vocabulary: Students should acquire a total of 6,395 words and1,200 phrases (including those that are covered in high school English courses and the Basic Requirements), among which 2,200 are active words (including the active words that have been covered in the Basic Requirements). (See Appendix III: College English Vocabulary.)Advanced Requirements:I. Listening: Students should, by and large, be able to understand radio and TVprograms produced in English-speaking countries and grasp the gist and key points. They should be able to follow talks by people from English-speakingcountries given at normal speed, and to understand courses in their areas of specialty and lectures in English.2. Speaking: Students should be able to conduct dialogues or discussions with acertain degree of fluency and accuracy on general or specialized topics, and to make concise summaries of extended texts or speeches in fairly difficult language.They should be able to deliver papers at academic conferences and participate in discussions.3. Reading: Students should be able to read rather difficult texts, and understandtheir main ideas and details. They should be able to read English articles in newspapers and magazines published abroad, and to read English literature related to their areas of specialty without much difficulty.4. Writing: Students should be able to write brief reports and papers in their areasof specialty, to express their opinions freely, and to write within 30 minutes expository or argumentative essays of no less than 200 words on a given topic.The text should be characterized by clear expression of ideas, rich content, neat structure, and good logic.5. Translation:With the help of dictionaries, students should be able to translate into Chinese fairly difficult English texts in literature related to their areas of specialty and in newspapers and magazines published in English-speaking countries; they should also be able to translate Chinese introductory texts on the conditions of China or Chinese culture into English. The speed of translation from English into Chinese should be about 400 English words per hour whereas the speed of translation from Chinese into English should be around 350 Chinese characters per hour. The translation should convey the idea with accuracy and smoothness and be basically free from misinterpretation, omission and mistakes in expression.6. Recommended Vocabulary: Students should acquire a total of 7,675 words and 1,870 phrases (including those that are covered in high school English courses, the Basic Requirements and Intermediate Requirements), among which 2,360 are active words (including the active words that have been covered in the Basic Requirements and Intermediate Requirements). (See Appendix III: College English Vocabulary.)The above-mentioned three requirements serve as reference standards for colleges and universities in preparing their own College English teaching documents. They could, in the light of their respective circumstances, make due adjustments to the specific requirements for listening, speaking, reading, writing and translation at the three levels. In doing so they should place more emphasis on the cultivation and training of listening and speaking abilities.III. Course DesignTaking into account the school’s circumstances, colleges and universities should follow the guidelines of the Requirements and the goals of their College English teaching in designing their College English course systems. A course system,which is a combination of required and elective courses in comprehensive English, language skills, English for practical uses, language and culture, and English of specialty, should ensure that students at different levels receive adequate training and make improvement in their ability to use English.In designing College English courses, requirements for cultivating competence in listening and speaking should be fully considered, and corresponding teaching hours and credits should be adequately allocated. Moreover, the extensive use of advanced information technology should be encouraged, computer- and Web-based courses should be developed, and students should be provided with favorable environment and facilities for language learning.College English is not only a language course that provides basic knowledge about English, but also a capacity enhancement course that helps students to broaden their horizons and learn about different cultures in the world. It not only serves as a tool, but also has humanistic values. When designing College English courses, therefore, it is necessary to take into full consideration the development of students’ cultural capacity and the teaching of knowledge about different cultures in the world.All the courses, whether computer-based or classroom-based, should be fully individual-oriented, taking into account students with different starting points, so that students who start from lower levels will be well taken care of while students whose English is better will find room for further development. College English course design should help students to have a solid foundation in the English language while developing their ability to use English, especially their ability to listen and speak in English. It should ensure that students make steady progress in English proficiency throughout their undergraduate studies, and it should encourage students’ individualized learning so as to meet the needs of their development in different specialties.IV. Teaching ModelIn view of the marked increase in student enrolments and the relatively limited resources, colleges and universities should remold the existing unitary teacher- centered pattern of language teaching by introducing computer- and classroom- based teaching models. The new model should be built on modern information technology, particularly network technology, so that English language teaching and learning will be, to a certain extent, free from the constraints of time or place and geared towards students’ individualized and autonomous learning. The new model should combine the principles of practicality, knowledge and interest, facilitate mobilizing the initiative of both teachers and students, and attach particular importance to the centra l position of students and the leading role of teachers in the teaching and learning process. This model should incorporate into it the strengths of the current model and give play to the advantages of traditional classroom teaching while fully employing modern information technology.Colleges and universities should explore and establish a Web-based listening and speaking teaching model that suits their own needs in line with their own conditions and students’ English proficiency, and deliver listenin g and speakingcourses via the intranet or campus network. The teaching of reading, writing and translation can be conducted either in the classroom or online. With regard to computer- and Web-based courses, face-to-face coaching should be provided in order to guarantee the effects of learning.The network-based teaching system developed in an attempt to implement the new teaching model should cover the complete process of teaching, learning, feedback and management, including such modules as students’learning and self-assessment, teachers’ lectures, and online coaching, as well as the monitoring and management of learning and coaching. It should be able to track down, record and check the progress of learning in addition to teaching and coaching, and attain to a high level of interactivity, multimedia use and operability. Colleges and universities should adopt good teaching software and encourage teachers to make effective use of Web multimedia and other teaching resources.One of the objectives of the reform of the teaching model is to promote the development of individualized study methods and the autonomous learning ability on the part of students. The new model should enable students to select materials and methods suited to their individual needs, Obtain guidance in learning strategies, and gradually improve their autonomous learning ability.Changes in the teaching model by no means call for changes in teaching methods and approaches only, but, more importantly, consist of changes in teac hing philosophy and practice, and in a shift from a teacher-centered pattern, in which knowledge of the language and skills are imparted by the teacher in class only, to a student-centered pattern, in which the ability to use the language and the ability to learn independently are cultivated in addition to language knowledge and skills, and also to lifelong education, geared towards cultivating students’ lifelong learning ability.For the implementation of the new model, refer to Appendix 1: Computer- and Classroom-Based College English Teaching Model.Ⅴ. EvaluationEvaluation is a key component in College English teaching. A comprehensive, objective, scientific and accurate evaluation system is of vital importance to the achievement of course goals. It not only helps teachers obtain feedback, improve the administration of teaching, and ensure teaching quality but also provides students with an effective means to adjust their learning strategies and methods, improve their learning efficiency and achieve the desired learning effects.The evaluation of students’ learning consists of formative assessment and summative assessmentFormative assessment refers to procedural and developmental assessment conducted in the teaching process, i.e., tracking the teaching process, providing feedback and promoting an all-round development of the students, in accordance with the teaching objectives and by means of various evaluative methods. It facilitates the effective monitoring of students’ autonomous lea rning, and is particularly important in implementing the computer- and classroom-based teaching model. It includesstudents’ self-assessment, peer assessment, and assessment conducted by teachers and school administrators. Formative assessment takes such forms as keeping a record of students’ in and outside of classroom activities and online self-learning data, keeping files on students’ study results, and conducting interviews and holding meetings. This allows students’ learning processes to be subjected t o observation, evaluation and supervision, thus contributing to the enhancement of their learning efficiency. (See the recommended Self’-Assessment/ Peer Assessment Forms for Students’ English Competence in Appendix Il.)Summative assessment is conducted at the end of a teaching phase. It mainly consists of final tests and proficiency tests, designed to evaluate students’ all-round ability to use English. These tests aim to assess not only students’ competence in reading, writing and translation, but also their competence in listening and speaking.To make a summative assessment of teaching, colleges and universities may administer tests of their own, run tests at the intercollegiate or regional level, or let students take the national test after meeting the different standards set by the Requirements. Whatever form the tests may take, the focus should be on the assessment of students’ ability to use English in communication, particularly their ability to listen and speak in English.Evaluation also includes that of the teachers, i.e., the assessment of their teaching processes and effects. This should not be merely based on students’ test scores, but take into account teachers’ attitudes, approaches, and methods; it should also consider the content and organization of their courses, and the effects’ of their teaching.Government education administrative offices at different levels and colleges and universities should regard the evaluation of College English teaching as an important part of the evaluation of the overall undergraduate education of the school.VI. Teaching AdministrationTeaching administration should cover the whole process of College English teaching. To ensure that the set teaching objectives can be achieved, efforts should be made to strengthen the guidance for and supervision of the teaching process. For this purpose, the following measures should be taken:1. A system for teaching and teaching administration documentation should be established. Documents of teaching include College English Curriculum of the colleges and universities concerned, as well as the documents stipulating the teaching objectives, course description, teaching arrangement, content of teaching, teaching progress, and methods of assessment for all the courses within the program. Documents of teaching administration include documents registering students’ status and their academic credits, regulations of assessment, students’ academic scores and records, analyses of exam papers, guidelines for teaching and records of teaching and research activities.2. The College English program should adapt itself to the overall credit system of the colleges and universities concerned and should account for 10% (around 16) of the total undergraduate credits. The credits students acquire via computer-based courses should be equally acknowledged once students pass the exams. It is suggested thatthese credits should account for no less than 30% of the total credits in College English learning.3. Faculty employment and management should be improved in order to guarantee a reasonable teacher-student ratio. In addition to classroom teaching, the hours spent on face-to-face coaching, instructions on network usage and on extracurricular activities should be counted in th e teachers’ teaching load.4. A system of faculty development should be established. The quality of teachers is the key to the improvement of the teaching quality, and to the development of the College English program. Colleges and universities should build a faculty team with a good structure of age, educational backgrounds and professional titles, lay emphasis on the training and development of College English teachers, encourage them to conduct teaching and research with a focus on the improvement of teaching quality, create conditions for them to carry out relevant activities in various forms, and promote effective cooperation among them, so that they can better adapt to the new teaching model. Meanwhile, opportunities should be created so that the teachers can enjoy sabbaticals and engage in advanced studies, thus ensuring sustainable improvement in their academic performance and methods of teaching.Appendix ⅠComputer- and Classroom-Based College English Teaching Model The new College English teaching model based on the computer and the classroom is designed to help Chinese students achieve the objectives set by the Requirements. The model places a premium on individualized teaching and independent learning and makes full use of the special function of computers in assisting learners with repeated language practice, especially with training in listening, and speaking abilities. While taking advantage of the teachers’ lectures and coaching, students can be assisted by computers in choosing the appropriate content and methods of learning according to their specific needs, proficiency and schedules under the guidance of teachers, so that their all-round ability to use English can be improved and the best effects of learning achieved.To implement the computer-based English learning, the teacher’s role of face-to-face coaching should be stressed. It could take the form of group work, focusing on checking students’ independent learning, and providing due guidance and assistance for students. In principle, at least one hour of coaching should be offered after every 16 to 20 hours of student learning.1.Structure of the ModelInstructions:Teaching activities such as practice in English listening, speaking, reading, writing and translation can be conducted via either the computer or classroom teaching. The solid arrow indicates the main form of a certain environment of teaching, while the dotted arrow the supplementary form of a certain environment of teaching. Specifically, listening ability is trained mainly in a computer- andWeb-based environment, supplemented by classroom teaching: writing and translation are trained mainly in the classroom, supplemented by a computer- and Web-based environment. Speaking and reading, on the other hand, are trained by both means. In the process of teaching, teachers serve as organizers of teaching activities, and teaching administration is implemented by the administrative office of teaching affaires, teachers, and teaching management software.Instructions:Freshmen take a computer-based placement test upon entering college to measure their respective starting levels, such as Grade 1, Grade 2 or Grade 3. After the teachers determine the grade and establish an account for all students based on their test results via the management system, students can start to study courses according to teachers’ arrangement. After learning continues for a certain period of time (set by the universities and colleges), students can take the Web-based unit test designed by the teachers. Then students automatically enter the next unit if they pass the test. If they fail, students then return to the current unit and repeat the whole learning process. When they are ready (after studying a few units), students should receive tutoring. After individualized tutoring, teachers can check the students’ online learning by means of either oral or written tests, and then decide whether the students can pass. If they pass, students can go on to the next stage; if they fail, the students should be required by teachers to go back to a certain unit and re-study it until they pass.Appendix ⅡSelf-Assessment/Peer Assessment Form for Students’ English Competence Instructions:1.The Self-Assessment/Peer Assessment Form for Students’ EnglishCompetencespecifies and lists various linguistic skills covered in the Basic Requirements, Intermediate Requirements and Advanced Requirements. It can help teachers better understand teaching requirements at different levels, thus adding direct relevance to teaching. In addition, teachers can either supplement or modify related skills acc ording to the school’s College English syllabus.2.Teachers can introduce to students the skills listed in theSelf-Assessment/PeerAssessment Form at the beginning of their teaching, in order to acquaint them with the teaching requirements.3. Teachers should require students to do self-assessment and peer assessmentat regular intervals, and in doing so, help them to know about their own mastery of linguistic skills and regulate their learning behaviors on a timely basis.4. Stud ents are expected to assess their own or their classmates’ Englishcompetence in the "Assessment" column on the right of the form, giving a tick (√) to what they are able to achieve. Then based on the results ofself-assessment or peer assessment, and with reference to the directions givenbelow, students can arrange for learning at the next stage.《大学英语教学指南》1 前言为了全面贯彻党的教育方针，进一步深化大学英语教学改革，提高教学质量，根据《国家中长期教育改革和发展规划纲要（2010-2020）》和教育部《关于全面提高高等教育质量的若干意见》等文件的精神，在总结大学英语课程建设和教学改革经验的基础上，特制订本指南。
大学英语教学指南 2022年版
大学英语教学指南 2022年版As an English teacher, one of the key requirements for the 2022 edition of the College English Teaching Guidelines is to incorporate modern and interactive teaching methods to engage students in the learning process. 作为一名英语教师，2022年版大学英语教学指南的一个关键要求是融入现代、互动的教学方法，从而激发学生参与学习。
In order to meet this requirement, it is essential to utilize a variety of multimedia resources and technology in the classroom. Integrating videos, audio clips, and interactive presentations can make the learning experience more dynamic and engaging for students. 为了满足这一要求，有必要在课堂上利用各种多媒体资源和技术。
整合视频、音频剪辑和互动演示可以使学习体验对学生更加动态和吸引。
Another important aspect of the updated guidelines is the incorporation of real-world tasks and projects into the curriculum. By integrating authentic materials and practical tasks, students can apply their language skills to real-life situations, thereby enhancing their communication abilities and critical thinking skills. 更新的指南中的另一个重要方面是将真实世界的任务和项目纳入课程。
大学英语教学指南2020 教育部
大学英语教学指南2020 教育部The landscape of English language education in universities has undergone significant transformations in recent years. As the Ministry of Education continues to shape the strategic direction for higher education, the approach to teaching English at the tertiary level has also evolved to meet the dynamic needs of students and the broader societal demands. This essay aims to provide a comprehensive guide to university English teaching in 2020, highlighting the key focus areas and pedagogical innovations that have emerged.Firstly, the Ministry of Education has emphasized the importance of aligning English language instruction with the overarching goals of cultivating well-rounded and globally-competent graduates. This shift in focus has led to a greater emphasis on developing students' communicative competence, rather than merely focusing on linguistic accuracy. University English courses now prioritize the development of practical language skills, such as effective oral communication, professional writing, and cross-cultural interaction, equipping students with the necessary tools to thrive in theincreasingly interconnected world.To achieve this, universities have adopted a more learner-centered approach to English language teaching. The traditional lecture-based model has given way to interactive classroom activities, collaborative learning, and project-based assignments. Instructors are encouraged to create dynamic learning environments that foster active student engagement, critical thinking, and problem-solving skills. This approach not only enhances language proficiency but also nurtures the broader cognitive and interpersonal abilities that are highly valued in the job market.Another key aspect of the Ministry of Education's guidance for university English teaching is the integration of technology-enhanced learning. The rapid advancements in digital technologies have transformed the way language is taught and learned. Universities are now embracing a blended learning approach, which combines face-to-face instruction with online and multimedia resources. This integration of technology allows for more personalized learning experiences, increased access to authentic language materials, and the development of digital literacy skills – all of which are crucial for success in the 21st-century workplace.Furthermore, the Ministry of Education has emphasized the importance of incorporating intercultural communication and globalawareness into the English language curriculum. Given the increasingly diverse and interconnected nature of the world, it is essential for university students to develop a deep understanding of cultural differences, sensitivity, and the ability to navigate cross-cultural interactions effectively. English language courses now incorporate elements of cultural studies, comparative analyses, and opportunities for international exchange or virtual collaboration, enabling students to broaden their perspectives and enhance their intercultural competence.In addition to these overarching pedagogical shifts, the Ministry of Education has also highlighted the need for continuous professional development for English language instructors. University faculty are encouraged to engage in ongoing training, research, and collaboration to stay abreast of the latest teaching methodologies, technological advancements, and emerging trends in the field of English language education. This investment in faculty development not only ensures the delivery of high-quality instruction but also fosters a culture of innovation and lifelong learning within the university community.Moreover, the Ministry of Education has emphasized the importance of aligning university English language programs with industry needs and employability outcomes. By collaborating with key stakeholders, such as employers, professional organizations, and industry experts,universities can design English language curricula that are responsive to the evolving demands of the job market. This approach enables students to develop the specific language and communication skills required for their chosen career paths, enhancing their employability and facilitating a smooth transition from academia to the workforce.Finally, the Ministry of Education has recognized the need for a more comprehensive and holistic assessment of student learning in university English language programs. Traditional examinations and tests are being complemented by a diverse range of assessment methods, including portfolio-based evaluations, project presentations, and peer-to-peer assessments. This shift towards a more authentic and multidimensional assessment approach aims to provide a more accurate and comprehensive evaluation of students' language proficiency, critical thinking, and overall academic and professional readiness.In conclusion, the Ministry of Education's guidance for university English teaching in 2020 reflects a strategic shift towards a more learner-centered, technology-driven, and globally-oriented approach to language education. By emphasizing the development of practical communication skills, intercultural competence, and industry-relevant learning outcomes, universities are better equipped to prepare their students for the challenges and opportunities of the 21st-century global landscape. As the education landscape continuesto evolve, the implementation of these guiding principles will be crucial in ensuring the ongoing relevance and effectiveness of university English language programs in China.。
大学英语教学指南
《大学英语教学指南》教育部高等学校大学外语教学指导委员会王守仁1.前言2.课程性质与定位3.教学目标和教学要求4.课程设置5.评价与测试6.教学方法与手段7.教学资源8.教学管理9.教师发展确立多元教学目标，提供多种选择1 前言当今世界，经济全球化和科技进步奖不同国家与地区的人们紧密联系在一起。
英语作为全球目前使用最广泛的语言，是国际交往和科技、文化交流的重要工具。
通过学习和使用英语，可以直接了解国外前沿的科技进展、碗里经验和思想理念，学习和了解世界优秀的文化和文明，同时也有助于增强国家语言实力，有效传播中华文化，促进与各国人民的广泛交往，提升国家软实力。
高校开设大学英语课程，一方面是满足国家战略需求，为国家级改革开放和经济社会发展服务，另一方面，是满足学生专业学习、国际交流、继续深造、工作就业等方面的需要。
大学英语课程对大学生的未来发展具有现实意义和长远影响，学习英语有助于学生树立世界眼光，培养国际意识，培养人文素养，同时为知识创新、潜能发挥和全面发展提供一个基本工具，为迎应全球化时代的挑战和机遇做好准备。
3教学目标和教学要求大学英语的教学目标是培养学生的英语应用能力，增强跨文化交际意识和交际能力，同时发展自主学习能力，提高综合文化素养，是他们在学习、生活、社会交往和未来工作中能够有效地使用英语，满足国家、社会、学校和个人发展的需要。
基础目标提高目标发展目标大学英语根据三级教学目标目标提出三个级别的教学要求。
基础目标的教学要求主要针对英语高考成绩合格的学生，是大部分学生本科毕业时应达到的基本要求。
提高目标和发展目标的教学要求分别针对大学入学时应予以达到较好水平的学生，也是对学生英语应用能力要求较高的专业所选择的要求。
对英语高考成绩基本合格的学生学校可适当调整基础目标的部分教学要求。
基础目标能够基本满足日常生活、学习和未来工作中与自身密切相关的信息交流的需要；能够基本正确地运用英语语言、智慧、语法及篇章结构等语言知识，在高中阶段应掌握的词汇基础上增加约2000个单词，其中四百个单词为与专业学习与未来工作相关的词汇；能够基本理解语言难度中等、设计常见的个人和社会交流题材的口头或书面材料；能够就熟悉的主题或话题进行简单的口头和书面交流；能够借助网络资源、工具书或他人的帮助，对中等语言难度的信息进行处理和加工，理解主旨思想和重要细节，表达基本打一份好能够使用有限的学习策略；在与来自不同文化的人交流时，能够观察到彼此之间的文化和价值观差异，并能根据交际需求运用有限的交际策略。
完整版大学英语教学指南教育部2017版
大学英语教学指南(教育部2017最新版)1 前言为了全面贯彻党的教育方针，进一步深化大学英语教学改革，提高教学质量，根据《国家中长期教育改革和发展规划纲要（2010-2020年）》和教育部《关于全面提高高等教育质量的若干意见》等文件的精神，在总结大学英语课程建设和教学改革经验的基础上，特制订本指南。
本指南提出对大学英语教学的指导性意见，是新时期普通高等学校制订大学英语教学大纲，进行大学英语课程建设，开展大学英语课程评价的依据。
当今世界，经济全球化和科技进步将不同国家与地区的人们紧密联系在一起。
英语作为全球目前使用最广泛的语言，是国际交往和科技、文化交流的重要工具。
通过学习和使用英语，可以直接了解国外前沿的科技进展、管理经验和思想理念，学习和了解世界优秀的文化和文明，同时也有助于增强国家语言实力，有效传播中华文化，促进与各国人民的广泛交往，提升国家软实力。
《国家中长期教育改革和发展规划纲要（2010-2020年）》指出：“提高质量是高等教育发展的核心任务。
”提高高等教育教学质量要求我们为高校大学生提供优质外语教育。
高校开设大学英语课程，一方面是满足国家战略需求，为国家改革开放和经济社会发展服务，另一方面，是满足学生专业学习、国际交流、继续深造、工作就业等方面的需要。
大学英语课程对大学生的未来发展具有现实意义和长远影响，学习英语有助于学生树立世界眼光，培养国际意识，提高人文素养，同时为知识创新、潜能发挥和全面发展提供一个基本工具，为迎应全球化时代的挑战和机遇做好准备。
2 课程定位与性质2.1 课程定位大学外语教育是我国高等教育的重要组成部分，对于促进大学生知识、能力和综合素质的协调发展具有重要意义。
大学英语作为大学外语教育的最主要内容，是大多数非英语专业学生在本科教育阶段必修的公共基础课程，在人才培养方面具有不可替代的重要作用。
大学英语课程应根据本科专业类教学质量国家标准，参照本指南进行合理定位，服务于学校的办学目标、院系人才培养的目标和学生个性化发展的需求。
(完整版)大学英语教学指南(教育部2017最新版)
大学英语教学指南(教育部2017最新版)1 前言为了全面贯彻党的教育方针，进一步深化大学英语教学改革，提高教学质量，根据《国家中长期教育改革和发展规划纲要（2010-2020年）》和教育部《关于全面提高高等教育质量的若干意见》等文件的精神，在总结大学英语课程建设和教学改革经验的基础上，特制订本指南。
本指南提出对大学英语教学的指导性意见，是新时期普通高等学校制订大学英语教学大纲，进行大学英语课程建设，开展大学英语课程评价的依据。
当今世界，经济全球化和科技进步将不同国家与地区的人们紧密联系在一起。
英语作为全球目前使用最广泛的语言，是国际交往和科技、文化交流的重要工具。
通过学习和使用英语，可以直接了解国外前沿的科技进展、管理经验和思想理念，学习和了解世界优秀的文化和文明，同时也有助于增强国家语言实力，有效传播中华文化，促进与各国人民的广泛交往，提升国家软实力。
《国家中长期教育改革和发展规划纲要（2010-2020年）》指出：“提高质量是高等教育发展的核心任务。
”提高高等教育教学质量要求我们为高校大学生提供优质外语教育。
高校开设大学英语课程，一方面是满足国家战略需求，为国家改革开放和经济社会发展服务，另一方面，是满足学生专业学习、国际交流、继续深造、工作就业等方面的需要。
大学英语课程对大学生的未来发展具有现实意义和长远影响，学习英语有助于学生树立世界眼光，培养国际意识，提高人文素养，同时为知识创新、潜能发挥和全面发展提供一个基本工具，为迎应全球化时代的挑战和机遇做好准备。
2 课程定位与性质2.1 课程定位大学外语教育是我国高等教育的重要组成部分，对于促进大学生知识、能力和综合素质的协调发展具有重要意义。
大学英语作为大学外语教育的最主要内容，是大多数非英语专业学生在本科教育阶段必修的公共基础课程，在人才培养方面具有不可替代的重要作用。
大学英语课程应根据本科专业类教学质量国家标准，参照本指南进行合理定位，服务于学校的办学目标、院系人才培养的目标和学生个性化发展的需求。
大学英语教学指南(教育部最新版)
《大学英语教学指南》1 前言为了全面贯彻党的教育方针，进一步深化大学英语教学改革，提高教学质量，根据《国家中长期教育改革和发展规划纲要（2010-2020年）》和教育部《关于全面提高高等教育质量的若干意见》等文件的精神，在总结大学英语课程建设和教学改革经验的基础上，特制订本指南。
本指南提出对大学英语教学的指导性意见，是新时期普通高等学校制订大学英语教学大纲，进行大学英语课程建设，开展大学英语课程评价的依据。
当今世界，经济全球化和科技进步将不同国家与地区的人们紧密联系在一起。
英语作为全球目前使用最广泛的语言，是国际交往和科技、文化交流的重要工具。
通过学习和使用英语，可以直接了解国外前沿的科技进展、管理经验和思想理念，学习和了解世界优秀的文化和文明，同时也有助于增强国家语言实力，有效传播中华文化，促进与各国人民的广泛交往，提升国家软实力。
《国家中长期教育改革和发展规划纲要（2010-2020年）》指出：“提高质量是高等教育发展的核心任务。
”提高高等教育教学质量要求我们为高校大学生提供优质外语教育。
高校开设大学英语课程，一方面是满足国家战略需求，为国家改革开放和经济社会发展服务，另一方面，是满足学生专业学习、国际交流、继续深造、工作就业等方面的需要。
大学英语课程对大学生的未来发展具有现实意义和长远影响，学习英语有助于学生树立世界眼光，培养国际意识，提高人文素养，同时为知识创新、潜能发挥和全面发展提供一个基本工具，为迎应全球化时代的挑战和机遇做好准备。
2 课程定位与性质2.1 课程定位大学外语教育是我国高等教育的重要组成部分，对于促进大学生知识、能力和综合素质的协调发展具有重要意义。
大学英语作为大学外语教育的最主要内容，是大多数非英语专业学生在本科教育阶段必修的公共基础课程，在人才培养方面具有不可替代的重要作用。
大学英语课程应根据本科专业类教学质量国家标准，参照本指南进行合理定位，服务于学校的办学目标、院系人才培养的目标和学生个性化发展的需求。
大学英语教学的指南(教育部最新版)
《大学英语教学指南》1 前言为了全面贯彻党的教育方针，进一步深化大学英语教学改革，提高教学质量，根据《国家中长期教育改革和发展规划纲要（2010-2020年）》和教育部《关于全面提高高等教育质量的若干意见》等文件的精神，在总结大学英语课程建设和教学改革经验的基础上，特制订本指南。
本指南提出对大学英语教学的指导性意见，是新时期普通高等学校制订大学英语教学大纲，进行大学英语课程建设，开展大学英语课程评价的依据。
当今世界，经济全球化和科技进步将不同国家与地区的人们紧密联系在一起。
英语作为全球目前使用最广泛的语言，是国际交往和科技、文化交流的重要工具。
通过学习和使用英语，可以直接了解国外前沿的科技进展、管理经验和思想理念，学习和了解世界优秀的文化和文明，同时也有助于增强国家语言实力，有效传播中华文化，促进与各国人民的广泛交往，提升国家软实力。
《国家中长期教育改革和发展规划纲要（2010-2020年）》指出：“提高质量是高等教育发展的核心任务。
”提高高等教育教学质量要求我们为高校大学生提供优质外语教育。
高校开设大学英语课程，一方面是满足国家战略需求，为国家改革开放和经济社会发展服务，另一方面，是满足学生专业学习、国际交流、继续深造、工作就业等方面的需要。
大学英语课程对大学生的未来发展具有现实意义和长远影响，学习英语有助于学生树立世界眼光，培养国际意识，提高人文素养，同时为知识创新、潜能发挥和全面发展提供一个基本工具，为迎应全球化时代的挑战和机遇做好准备。
2 课程定位与性质2.1 课程定位大学外语教育是我国高等教育的重要组成部分，对于促进大学生知识、能力和综合素质的协调发展具有重要意义。
大学英语作为大学外语教育的最主要内容，是大多数非英语专业学生在本科教育阶段必修的公共基础课程，在人才培养方面具有不可替代的重要作用。
大学英语课程应根据本科专业类教学质量国家标准，参照本指南进行合理定位，服务于学校的办学目标、院系人才培养的目标和学生个性化发展的需求。
大学英语教学指南教育部最新版3篇
大学英语教学指南教育部最新版
第一篇: 大学英语教学指南教育部最新版
随着全球化的进程，英语已经成为世界上最重要的一门语言，并且在现代社会中发挥着越来越重要的作用。
因此，在当今的教育体系中，英语教学也成为了一个非常重要的环节。
为了更好地提高大学生的英语水平，教育部颁布了最新版的大学英语教学指南。
这份指南重点关注了两个方面：一是大学英语教学的教学内容和方法，二是大学英语教学的评价标准。
在教学内容和方法方面，该指南主要强调了英语教学的实用性和交际性。
它提出了使用现代教育技术来提高教学效率的方法，并且建议采用多种教学方法和手段，如讲授、案例研究、讨论、演示、角色扮演等等，以更好地激发学生的兴趣和提高他们的学习效果。
此外，该指南还特别强调了听说读写的综合技能培养，指出了教师需要强调语音和语调的训练，同时还需注重词汇和语法的学习和应用。
在教材上也需要紧密结合实际场景编写，并增加文化背景和国际化元素，以便更好地促进学生的跨文化交际能力。
在评价标准方面，该指南提出了一系列评价标准，如学习目标、学业水平、语言水平、实用能力等，旨在更好地反映学生综合素质的提高和能力的实际运用。
此外，教学评价应该注重学生自主学习和合作学习的能力，适当借助现代化教育技术来实现教学效果的提高。
总之，这份最新版本的大学英语教学指南为教师们提供
了一个良好的教学参考和执行标准，同时它还鼓励教师们与同行进行交流，共同提高自己的教学水平和思维能力。
相信在这个指南的指导下，大学英语教学将会更为科学、高效、有益。
教育部2023大学英语教学指南
教育部2023大学英语教学指南Ministry of Education 2023 University English Teaching GuidelinesIntroductionThe Ministry of Education has released the 2023 University English Teaching Guidelines, aimed at improving the English language proficiency of students in higher education institutions across the country. These guidelines are designed to provide a comprehensive framework for universities to enhance their English language teaching methods and practices.Key ObjectivesThe key objectives of the 2023 University English Teaching Guidelines are:1. To enhance English language proficiency among students.2. To promote student-centered and interactive English language classes.3. To encourage the use of technology in English language teaching.4. To develop students' critical thinking and communication skills in English.5. To align English language teaching with international standards.Key ComponentsThe guidelines include the following key components:1. Curriculum Development: Universities are encouraged to design English language curricula that are comprehensive and aligned with the Common European Framework of Reference for Languages (CEFR). The curriculum should focus on all four language skills (reading, writing, listening, and speaking) and provide opportunities for students to practice these skills inreal-life contexts.2. Teaching Methodology: The guidelines emphasize the importance of student-centered and interactive teaching methods. Teachers are encouraged to use a variety of techniques, such as group work, pair work, role plays, and discussions, to engage students and enhance their learning experience.3. Assessment: Universities are advised to use a variety of assessment methods to evaluate students' English language proficiency. These may include exams, quizzes, presentations, projects, and portfolios. Assessment should be ongoing andformative, providing students with regular feedback on their progress.4. Professional Development: The guidelines recommend that universities provide professional development opportunities for English language teachers. This may include training workshops, seminars, conferences, and online courses to enhance teachers' knowledge and skills in English language teaching.5. Technology Integration: Universities are encouraged to integrate technology into English language teaching. This may include using online resources, multimedia tools, and virtual learning platforms to enhance students' learning experience and provide them with opportunities to practice English outside the classroom.ConclusionThe 2023 University English Teaching Guidelines provide a roadmap for universities to enhance their English language teaching methods and practices. By following these guidelines, universities can help students develop their English language proficiency, critical thinking, and communication skills, and prepare them to succeed in an increasingly globalized world. It is hoped that these guidelines will contribute to the overallimprovement of English language teaching in higher education institutions and ultimately benefit students in their academic and professional endeavors.。
大学英语教学指南(教育部最新版)
《大学英语教学指南》1 前言为了全面贯彻党的教育方针，进一步深化大学英语教学改革，提高教学质量，根据《国家中长期教育改革和发展规划纲要（2010-2020年）》和教育部《关于全面提高高等教育质量的若干意见》等文件的精神，在总结大学英语课程建设和教学改革经验的基础上，特制订本指南。
本指南提出对大学英语教学的指导性意见，是新时期普通高等学校制订大学英语教学大纲，进行大学英语课程建设，开展大学英语课程评价的依据。
当今世界，经济全球化和科技进步将不同国家与地区的人们紧密联系在一起。
英语作为全球目前使用最广泛的语言，是国际交往和科技、文化交流的重要工具。
通过学习和使用英语，可以直接了解国外前沿的科技进展、管理经验和思想理念，学习和了解世界优秀的文化和文明，同时也有助于增强国家语言实力，有效传播中华文化，促进与各国人民的广泛交往，提升国家软实力。
《国家中长期教育改革和发展规划纲要（2010-2020年）》指出：“提高质量是高等教育发展的核心任务。
”提高高等教育教学质量要求我们为高校大学生提供优质外语教育。
高校开设大学英语课程，一方面是满足国家战略需求，为国家改革开放和经济社会发展服务，另一方面，是满足学生专业学习、国际交流、继续深造、工作就业等方面的需要。
大学英语课程对大学生的未来发展具有现实意义和长远影响，学习英语有助于学生树立世界眼光，培养国际意识，提高人文素养，同时为知识创新、潜能发挥和全面发展提供一个基本工具，为迎应全球化时代的挑战和机遇做好准备。
2 课程定位与性质2.1 课程定位大学外语教育是我国高等教育的重要组成部分，对于促进大学生知识、能力和综合素质的协调发展具有重要意义。
大学英语作为大学外语教育的最主要内容，是大多数非英语专业学生在本科教育阶段必修的公共基础课程，在人才培养方面具有不可替代的重要作用。
大学英语课程应根据本科专业类教学质量国家标准，参照本指南进行合理定位，服务于学校的办学目标、院系人才培养的目标和学生个性化发展的需求。
大学英语 教学指南
河北科技大学《大学英语》新模式教学指南各位新同学：教育部2007年7月颁布了《大学英语课程教学要求》，推出了“基于计算机和课堂的大学英语教学模式”。
河北科技大学是/拥有：教育部全国大学英语教学改革示范点院校（2007-05）；国家精品课程《大学英语》（2007-11）；国家级教学团队——大学英语新模式教学团队（2010）；国家级精品资源共享课程《大学英语》（2013）国家社科基金项目——大学英语i-CARE培养模式研究（2009）；“十一五”国家级规划教材《大学英语泛听教程》（2006-2009）；全国9个大学英语四六级网考命题点院校之一（2008）；全国大学英语四六级口语考试河北省唯一考点（2002）；所有这些为我校在校大学生提供了一个崭新的英语学习平台。
为使大家尽快调整好学习方法，适应大学英语的新教学模式，现对我校大学英语新模式作一简要说明：一、明确大学英语的教学目标《大学英语课程教学要求》规定，大学英语的教学目标是“培养学生的英语综合应用能力，特别是听说能力，使他们在今后学习、工作和社会交往中能用英语有效地进行交际，同时增强其自主学习能力，提高综合文化素养，以适应我国社会发展和国际交流的需要”。
我校的大学英语教学目标是，夯实语言基础，优化学习策略，实现学习能力的可持续发展，进而使我们的学生未来在自己的专业领域与国际同行无障碍交流。
二、实施分级教学为便于因材施教，目前我校大学英语课程采用分级教学（艺术类学生除外）。
即：新生入学后统一组织分级测试（Placement Test）, 按照成绩将学生分为A、B 级，打破自然班重新组合。
A级学生侧重文化背景的渗透和语篇能力的培养；B级学生侧重语言知识的夯实和巩固。
各级次均注重听说训练和自主学习能力的培养。
一学年后根据期末成绩进行升降级动态调整，调整比例为10%。
三、独具特色的“2+1+X”教学模式1、读写译课（2）教材使用《新视野大学英语读写教程》，每周2学时，每学期一册，F101/F202/F204自主学习中心装有一套此教材的学习软件。
教育部版大学英语教学指南
《大学英语教学指南》(最新版)1 前言为了全面贯彻党的教育方针,进一步深化大学英语教学改革,提高教学质量,根据《国家中长期教育改革与发展规划纲要(2010-2020年)》与教育部《关于全面提高高等教育质量的若干意见》等文件的精神,在总结大学英语课程建设与教学改革经验的基础上,特制订本指南。
本指南提出对大学英语教学的指导性意见,就是新时期普通高等学校制订大学英语教学大纲,进行大学英语课程建设,开展大学英语课程评价的依据。
当今世界,经济全球化与科技进步将不同国家与地区的人们紧密联系在一起。
英语作为全球目前使用最广泛的语言,就是国际交往与科技、文化交流的重要工具。
通过学习与使用英语,可以直接了解国外前沿的科技进展、管理经验与思想理念,学习与了解世界优秀的文化与文明,同时也有助于增强国家语言实力,有效传播中华文化,促进与各国人民的广泛交往,提升国家软实力。
《国家中长期教育改革与发展规划纲要(2010-2020年)》指出:“提高质量就是高等教育发展的核心任务。
”提高高等教育教学质量要求我们为高校大学生提供优质外语教育。
高校开设大学英语课程,一方面就是满足国家战略需求,为国家改革开放与经济社会发展服务,另一方面,就是满足学生专业学习、国际交流、继续深造、工作就业等方面的需要。
大学英语课程对大学生的未来发展具有现实意义与长远影响,学习英语有助于学生树立世界眼光,培养国际意识,提高人文素养,同时为知识创新、潜能发挥与全面发展提供一个基本工具,为迎应全球化时代的挑战与机遇做好准备。
2 课程定位与性质2、1 课程定位大学外语教育就是我国高等教育的重要组成部分,对于促进大学生知识、能力与综合素质的协调发展具有重要意义。
大学英语作为大学外语教育的最主要内容,就是大多数非英语专业学生在本科教育阶段必修的公共基础课程,在人才培养方面具有不可替代的重要作用。
大学英语课程应根据本科专业类教学质量国家标准,参照本指南进行合理定位,服务于学校的办学目标、院系人才培养的目标与学生个性化发展的需求。
大学英语教学指南教育部最新版
大学英语教学指南教育部最新版
大学英语教学指南是教育部出版的教学参考书，主要面
向大学英语教师及教育行政管理人员。
翻开这本教材，我们不仅可以了解大学英语课程的教学内容，还能从中获得教学策略、评估方法等方面的指导。
本指南主要包括两个部分，第一部分是大学英语课程标准，第二部分则是针对不同层次、不同类型的学生的课程设计和实施指南。
大学英语课程标准
大学英语课程标准分为四个等级：B1、B2、C1和C2。
每
个等级都明确了该等级学生应具备的英语能力水平及相应的目标、教学内容和要求。
在大学英语课程中，学生需要逐步提高听、说、读、写、译等方面的综合能力，并能在实际沟通中灵活地运用所学语言知识和技能。
同时，还需培养学生的跨文化交际能力，以更好地应对国际化交流和竞争。
此外，在大学英语课程中，教师还需注重培养学生的学
习策略和学习习惯，帮助学生构建有效的英语学习体系，并通过不同形式的学习和评估来促进学生的学业进步。
针对不同层次、不同类型的学生的课程设计和实施指南
在课程设计和实施方面，指南根据学生的英语水平及需要，提供了不同级别和专业领域的教学建议。
教师可根据自身教学经验和学生需求，灵活应用这些建议，制定个性化的课程设计和评估方案。
此外，指南强调教师需要重视学生的课外阅读、听力和
口语训练，以拓宽学生的视野，提高其英语综合运用能力。
总结
大学英语教学指南在理论与实践上结合，为大学英语教
师提供了全面的教学指导，帮助教师设计更加科学有效的课程、教学和评估方案。
它对英语教学的发展和提高起到了积极的推动作用，为我国大学英语教育的健康发展做出了宝贵的贡献。
大学教学指南
!!!《⼤大学英语教学指南》!Guidelines on College English Teaching!（讨论稿）!!!!1 前⾔言!为了全⾯面贯彻党的教育⽅方针，进⼀一步深化⼤大学英语教学改⾰革，提⾼高教学质量，根据《国家中⻓长期教育改⾰革和发展规划纲要（2010—2020）和教育部《关于全⾯面提⾼高⾼高等教育质量的若干意⻅见》等⽂文件的精神，在总结⼤大学英语课程建设和教学改⾰革经验的基础性上，特制定本指南。
!本指南提出对⼤大学英语教学的指导性意⻅见，是新时期普通⾼高等学校制定⼤大学英语教学⼤大纲，进⾏行⼤大学英语课程建设、开展⼤大学英语课程评价与测试、加强师资队伍建设与教学管理的依据。
!当今世界，经济全球化和科技进步将不同国家与地区的⼈人们紧密联系在⼀一起。
维护⼈人类共同利益、应对共同挑战需要各国⼈人民携⼿手努⼒力，紧密合作。
语⾔言是⼈人与⼈人之间互相沟通的⼯工具，在和平、发展、合作成为时代潮流的今天，掌握不同语⾔言有利于增进国与国之间的互相了解和理解，促进世界⽂文明彼此包容、和谐共⽣生。
改⾰革开放以来，中国综合国⼒力不断增强，国际地位⽇日益提⾼高。
作为⼀一个和平发展的⼤大国，中国承担着重要的历史使命和国际责任与义务。
英语作为全球⺫⽬目前使⽤用最⼲⼴广泛的国际性语⾔言，是国际交往和科技、⽂文化交流的重要⼯工具。
学习和使⽤用英语，增加了⼀一种观察世界、表达⾃自⼰己的⽅方式，可以直接了解国外前沿的科技进展、前沿的管理经验、前沿的思想理念，同事也能增强国家语⾔言能⼒力，有效传播中华⽂文化，促进与各国⼈人民的⼲⼴广泛交往，提升国家软实⼒力。
!《国家中⻓长期教育改⾰革和发展规划纲要（2010—2020）》提出：“提⾼高质量是⾼高等教育发展的核⼼心任务。
”提⾼高⾼高等教育教学质量要求我们为⾼高校⼤大学⽣生提供优质外语教育。
从国家层⾯面出发，在⾼高校开设⼤大学英语，是为了应对世界的发展变化，为国家战略和经济反社会发展服务；从个⼈人层⾯面出发，学习⼤大学英语，对⼤大学⽣生的未来发展具有重要的现实意义和⻓长远影响。
大学英语教学指南3篇
大学英语教学指南第一篇：大学英语教学指南介绍大学英语教学是现代教育体系之一，是促进学生整体素质和国际交流的重要途径。
本篇文章将分别从教学目标、教学内容、教学方法和评价体系四个方面介绍大学英语教学指南。
一、教学目标大学英语教学的目标是培养学生的语言能力和国际视野，让学生能够用英语进行学习、生活和职业发展。
具体包括：1.掌握基本的英语语音、语法和词汇，能够读写基本的英语文本。
2.具备基本的听说交流能力，能够在日常生活和学习中进行简单的英语交流。
3.了解英语国家的文化、社会、历史和经济状况，具备一定的国际视野和跨文化交流能力。
二、教学内容大学英语教学内容通常分为语言知识和交际能力两个方面。
具体包括：1.语言知识：包括英语语音、语法、词汇和会话技能等基础知识。
2.交际能力：包括听、说、读、写和翻译等技能，以及情境交际、口语表达和交际策略等实践能力。
另外，教师可以根据学生的实际情况和需求，在教学中增加一些具体内容，如商务英语、科技英语、文学翻译等。
三、教学方法大学英语教学方法需要采用多种方法和手段，以满足不同学生的需求和学习风格。
具体包括：1.多媒体教学：利用多媒体技术进行课堂演示，增强学生听说读写的综合能力。
2.小组讨论：把学生分成小组，进行情境交际和口语练习，增强交流能力和自信心。
3.任务型教学：以任务为导向，让学生在语言实践中掌握语言知识和交际能力。
4.课外阅读：鼓励学生在课外阅读英语原文，提高语感和阅读理解能力。
四、评价体系大学英语教学的评价需要综合考虑学生的语言知识和交际能力。
具体考核方式：1.期末考试：笔试测试学生的语法、词汇和阅读理解等语言知识，口试测试学生的听说交际能力。
2.平时考核：包括听力、口语、作文等多种形式，以及课堂表现和作业完成情况等。
3.课程设计：通过设计合理的教学计划和课程内容，培养学生的英语综合能力和实践能力。
以上是大学英语教学指南的介绍，希望对您有所帮助。
第二篇：大学英语教学内容介绍大学英语教学是现代教育体系的重要组成部分，也是培养学生综合素质和国际视野的重要途径。
大学英语教学指南 2022
大学英语教学指南 2022University English teaching has always been a crucial aspect of higher education as it equips students with the necessary language skills to excel in their academic and professional pursuits. In the ever-evolving landscape of education, the year 2022 has brought forth new challenges and opportunities in the realm of English teaching at the university level. This guide aims to provide a comprehensive overview of the key considerations and best practices that should be at the forefront of university English teaching in the year 2022.Firstly, the integration of technology in the classroom has become an indispensable aspect of modern English teaching. The COVID-19 pandemic has accelerated the adoption of online and hybrid learning models, necessitating the effective incorporation of digital tools and platforms into the curriculum. University English instructors must be well-versed in the use of learning management systems, video conferencing software, and interactive educational technologies to create engaging and accessible learning experiences for their students. By leveraging the power of technology, educators can facilitate asynchronous learning, provide personalized feedback, andfoster collaborative learning opportunities, all while ensuring that students maintain a high level of engagement and interaction.Moreover, the emphasis on developing well-rounded communication skills has become increasingly crucial in the 21st century. University English teaching must go beyond the traditional focus on grammar, vocabulary, and reading comprehension, and instead, prioritize the cultivation of speaking, listening, and writing proficiencies. This holistic approach to language learning enables students to effectively communicate their ideas, participate in discussions, and engage in academic and professional discourse. Instructors should incorporate a variety of interactive activities, such as debates, presentations, and group discussions, to provide students with ample opportunities to practice and refine their communication skills.Equally important is the need to adapt the curriculum to the diverse linguistic and cultural backgrounds of the student population. University English programs must recognize and celebrate the linguistic diversity within their classrooms, embracing the unique perspectives and experiences that students bring. This can be achieved through the incorporation of content and materials that reflect a global perspective, highlighting the richness of different Englishes and the nuances of intercultural communication. By fostering an inclusive learning environment, university Englishinstructors can empower students to develop a deep appreciation for linguistic and cultural diversity, preparing them to navigate the increasingly globalized world.Furthermore, the integration of critical thinking and analytical skills into the English curriculum has become paramount. University English teaching should not merely focus on the mechanics of language but rather, encourage students to engage in higher-order thinking, problem-solving, and creative expression. Instructors should design learning activities that challenge students to critically analyze texts, formulate well-reasoned arguments, and explore complex ideas. This approach not only enhances students' language proficiency but also cultivates the essential skills needed for academic success and lifelong learning.In addition to the aforementioned considerations, university English teaching in 2022 must also address the evolving needs of the job market and the changing demands of employers. Increasingly, employers are seeking graduates who possess strong English communication skills, as well as the ability to collaborate, think critically, and adapt to various work environments. University English programs should therefore incorporate career-oriented components, such as professional writing workshops, job interview preparation, and industry-relevant projects, to ensure that students are equipped with the necessary skills to thrive in the workplace.Finally, the professional development of university English instructors themselves must be a priority. Continuous learning and the adoption of best practices are essential to maintaining the quality and relevance of English teaching. University administrators should provide ample opportunities for faculty to engage in ongoing training, attend conferences, and collaborate with peers. This investment in the professional growth of English instructors will not only enhance their teaching effectiveness but also foster a culture of innovation and continuous improvement within the university's English program.In conclusion, the guide to university English teaching in 2022 highlights the multifaceted approach required to meet the evolving needs of students and the demands of the 21st-century job market. By embracing technology, emphasizing well-rounded communication skills, celebrating linguistic and cultural diversity, integrating critical thinking, addressing career-readiness, and prioritizing faculty development, university English programs can empower students to become confident, adaptable, and successful communicators, poised to thrive in their academic and professional endeavors. As the landscape of higher education continues to evolve, this guide serves as a roadmap for university English instructors to navigate the challenges and capitalize on the opportunities that lie ahead.。
《大学英语教学指南》2022版
《大学英语教学指南》2022版全文共10篇示例，供读者参考篇1Hey guys! Today I'm gonna tell you all about the new and improved "University English Teaching Guide" for the year 2022. It's gonna be super awesome, trust me!First off, the new guide has a lot of cool tips and tricks to help you learn English better. It's got fun games and activities to make learning more engaging and interactive. You can also practice your listening and speaking skills with the audio and video resources included in the guide.The guide also has a bunch of useful grammar and vocabulary exercises that will help you improve your English skills. Plus, there are tips on how to study more effectively and how to prepare for exams.One of the best parts of the guide is the section on studying abroad. It's got all the info you need to know about studying in a foreign country, from applying for visas to finding accommodation. It even has tips on how to make friends and adapt to a new culture.So, if you want to improve your English skills and have a blast doing it, be sure to check out the "University English Teaching Guide" for 2022. It's gonna be a game-changer, for sure!篇2Hey guys, today I am going to tell you all about the new "University English Teaching Guide" for 2022! It's super cool and has lots of fun stuff to help you learn English better in college.First off, the guide has lots of fun activities to help you practice your English skills. There are games, quizzes, and even group projects to help you learn in a fun and interactive way. You can learn new words, grammar rules, and even improve your speaking and writing skills.The guide also has tips and tricks for studying English effectively. It teaches you how to make a study schedule, how to take good notes, and even how to use online resources to improve your English. It's like having a personal tutor right at your fingertips!And don't worry, the guide is easy to understand and is full of colorful pictures and illustrations to help you remember important information. It breaks down difficult concepts intosimple, easy-to-understand lessons that will make learning English a breeze.So if you want to improve your English skills in college, make sure to check out the "University English Teaching Guide" for 2022. It's your ticket to success in the world of English learning!篇3Title: A Guide to Studying English in College, 2022 EditionHey friends, have you ever wondered how cool it would be to study English in college? Well, let me tell you all about it in this awesome guide to studying English in college! But wait, before we get started, don't forget to grab your favorite snacks and drinks so we can have a great time learning together!First of all, studying English in college is super fun because you get to read amazing books and poems by famous writers like Shakespeare, Jane Austen, and Oscar Wilde. You'll also learn how to write awesome essays and stories that will impress your teachers and friends. Plus, you'll get to watch cool movies and TV shows in English to help improve your listening skills.In college, you'll have the chance to meet awesome English teachers who will guide you through your studies and help youbecome a master of the English language. They'll teach you grammar rules, vocabulary words, and cool phrases that will make you sound like a native speaker in no time. And if you ever have any questions or need help, your teachers will always be there to support you.But studying English in college isn't just about books and grammar – it's also about making new friends from all around the world. You'll have the opportunity to practice speaking English with your classmates and learn about different cultures and traditions. Who knows, you might even find a lifelong friend who shares your passion for English!So if you're thinking about studying English in college, go for it! It's a fantastic journey that will open up new opportunities and help you become a confident and skilled English speaker. And remember, always believe in yourself and never give up on your dreams – you've got this!That's it for our guide to studying English in college, 2022 Edition. I hope you enjoyed it and learned something new. Now go out there and conquer the world with your amazing English skills. Good luck, my friends, and have an awesome time studying English in college!篇4Hey friends! Today I'm going to talk about the new 2022 edition of the "University English Teaching Guide". If you're a little confused about English class in college, don't worry, I got you covered!First of all, this new guide is all about helping us learn English in a fun and easy way. It has lots of cool tips and tricks to improve our reading, writing, speaking, and listening skills. There are also some awesome activities and exercises to practice English with our friends.One big change in the new edition is that it focuses more on using technology in our English learning. We can now use apps, websites, and videos to practice English anytime, anywhere. How cool is that?Another great thing about the new guide is that it includes more real-life English examples. This will help us understand how English is used in everyday situations, like ordering food, shopping, or meeting new people.One last thing I want to mention is that the new guide encourages us to be more creative with our English learning. Wecan write stories, make videos, or even perform skits in English. The possibilities are endless!So, if you're ready to take your English skills to the next level, make sure to get a copy of the "University English Teaching Guide" 2022 edition. It's gonna be so much fun! Let's rock our English class together!篇5Hello everyone! Today I'm going to introduce you to the "University English Teaching Guide 2022 Edition". This book is super cool and can help you learn English in a fun and easy way.Firstly, in this book, you will find all kinds of interesting stories, conversations and exercises to practice your English skills. For example, there are stories about a friendly alien visiting Earth and learning English with a group of kids. You can follow along with their adventures and pick up new words and phrases along the way.Secondly, there are lots of games and activities in the book to make learning English more exciting. You can play word games, do crossword puzzles, and even act out scenes from the stories. This will help you remember what you've learned and improve your speaking and listening skills.Next, there are grammar and vocabulary sections in the book to help you understand the rules of English language. You can learn about tenses, prepositions, adjectives and much more. Plus, there are tips and tricks to remember tricky grammar rules easily.Moreover, the book also includes audio and video resources to help you practice listening and speaking. You can listen to native English speakers and imitate their pronunciation, or watch short videos to improve your comprehension skills.In conclusion, the "University English Teaching Guide 2022 Edition" is a fantastic resource for anyone who wants to learn English in a fun and effective way. So grab a copy of the book and start your English learning journey today!篇6Title: A Guide to College English Learning 2022 EditionHey guys! Have you ever wondered how to improve your English skills in college? Well, look no further because the 2022 edition of the College English Learning Guide is here to help you out!First of all, let's talk about the importance of English in college. English is not just a subject you study in school, it's a global language that can open up many doors for you in the future. Whether you want to study abroad, work for an international company, or simply communicate with people from different cultures, having good English skills is essential.Now, let's dive into some tips on how to improve your English skills. The key to mastering a language is practice, practice, practice! Make sure to read English books, watch English movies, and listen to English music to immerse yourself in the language. You can also try practicing with your friends or classmates by having conversations in English.Another important aspect of learning English is grammar. Make sure to study grammar rules and practice using them in your writing and speaking. You can also use online resources or apps to help you improve your grammar skills.In addition to reading and grammar, vocabulary is also crucial in English learning. Try to learn new words every day and use them in sentences to expand your vocabulary. You can also use flashcards or vocabulary apps to help you remember new words.Lastly, don't be afraid to make mistakes! Making mistakes is part of the learning process, so don't be discouraged if you don't get everything right the first time. Practice makes perfect, so keep working hard and you will see improvement in your English skills.With the help of the College English Learning Guide 2022 Edition, you will be on your way to becoming a fluent English speaker in no time. So don't wait, start practicing and improving your English skills today! Good luck!篇7Hello everyone! Today I'm going to tell you all about the new "College English Teaching Guide" for 2022. It's gonna be super awesome, so listen up!First of all, this guide is gonna make learning English in college so much fun. It's got all kinds of cool activities and games to help you practice your English skills. You can play games like word puzzles, charades, and even have English karaoke sessions. How cool is that?Secondly, the guide is gonna help you improve your reading, writing, listening, and speaking skills. There are lots of interesting articles and stories for you to read and discuss in class. You'll alsoget to write essays, do presentations, and have conversations with your classmates in English. It's a great way to practice and improve your English.Another awesome thing about the guide is that it's gonna help you learn real-life English that you can use outside of the classroom. You'll learn how to order food in a restaurant, ask for directions, and have conversations with native English speakers. It's gonna prepare you for the real world and help you feel more confident using English in everyday situations.So, if you wanna have a blast learning English in college, make sure to check out the "College English Teaching Guide" for 2022. It's gonna be super fun and helpful, and you'll be speaking English like a pro in no time. Let's all work hard together and become English superstars! Good luck, everyone!篇8Hey everyone, today I’m going to tell you about the “College English Teaching Guide, 2022 Edition”. It’s super important for us to learn English well in college, so I’m excited to share these tips with you!First off, this guide has lots of fun activities to help us learn English. There are games, songs, and videos that make learningEnglish super easy and fun. We can learn new words, grammar, and pronunciation while having a great time.Next, the guide also has tips on how to study effectively. It tells us to practice speaking English every day, to listen to English songs and watch movies, and to read books in English. By doing these things regularly, we can improve our English skills a lot.The “College English Teaching Guide” also encourages us to speak up in class. It’s okay to make mistakes because that’s how we learn. We should ask questions, participate in discussions, and practice speaking with our classmates. The more we speak English, the better we’ll get at it.Lastly, the guide reminds us to be patient with ourselves. Learning a new language takes time and effor t, but it’s totally worth it. We should believe in ourselves and keep practicing, and we’ll see progress in no time.Overall, the “College English Teaching Guide, 2022 Edition” is awesome and full of great tips to help us improve our English skills. Let’s all work hard and have fun learning English together!篇9Hey guys! Today, I'm gonna tell you all about the new College English Teaching Guide for 2022! It's gonna be so cool, you won't even believe it!First off, in this guide, you'll find all sorts of tips and tricks to help you learn English better. There are fun activities, games, and exercises to keep you interested and engaged. Plus, there are lots of colorful illustrations and pictures to help you understand things better.The guide also includes new topics and themes to explore, like pop culture, technology, and social issues. This way, you can learn English while staying up-to-date with what's happening in the world. How cool is that?And guess what? There are also sections on grammar, vocabulary, and pronunciation to help you improve your English skills. No more struggling with those tricky grammar rules or confusing words!Plus, there are tips on how to study more effectively, how to practice speaking and listening, and how to boost your confidence in English. With this guide, you'll be a pro at English in no time!So, if you wanna ace your English classes and impress your friends with your language skills, be sure to check out the new College English Teaching Guide for 2022. It's gonna be your ticket to English success!篇10Title: My Guide to Studying English in College 2022 EditionHey guys! So you're going to college soon and you want to know how to do well in your English classes, right? Well, don't worry, I got your back! Here's my guide to studying English in college for the 2022 edition.First things first, pay attention in class! Your English professor will teach you all sorts of things about grammar, vocabulary, and reading comprehension. Take notes, ask questions, and participate in discussions. It's the best way to learn and remember everything.Next, read, read, read! English classes often have tons of readings, from short stories to poems to novels. Make sure you do all the assigned readings and try to understand the main ideas and themes. This will help you with class discussions and writing assignments.Speaking of writing, practice writing essays and papers. Your English classes will likely have writing assignments, so it's important to know how to organize your thoughts and write clearly. Remember to proofread your work before submitting it –no one likes a paper full of typos!Don't forget about grammar and vocabulary. English is a tricky language with lots of rules and exceptions. Make sure you study grammar rules and practice using new words in your writing and speaking.Lastly, don't be afraid to ask for help. Whether it's from your professor, a tutor, or a classmate, there are lots of resources available to help you succeed in your English classes. Don't be shy – everyone needs a little help sometimes.So there you have it, my guide to studying English in college for 2022. I hope these tips help you do your best in your English classes. Good luck, and happy studying!。
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《大学英语教学指南》1 前言为了全面贯彻党的教育方针，进一步深化大学英语教学改革，提高教学质量，根据《国家中长期教育改革和发展规划纲要（2010-2020年）》和教育部《关于全面提高高等教育质量的若干意见》等文件的精神，在总结大学英语课程建设和教学改革经验的基础上，特制订本指南。
本指南提出对大学英语教学的指导性意见，是新时期普通高等学校制订大学英语教学大纲，进行大学英语课程建设，开展大学英语课程评价的依据。
当今世界，经济全球化和科技进步将不同国家与地区的人们紧密联系在一起。
英语作为全球目前使用最广泛的语言，是国际交往和科技、文化交流的重要工具。
通过学习和使用英语，可以直接了解国外前沿的科技进展、管理经验和思想理念，学习和了解世界优秀的文化和文明，同时也有助于增强国家语言实力，有效传播中华文化，促进与各国人民的广泛交往，提升国家软实力。
《国家中长期教育改革和发展规划纲要（2010-2020年）》指出：“提高质量是高等教育发展的核心任务。
”提高高等教育教学质量要求我们为高校大学生提供优质外语教育。
高校开设大学英语课程，一方面是满足国家战略需求，为国家改革开放和经济社会发展服务，另一方面，是满足学生专业学习、国际交流、继续深造、工作就业等方面的需要。
大学英语课程对大学生的未来发展具有现实意义和长远影响，学习英语有助于学生树立世界眼光，培养国际意识，提高人文素养，同时为知识创新、潜能发挥和全面发展提供一个基本工具，为迎应全球化时代的挑战和机遇做好准备。
2 课程定位与性质2.1 课程定位大学外语教育是我国高等教育的重要组成部分，对于促进大学生知识、能力和综合素质的协调发展具有重要意义。
大学英语作为大学外语教育的最主要内容，是大多数非英语专业学生在本科教育阶段必修的公共基础课程，在人才培养方面具有不可替代的重要作用。
大学英语课程应根据本科专业类教学质量国家标准，参照本指南进行合理定位，服务于学校的办学目标、院系人才培养的目标和学生个性化发展的需求。
2.2 课程性质大学英语课程是高等学校人文教育的一部分，兼有工具性和人文性双重性质。
就工具性而言，大学英语课程是基础教育阶段英语教学的提升和拓展，主要目的是在高中英语教学的基础上进一步提高学生英语听、说、读、写、译的能力。
大学英语的工具性也体现在专门用途英语上，学生可以通过学习与专业或未来工作有关的学术英语或职业英语，获得在学术或职业领域进行交流的相关能力。
就人文性而言，大学英语课程重要任务之一是进行跨文化教育。
语言是文化的载体，同时也是文化的组成部分，学生学习和掌握英语这一交流工具，除了学习、交流先进的科学技术或专业信息之外，还要了解国外的社会与文化，增进对不同文化的理解、对中外文化异同的意识，培养跨文化交际能力。
人文性的核心是以人为本，弘扬人的价值，注重人的综合素质培养和全面发展。
社会主义核心价值观应有机融入大学英语教学内容。
因此，要充分挖掘大学英语课程丰富的人文内涵，实现工具性和人文性的有机统一。
3 教学目标和教学要求3.1 教学目标大学英语的教学目标是培养学生的英语应用能力，增强跨文化交际意识和交际能力，同时发展自主学习能力，提高综合文化素养，使他们在学习、生活、社会交往和未来工作中能够有效地使用英语，满足国家、社会、学校和个人发展的需要。
根据我国现阶段基础教育、高等教育和社会发展的条件现状，大学英语教学目标分为基础、提高、发展三个等级。
在三级目标体系中，基础目标是针对大多数非英语专业学生的英语学习基本需求确定的，提高目标是针对入学时英语基础较好、英语需求较高的学生确定的，发展目标是根据学校人才培养计划的特殊需要以及部分学有学生的多元需求确定的。
大学英语教学与高中英语教学相衔接，各高校可以根据实际需要，自主确定起始层次，自主选择教学目标。
分级目标的安排为课程设置的灵活性和开放性提供了空间，有利于实施满足学校、院系和学生个性化需求的大学英语教学。
3.2 教学要求我国幅员辽阔，各地区、各高校之间情况差异较大，大学英语教学应贯彻分类指导、因材施教的原则，以适应个性化教学的实际需要。
大学英语教学以英语的实际使用为导向，以培养学生的英语应用能力为重点。
英语应用能力是指用英语在学习、生活和未来工作中进行沟通、交流的能力。
大学英语在注重发展学生通用语言能力的同时，应进一步增强其学术英语或职业英语交流能力和跨文化交际能力，以使学生在日常生活、专业学习和职业岗位等不同领域或语境中能够用英语有效地进行交流。
大学英语根据三级教学目标提出三个级别的教学要求。
基础目标的教学要求主要针对英语高考成绩合格的学生，是大部分学生本科毕业时应达到的基本要求。
提高目标和发展目标的教学要求针对大学入学时英语已达到较好水平的学生，也是对学生英语应用能力要求较高的专业所选择的要求。
对英语高考成绩基本合格的学生，学校可适当调整基础目标的部分教学要求。
大学英语三个级别的教学要求分总体描述和单项技能描述。
总体描述包括语言技能与知识、跨文化交际能力和学习策略的要求；单项技能描述则从听、说、读、写、译五个方面对三个等级的教学目标作进一步的说明。
各高校应依据本指南提出的三级教学目标和教学要求，结合学校、院系和学生的实际情况，确定具有本校特色的教学目标和教学要求。
三个级别教学要求的总体能力描述如下：三个级别教学要求的语言单项技能描述如下：上述三个级别的教学目标和教学要求是各高校在制定本校大学英语教学大纲和其他教学文件时的参照基准。
各高校可以根据本校实际情况，对具体要求与指标作适当的调整。
在提倡学生语言技能平衡发展的同时，也鼓励不同学校、不同院系或不同学科的大学英语教学在语言技能的选择上有所侧重，突出特色，以满足院系和学生的不同需求。
4 课程设置4.1 总体框架课程设置是教学目标在学校课程计划中的集中表现，是对课程结构和课程内容所做的安排和规定。
大学英语教学的主要内容可分为通用英语、专门用途英语和跨文化交际三个部分，由此形成相应的三大类课程。
大学英语课程由必修课、限定选修课和任意选修课组成。
各高校应根据学校类型、层次、生源、办学定位、人才培养目标等，遵循语言教学和学习规律，合理安排相应的教学内容和课时，形成反映本校特色、动态开放、科学合理的大学英语课程体系。
课程设置要注意处理好通用英语与专门用途英语、跨文化交际教学的关系，处理好必修课程与选修课程的关系。
课程设置还要充分考虑语言学习的渐进性和持续性，在大学本科学习的不同阶段开设相应的英语课程。
4.2.课程结构与内容4.2.1 通用英语课程通用英语课程是大学英语课程的基本组成部分。
通用英语课程的目的是培养学生英语听、说、读、写、译的语言技能，同时教授英语词汇、语法、篇章及语用等知识，增加学生的社会、文化、科学等基本知识，拓宽国际视野，提升综合文化素养。
通用英语课程分为基础、提高和发展三个级别。
各级别课程相对独立，各有侧重，相互补充。
基础级别的通用英语课程以高中英语选修Ⅰ课程为起点，重点突出听、说、读、写、译基本技能的培养和语言基本知识的学习。
通过一至一年半的英语教学，使学生英语能力达到本指南规定的大学英语教学基础目标的相关要求。
提高级别的通用英语课程强调听、说、读、写、译技能的进一步提升，兼顾语法、词汇、篇章、语用等语言知识的进一步巩固、提高和相关知识的进一步扩充。
通过一年左右的英语教学，使学生英语能力达到本指南规定的大学英语教学提高目标的相关要求。
发展级别的通用英语课程注重学生较高层次语言应用能力的拓展训练，满足具有拔尖创新潜质的高水平学生参与国际学术交流的需要。
通过一至两个学期的英语教学，使学生英语能力等达到本指南规定的大学英语教学发展目标的相关要求。
4.2.2 专门用途英语课程专门用途英语课程以英语使用领域为指向，以增强学生运用英语进行专业和学术交流、从事工作的能力，提升学生学术和职业素养为目的，具体包括学术英语（通用学术英语、专门学术英语）和职业英语两大课程群。
专门用途英语课程将特定的学科内容与语言教学目标相结合，教学活动着重解决学生学科知识学习过程中所遇到的语言问题，以培养与专业相关的英语能力为教学重点。
专门用途英语课程凸显大学英语工具性特征。
各高校应以需求分析为基础，根据学校人才培养规格和学生需要开设体现学校特色的专门用途英语课程，供学生选择；也可在通用英语体系内，纳入通用学术英语和职业英语等内容。
基础级别的专门用途英语课程为基础通用学术英语及入门级职业英语课程，在培养学生语言技能的同时，帮助学生了解和掌握初步的通用学术英语知识以及与专业学习相关的基本英语表达。
提高级别的专门用途英语课程为与专业相关的英语应用能力课程，通过教学，使学生较好地掌握通用学术英语和一定的职业英语知识，培养学生基本达到用英语进行专业交流、从事工作的能力。
发展级别的专门用途英语课程面向学术或职业领域有特殊需求的高水平学生，帮助学生利用英语提高本专业学习、工作的能力，特别是在专业领域用英语进行交流的能力。
4.2.3 跨文化交际课程跨文化交际课程旨在进行跨文化教育，帮助学生了解中外不同的世界观、价值观、思维方式等方面的差异，培养学生的跨文化意识，提高学生社会语言能力和跨文化交际能力。
跨文化交际课程体现了大学英语的人文性特征。
各高校可根据需要开设不同级别的跨文化交际课程，也可在通用英语课程体系内融入跨文化交际的内容。
基础级别的跨文化交际课程以丰富学生中外文化知识，培养学生中外文化差异意识为目的。
可在通用英语课程内容中适当导入一定的中外文化知识，以隐形教学为主要形式，也可独立开设课程，为学生讲授与中西文化相关的基础知识。
提高级别的跨文化交际课程在学生已掌握的语言文化知识基础上开设，主要包括文化类和跨文化交际类课程，帮助学生提升文化和跨文化意识，提高跨文化交际能力。
发展级别的跨文化交际课程旨在通过系统的教学，进一步增强学生的跨文化意识，扩展学生的国际视野，进一步提升学生的语言综合应用能力和跨文化交际能力。
4.2.4 基于教学目标的课程设置各高校大学英语课程设置要照顾到学生的不同起点，充分体现个性化。
既要照顾起点较低的学生，又要给起点较高的学生有发展的空间；既能使学生打下扎实的语言基础，又能培养他们较强的综合应用能力；既要保证学生在整个大学期间的英语语言水平稳步提高，又要有利于学生个性化的学习，以满足他们各自不同的专业和个人发展的需要。
在教学安排上，大学英语起始阶段的通用英语课程若与高中英语选修Ⅰ课程相衔接，选择基础目标，需要144-216课时；对入学时英语基础较好、英语需求较高的学生，可选择提高目标，需要144课时。
与基础目标和提高目标相关的通用英语课程为必修课，每周4课时；与发展目标相关的课程建议以限定选修课形式在大学二年级及以上阶段开设，每周不少于2课时。