高中英语课程标准_新课标_英文版

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高中英语课程标准_新课标_英文版

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 vocabularyl Neglecting to develop students’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:l Develops students’ comprehensive l anguage 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, practical abilities, cultural awareness and autonomy through the language learning process1. The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students 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 creativityl Adopt good study habits and effective learning strategiesl Develop as autonomous and lifelong learnersl Build moral integrity and a healthy outlook on lifel Establish both national spirit and an awareness of and respect for cultural differencesl Broaden their horizons and enrich their life experiencel Take part in cultural lifel Develop as individuals2. Basic Principles of the New Curriculum2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid tl Valuing each student’s feelingsl Stimulating students’ interest in studying Englishl Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’ comprehensive language competence to include areas such as:l Improving students’ ability to contribute to cultural and social lifel Developing students’ practical abilitiesl Fostering students’ creativity2.2The curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students’ comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five general objectives are:1. Language Skills2. Language Knowledge3. Attitudes to Learning4. Learning Strategies5. Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.2.3Students are put at the centre of the curriculum and individual differences are respectedStudents’ must be at the heart of the new curricul um. 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 tl 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 curriculum Formative assessment should be an important part of the English teaching and learning process with a particular emphasis on:l Encouraging students’ active participation in learningl Improving stu dents’ 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 available The curriculum should strive to use and develop resources whose content is:l Realisticl Close to the students’ livesl Contemporaryl Healthyl Rich and variedActive use should be made of:l Audio visual materiall Print medial The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3. The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:l The nature of language developmentl The different needs of different age groupsl The needs of different ethnic groups and areasl The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.The correspondence between the level system and the grade system is shown in the following diagram:Diagram 1: The Levels and the GradesPart 2: Introduction to the General ObjectivesThe fundamental aim of the new curriculum is to develop students’ comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram:Diagram 3: Comparison of the Old and New Curriculumsl Language skills and knowledge form the basis of comprehensive language competencel The students’ attitudes to learning strongly influence their learning and developmentl Successful learning strategies improve the effectiveness of students’ learningl Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all five general objectives) for Levels 1 to 9 are presented below:Table 1: The Overall Descriptors for Comprehensive Language Competence Part 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSO Programme Office) for Level 6 – 9 descriptors.Table 2: Level Descriptors for Language Skills ObjectiveN.B. The original includes Language Skills descriptors for Levels 1,3,4,6,7,8 and 9Table 3: Level Descriptors for Language Knowledge ObjectiveTable 4: Level Descriptors for Affective Attitudes ObjectiveTable 5: Level Descriptors for Learning Strategies ObjectiveTable 6: Level Descriptors for Cultural Awareness Part 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 their emotional education. Develop cooperative spirit by organizing learning activities that let students work together, help each other and experience group recognition and achievement.l Pay particular attention to introverted students or weak learners, trying to give them as many language practice opportunities as possible.l Establish a friendly and democratic channel of communication between students and teacher, frequently reflecting on the learning process and results together, and offering mutual help and support.1.3 Use task-based learning methods to promote students comprehensive language competenceTeachers should try to adopt task-based learning methods as much as possible. Teachers should creatively design learning activities that are 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 experie nces 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 adviso r, Professor Zhang Lianzhong, mentioned that this section of the curriculum will be revised such that “we will take the TBL (Task-Based Learning) approach as one of the useful tools within the big box of Communicative 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’ aware ness of and ability in cross-cultural communication Language 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 Organize 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 English 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 teaching 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 accordingly l Help the teacher continuously improve the quality of their teachingl Provide the school with prompt feedback on the implementation of the curriculum l Help improve educational managementl Inform the ongoing development and perfection of the new English curriculum The 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 development Formative 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 getunsatisfactory 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’ learning 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 competenceSummative 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 shoul d 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 learning Pay 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 ‘playing, performing, watching, speaking and listening’Example 3: Formative assessment scheme for Grade 3-6 listening at Level 2 Example 4: Guidelines for using student portfoliosPortfolios might include:l Some kind of baseline assessmentl A record 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, a s 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 tests. . . . .End 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.. 专业word可编辑.。

新课标标准高中英语

新课标标准高中英语

新课标标准高中英语In recent years, the new curriculum standard for high school English has been implemented in China. This new standard aims to enhance students' English proficiency and foster their comprehensive language skills. In this article, we will explore the key features of the new curriculum standard for high school English and discuss its implications for both students and teachers.Firstly, the new curriculum standard emphasizes the integration of language skills. It encourages students to develop their listening, speaking, reading, and writing skills simultaneously. Rather than focusing on isolated language components, such as grammar and vocabulary, the new standard encourages students to use English in authentic contexts. This approach enables students to apply their language skills in real-life situations and enhances their ability to communicate effectively.Secondly, the new curriculum standard places a strong emphasis on language functions. It encourages students to learn English as a means of communication, rather than as a set of rules. Students are encouraged to use English to express their ideas, opinions, and emotions, as well as to engage in social interactions. This shift in focus from language forms to language functions helps students develop their communicative competence and prepares them for real-world language use.Furthermore, the new curriculum standard promotes learner autonomy and independent learning. It encourages students to take responsibility for their own learning and to actively engage in the learning process. Students are encouraged to set goals, monitor their progress, and reflect on their learning experiences. This learner-centered approach not only enhances students' motivation and engagement but also equips them with the necessary skills to continue learning English beyond the classroom.In addition, the new curriculum standard emphasizes the integration of culture and language learning. It encourages students to explore different cultures and to develop intercultural communicative competence. Through the study of English, students gain a deeper understanding of different cultures, traditions, and perspectives. This not onlybroadens their horizons but also enhances their ability to communicate and collaborate with people from different cultural backgrounds.Moreover, the new curriculum standard promotes the use of technology in English language teaching and learning. It encourages teachers to incorporate technology into their classroom instruction and to provide students with opportunities to use technology for language practice and communication. This integration of technology not only makes English learning more interactive and engaging but also prepares students for the digital age where technology plays a crucial role in communication.In conclusion, the new curriculum standard for high school English in China has brought about significant changes in English language teaching and learning. By emphasizing the integration of language skills, language functions, learner autonomy, culture, and technology, the new standard aims to cultivate students' comprehensive language proficiency and prepare them for real-world language use. As students and teachers adapt to the new standard, it is expected that English language education in China will continue to evolve and improve in the years to come.。

2024版义务教育高中英语课程标准

2024版义务教育高中英语课程标准

2024版义务教育高中英语课程标准
简介
本文档旨在提供2024版义务教育高中英语课程标准的概述和主要内容。

该课程标准旨在为高中学生提供全面的英语学习指导,帮助他们提高英语听、说、读、写的能力,培养跨文化交流能力。

内容
2024版义务教育高中英语课程标准主要包括以下几个方面:
课程目标
- 培养学生对英语的兴趣和学习动力
- 提高学生的英语听说能力,培养流利的口语表达能力
- 培养学生良好的阅读习惯和阅读理解能力
- 培养学生的写作能力,提高写作表达的准确性和逻辑性
- 培养学生的跨文化交流能力,增进对不同文化的理解和尊重
学科知识
- 学习基础词汇和语法知识
- 学习听力材料和阅读材料中的重要信息
- 学习运用所学知识进行口头和书面表达
- 学习阅读和理解不同类型的英语文章
- 学习运用正确的语法和词汇进行写作
学习方法
- 培养学生主动学习的能力,包括自主学习和合作学习
- 培养学生有效管理学习时间和资源的能力
- 培养学生积极参与英语学习的态度和习惯
考核方式
- 综合评价学生的英语听、说、读、写能力
- 考核方式包括笔试、口试、听力测试和阅读理解等
结论
2024版义务教育高中英语课程标准旨在全面提高学生的英语能力和跨文化交流能力。

学生应通过学习基础知识、培养学习方法和参与多样化的考核方式来达到课程目标。

教师应根据课程标准的要求,设计和组织有效的教学活动,帮助学生更好地掌握英语技能。

重点高中英语课程标准新课标英文版

重点高中英语课程标准新课标英文版

重点高中英语课程标准新课标英文版————————————————————————————————作者:————————————————————————————————日期: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 vocabularyl Neglecting to develop students’ ab ility 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, practical abilities, cultural awareness and autonomy through the language learning process1. The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students 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 serv e 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 creativityl Adopt good study habits and effective learning strategiesl Develop as autonomous and lifelong learnersl Build moral integrity and a healthy outlook on lifel Establish both national spirit and an awareness of and respect for cultural differencesl Broaden their horizons and enrich their life experiencel Take part in cultural lifel Develop as individuals2. Basic Principles of the New Curriculum2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid tl Valuing each student’s feelingsl Stimulating stude nts’ interest in studying Englishl Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’ comprehensive language competence to include areas such as:l Improving students’ ability to contribute to cultural and social lifel Developing students’ practical abilitiesl Fostering students’ creativity2.2The curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students’ comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five general objectives are:1. Language Skills2. Language Knowledge3. Attitudes to Learning4. Learning Strategies5. Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.2.3Students are put at the centre of the curriculum and individual differences are respected Students’ 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 tl 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’ heal thy 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 learningl 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’ l ivesl Contemporaryl Healthyl Rich and variedActive use should be made of:l Audio visual materiall Print medial The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3. The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:l The nature of language developmentl The different needs of different age groupsl The needs of different ethnic groups and areasl The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.The correspondence between the level system and the grade system is shown in the following diagram:Primary School Work towards: NotesGrade 3 Level 1 Students should start studying English in Grade 3Grade 4 Level 1Grade 5 Level 2Grade 6 Level 2 The required standard for the end of primary school Junior Middle School Work towards: NotesGrade 7 (= Junior 1) Level 3Grade 8 (= Junior 2) Level 4Grade 9 (= Junior 3) Level 5 The required standard for the end of junior middleschoolSenior Middle School Work towards: NotesSenior 1 Level 6Senior 2 Level 7Senior 3 Level 8 The required standard for senior middle schoolgraduationLevel 9 An extension level for specialist schools and ablestudentsDiagram 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 th eir learning and developmentl Successful learning strategies improve the effectiveness of students’ learningl Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all five general objectives) for Levels 1 to 9 are presented below:Level Descriptors1 Students are curious about English and enjoy listening to people speaking English. Theycan:l Play games, do actions and activities (e.g. colouring, joining lines) according tosimple instructions from the teacherl Perform simple role playsl Sing simple English songsl Say simple rhymes and chantsl Understand simple stories by with the aid of picturesl Communicate simple personal informationl Express simple feelings and attitudesl Write letters and wordsl Take interest in foreign cultural customs met during learning English2 Students show a sustained interest in and enjoyment of learning English. They can:l Use simple English greetings and exchange personal information and information about family and friendsl Perform dialogues, songs, rhymes and chants about content they have studiedl Understand and narrate simple stories with the aid of picturesl Write simple sentences with the aid of pictures or promptsl Participate and cooperate actively and happilyl Take the initiative to ask for helpl Enjoy learning about other countries’ cultures and customs3 Students show a positive attitude and the beginnings of self-confidence towards learningEnglish. They can:l Understand short and simple stories about familiar topics that they hearl Exchange information about familiar topics (e.g. school, family life) with the teacher or classmatesl Read and understand short stories and other simple written materiall Write simple sentences with the aid of examples or picturesl Take part in simple role plays and activitiesl Attempt to use suitable learning strategies to overcome difficulties encounteredduring studyl Identify cultural differences that are present when communicating in a foreignlanguage4 Students can identify their own learning needs and targets and are fairly self-confidentabout learning English. They can:l Listen to and understand dialogues and short stories in everyday communicationl Communicate information and simple opinions about familiar everyday topicsl Write brief and simple lettersl Attempt to use different educational resourcesl Gain information from oral and written materials to extend their knowledge, solve simple problems and describe resultsl Help each other to overcome difficulties encountered during learningl Plan and arrange sensible learning activitiesl Actively explore learning strategies suitable for themselvesl Take note of cultural differences between China and other countries during study and communication5 Students show clear motivation and a positive, active attitude towards learning English.They can:l Listen to and understand the teacher’s statements about familiar topics and take part in discussionsl Exchange information with others and express opinions about various topics in daily lifel Read and understand texts, newspapers and magazines suitable for Grades 7 – 9,overcoming the barrier of unknown words to understand the main ideasl Use appropriate reading strategies according to the purpose of readingl Draft and edit short compositions according with the aid of promptsl Cooperate with others to complete tasks, solve problems and report resultsl Assess their own learning and summarize their own learning stylel Make use of a wide variety of resourcesl Further increase their understanding and awareness of cultural differences6 Students show further motivation to study English and a growing awareness ofautonomous learning. They can:l Understand the viewpoints expressed in oral or written materials and state their own viewl Effectively use oral or written language to describe personal experiencel Plan, organize and carry out a variety of English learning activities with the teacher’s assistancel Take the initiative to exploit a range of learning resources and gain informationthrough multiple channelsl Adjust their own learning objectives and strategies according to the results ofself-assessmentl Understand the cultural background to and connotations of language duringcommunication7 Students show clear and sustained motivation to study English and a clear awareness ofautonomous learning. They can:l Exchange information, ask questions, give opinions and advice about a fairly wide range of topicsl Read and understand original texts and newspapers that have been adapted for senior middle school studentsl Show nascent skill in writing compositions such as notices and letters of information l Take the initiative to plan, organize and carry out a range of language practiceactivitiesl Take responsibility for using a wide variety of learning resources to promote study l Monitor their own learning to continue to form learning strategies suitable forthemselvesl Understand cultural differences in communication and further form wide cultural awareness8 Students show strong self-confidence and ability to learn autonomously. They can:l Communicate fairly naturally with other English speakers about familiar topicsl Express evaluative comments about the content of oral or written materialsl Write coherent and fully structured short compositionsl Take responsibility for planning, organizing and carrying out a range of language practice activities such as discussion, decision making, and reporting experiment andsurvey resultsl Use the internet and various other resources to gather and process informationeffectivelyl Consciously evaluate learning outcomes and form effective English learningstrategiesl Understand the cultural connotations and background during communication andadopt a respectful and tolerant attitude towards cultures of different countries9 Students are autonomous learners. They can:l Listen to and understand the main content of speeches, discussions, debates andreports on familiar topicsl Discuss and express their attitudes and opinions about topics of universal importance inside and outside China, such as the environment, population, peace, development, etcl Act as an interpreter in everyday lifel Make the most of a variety of opportunities to use English for real communicationl Read popular science and literature articles with fairly wide ranging subjects with the aid of a dictionaryl Use common genres/text types to complete ordinary writing tasks and have nascentability to write in a literary wayl Expand and enrich learning resources autonomouslyl Display strong global awarenessTable 1: The Overall Descriptors for Comprehensive Language CompetencePart 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSO Programme Office) for Level 6 – 9 descriptors.Level Skill Descriptors for Language Skills2 Listening Students can:1. Understand simple live or recorded speech with the aid of pictures andimages2. Understand simple stories with the aid of pictures3. Understand simple questions during classroom activities4. Understand common instructions and respond appropriatelySpeaking Students can:1. Speak with clear pronunciation and can convey intonation2. Take part in simple dialogues about familiar personal and familyinformation3. Use some common daily expressions (e.g. greetings, farewells, thanks,apologies, etc.)4. Tell simple stories with the teacher’s helpReading S tudents can:1. Read and recognize all words studied2. Read aloud simple words according to spelling rules3. Understand short and simple instructions in textbooks4. Understand information expressed in simple texts like greetings cards5. Understand simple stories or short passages with the aid of pictures andform the habit of reading for overall comprehension6. Read aloud accurately all the stories and passages studiedWriting Students can:1. Copy example sentences2. Write simple greetings3. Write short and simple headings and descriptions to fit pictures or objects4. Use capitalization and punctuation with basic accuracyOther Students can:1. Use simple English to play games2. Perform short stories or fairy tales with the teacher’s help3. Say 30-40 simple nursery rhymes or chants4. Perform 30-40 English songs5. Understand English cartoons and programmes of a suitable level (onaverage 20-25 minutes per week)5 Listening Students can:1. Understand speakers’ intentions according to their stress and intonation2. Understand and extract information and viewpoints from talk aboutfamiliar topics3. Understand the main ideas, using contextual clues to deal with unfamiliarwords4. Understand stories and narratives spoken at near natural speed, includingtheir cause and effect structures5. React in a suitable way to what is heard6. Take simple notes about what is heardSpeaking Students can:1. Provide information, express simple views and opinions and take part indiscussions about simple topics2. Exchange information and cooperate with others to complete tasks3. Correct oneself appropriately during speech4. Inquire for information and ask for help effectively5. Carry out situational dialogues according to different topics6. Perform short plays in English7. Uuse natural pronunciation and intonation and an appropriate tone duringthe above activitiesReading S tudents can:1. Infer the meaning of new words from the context and word formation rules2. Uunderstand the logical relationships between each sentence in a paragraph3. Pick out the main ideas in texts and understand the plot in stories,predicting its development and possible endings4. Understand reading material of different common genres/text types5. Use appropriate reading strategies to find information according todifferent reading purposes6. Use dictionaries and other reference material to carry out learning7. Hhave read material other than that included in the textbook, totaling over150 000 wordsWriting Students can:1. Gather and organize material according to the purpose of the writing2. Ddraft short letters and passages independently, editing them with theteacher’s guidance3. Use common linking devices to express oneself fluently and logically inwriting4. Write simple descriptions of people or things5. Wwrite simple paragraphs, instructions and explanations according toprompts given in pictures or tablesTable 2: Level Descriptors for Language Skills ObjectiveN.B. The original includes Language Skills descriptors for Levels 1,3,4,6,7,8 and 9Level K nowledge Descriptors for Language Knowledge2 Pronunciation Students can1. Know incorrect pronunciation can affect communication2. Know how to say the alphabet3. Understand simple spelling rules4. Understand words have stress patterns5. Pronounce clearly with natural intonationVocabulary Students can:1. Learn the 600-700 words and 50 or so common expressions associatedwith the topics for this unit2. Uunderstand words are formed from lettersGrammar Students can:1. Know nouns have singular and plural forms2. Know the difference between the main pronouns3. Know verbs can change forms in different situations4. Understand prepositions to express time, place and position5. Understand the basic forms and functions of simple English sentencesFunctions Students can understand the basic forms for expressing simplecommunicative functions such as greetings, farewells, thanks, acceptingapologies, introductions, requests, etc.Topics Students can understand and express simple information about the following topics: numbers, colours, time, weather, food, clothes, toys, plants andanimals, the body, personal and family circumstances, school, friends,hobbies and sports, festivals, etc.5 Phonetics Students can:1. Understand the significance of phonetics within language learning2. Uunderstand English phonetics includes pronunciation, stress, linking,intonation and rhythm3. Speak with basically accurate, natural and fluent pronunciation andintonation in daily communication4. Understand and express different intentions by altering stress andintonation appropriately5. Spell words and phrases according to their pronunciationVocabulary Students can:1. Understand English vocabulary includes such items as words, phrases,expressions and collocations2. Understand and distinguish between the basic meanings of words andtheir meanings in special situations3. Use vocabulary to describe things, behaviour and characteristics,explain principles, etc.4. Learn and use 1500-1600 words and 200-300 expressions andcollocationsGrammar Students can:1. Understand common forms and structures and their functions2. Llearn and distinguish between the functions of different forms andstructures during real language use3. Understand and master how to describe of people and things4. Understand and master how to describe specific factual andbehavioural phenomena and develop the ability to describe processes5. Begin to master how to describe time, place and position6. Understand and master how to compare people, objects and thingsFunctions Students can:1. Understand and suitably express everyday communicative functionssuch as greetings, farewells, thanks, introductions and so on2. Effectively express themselves in everyday communication withothersTopics Students are:1. Familiar with topics closely related to themselves, their families andschool life2. Ffamiliar with topics related to everyday life, hobbies and interests,social customs, science and culture, etc.Table 3: Level Descriptors for Language Knowledge ObjectiveLevel Descriptors for Attitudes to Learning2 1. Students listen to and speak English, recite rhymes, sing songs, tell stories and playgames with interest.2. Students imitate happily, open their mouths bravely, participate actively and ask forhelp autonomously.5 1. Students have clear learning objectives that can be met through communication.2. Students have an interest in and desire to learn English, happily taking part in avariety of language practice activities.3. Students have the self-confidence to learn English well and the courage to useEnglish to express themselves.4. Students can actively cooperate with and help others in small groups to completelearning tasks.5. Students can experience the pleasure of learning English through contact withEnglish songs, reading material, etc.6. Students pay attention to a nd understand other people’s feelings duringcommunication.7. When students encounter problems they can take the initiative to ask for help fromthe teacher or their classmates.8. When encountering English during daily life, students happily investigate itsmeaning and try to copy it.9. Students have a deepened understanding of their own culture.10. Students happily get in touch with and understand the cultures of different countries.Table 4: Level Descriptors for Affective Attitudes ObjectiveLevel Strategy Type Descriptors for Learning Strategies2 Basic LearningStrategies Students can:1. Actively cooperate with others to complete learning tasks2. Take initiative to ask the teacher or classmates for help3. Establish a simple study plan4. Independently practice what has been learnt5. Build connections between words and what they represent6. Learn with concentration and focus7. Try to read English stories and other kinds of non-curricular reading material8. Actively use the English they have learnt to express themselves and communicate9. Take note of simple English found in daily life and the media10. Begin to use simple students’ English/Chinese d ictionaries5 CognitiveStrategies Students can:1. Preview material as necessary2. Learn with concentration and focus3. Actively think when learning4. Note key points well during learning5. Uuse pictures and other non-linguistic clues well to understand main ideas6. Uuse association to help learn and remember words7. Take the initiative to review, sort and summarize what they have learnt8. Try to discover language rules and infer general rules from single cases9. Realize they have made mistakes when using English and correct themselves appropriately10. Use knowledge of Chinese when necessary to help them understand English more effectively11. Try to read English stories and other non-curricular reading materialMetacognitive Strategies Students can:1. Know their own English learning objectives clearly2. Know their own learning needs clearly3. Establish simple study plans4. Grasp the main content of what they learn5. Pay attention to understanding and reflecting on their own progressand shortcomings6. Actively explore learning styles that are suitable for themselves7. Often share studying experiences with teachers and classmates8. Actively participate in classroom and extracurricular Englishlearning activitiesCommunication Strategies Students can:1. Communicate with others in English during classroom andextracurricular learning activities2. Make good use of opportunities to communicate in English3. Concentrate on expressing their meaning when communicating4. Use gestures, facial expressions and so on to help communicatewhen necessary5. Ask for help effectively when they experience communicationproblems6. Recognize cultural differences in Chinese and foreign modes ofcommunicationResource Strategies Students can:1. Enrich their learning through the use of audio visual materials2. Use dictionaries and simple reference books to find information3. Take note of all the English used in real life and the media4. Begin to use learning resources available in libraries or on theInternetTable 5: Level Descriptors for Learning Strategies ObjectiveLevelDescriptors for Cultural Awareness 2 Students can:1. Know the simple forms of address, greetings and farewells in English2. Rrespond appropriately to ordinary compliments, requests, etc.3. Know the main international sports and entertainments4. Know the names of the most popular foods and drinks in English speaking countries5. Know the capitals and flags of the major English speaking countries6. Know the important symbols of major co untries, such as the UK’s Big Ben7. Know the main festivals of English speaking countries5 Students can:1. Understand common body language, gestures and facial expressions used in English communication2. Use different forms of address, greetings and farewells appropriately in English。

(2023年全国版)高中英语课程标准

(2023年全国版)高中英语课程标准

(2023年全国版)高中英语课程标准一、前言1.1 课程标准的重要性高中英语课程标准是高中英语教学的指导性文件,对全国高中英语教学具有重要的指导作用。

本课程标准旨在指导高中英语教学,提高学生的英语素养,培养学生的英语应用能力,为学生的终身发展奠定基础。

1.2 课程标准的适用范围本课程标准适用于全国范围内的高中英语教学。

二、课程目标2.1 总体目标培养学生具有较强的英语听、说、读、写能力,能够运用英语进行有效的沟通与交流,提高学生的英语学科核心素养。

2.2 分级目标高中英语课程分为三个级别,分别为一级、二级和三级。

各级别的具体目标如下:- 一级目标:培养学生基本的英语听、说、读、写能力,使学生能够顺利进行简单的英语交流。

- 二级目标:在一级目标的基础上,提高学生的英语听、说、读、写能力,使学生能够熟练地运用英语进行交流。

- 三级目标:在一级和二级目标的基础上,进一步提高学生的英语听、说、读、写能力,使学生能够运用英语进行复杂的交流和表达。

三、课程内容高中英语课程内容包括语言知识、语言技能、学习策略和文化意识四个方面。

3.1 语言知识包括语音、词汇、语法、功能项目和话题等五个方面。

3.2 语言技能包括听、说、读、写四个方面。

3.3 学习策略包括认知策略、调控策略、交际策略和资源策略等四个方面。

3.4 文化意识培养学生对英语国家文化及中华文化的了解和认识,提高学生的跨文化交际能力。

四、课程实施与评价4.1 教学建议教师应根据课程标准进行教学设计,注重培养学生的英语实践能力,创设真实的语言学习环境,激发学生的学习兴趣。

4.2 评价建议对学生的英语学习进行多元化评价,包括过程性评价和终结性评价。

评价应注重学生的全面发展,不仅关注学生的语言知识与技能,还要关注学生的学习策略、情感态度和文化意识等方面。

五、附录5.1 课程标准词汇表包含各级别的词汇及其用法。

5.2 课程标准语法项目表包含各级别的语法项目及其用法。

2024更新版高中英语教育新课程标准教育部部编版

2024更新版高中英语教育新课程标准教育部部编版

2024更新版高中英语教育新课程标准教育部部编版引言为了适应新时代我国社会主义现代化建设的要求,培养德智体美劳全面发展的社会主义建设者和接班人,教育部对高中英语教育课程进行了修订,特推出2024更新版高中英语教育新课程标准。

本课程标准遵循立德树人根本任务,强调学科核心素养,突出学生主体地位,注重培养学生的实践能力和创新精神。

一、课程目标1. 增强学生的英语学科核心素养,提高他们的语言运用能力、文化理解能力和思维品质。

2. 培养学生的跨文化交际能力,使他们能够熟练运用英语进行有效的沟通与交流。

3. 发展学生的自主学习能力和合作精神,培养他们的创新意识和批判性思维。

4. 帮助学生了解世界多元文化,拓宽国际视野,增强民族自豪感和文化自信心。

二、课程内容1. 语言知识:包括语音、词汇、语法、功能项目和话题等,注重培养学生的语言运用能力。

2. 文化背景:涵盖英语国家的文化、历史、社会等方面的知识,帮助学生理解西方文化,提高跨文化交际能力。

3. 技能训练:听说读写四大技能的综合训练,以及相应的策略运用,提高学生的语言实际运用能力。

4. 任务型教学:通过完成各种真实的任务,培养学生的实践能力和创新精神,使他们在实践中学会学习、学会合作、学会生存。

三、课程实施1. 教学方法:采用任务型教学、合作学习和探究学习等方法,充分发挥学生的主体作用。

2. 教学手段:充分利用多媒体、网络等现代教育技术手段,提高教学效果和学生的学习兴趣。

3. 评价方式:注重形成性评价和终结性评价相结合,全面、多元地评价学生的学科核心素养。

4. 课程资源:开发和利用各种课程资源,丰富教学内容,提高学生的学习体验。

四、课程安排1. 课时安排:高中英语课程每周安排3-4课时,共计240课时。

2. 课程结构:分为必修课程、选择性必修课程和选修课程,满足不同学生的学习需求。

3. 学段安排:分为三个学段,每个学段40课时,每个学段结束后进行阶段性评价。

高中新课标英语目录

高中新课标英语目录

高中新课标英语目录
高中新课标英语课程旨在培养学生的综合语言运用能力,提高学生的语言素养,同时注重文化意识和跨文化交际能力的培养。

以下是高中新课标英语的目录内容:
1. 课程目标
- 语言知识与技能
- 语言学习策略
- 文化意识与跨文化交际
2. 课程内容
- 词汇学习
- 语法知识
- 听说读写能力培养
- 语言实践与应用
3. 教学方法与学习策略
- 任务型教学法
- 合作学习
- 自主学习与反思
- 信息技术在英语教学中的应用
4. 课程资源
- 教材选择与使用
- 多媒体教学资源
- 网络资源与在线学习平台
5. 课程评价
- 形成性评价
- 终结性评价
- 学生自我评价与同伴评价
6. 课程实施
- 教学计划与安排
- 教学活动的设计与实施 - 教学环境与条件
7. 课程标准与要求
- 语言知识标准
- 语言技能标准
- 文化意识与交际能力标准
8. 课程拓展与深化
- 英语文学欣赏
- 英语国家文化研究
- 英语辩论与演讲
9. 课程与高考
- 高考英语考试要求
- 高考英语备考策略
- 高考英语题型解析
10. 附录
- 词汇表
- 语法点汇总
- 常用短语与句型
11. 参考文献
- 英语教学理论书籍
- 英语教学实践案例
- 英语教育研究论文
此目录为高中新课标英语课程的框架性内容,具体课程实施时,各学校和教师会根据实际情况进行调整和补充。

高中英语课程标准

高中英语课程标准

高中英语课程标准篇一:普通高中英语课程标准(全文)普通高中英语课程标准第一部分前言当前我国社会发展和经济建设对公民的外语素质提出了更高的要求。

高中阶段的外语教育是培养公民外语素质的重要过程,它既要满足学生心智和情感态度的发展需求以及高中毕业生就业、升学和未来生存发展的需要,同时还要满足国家的经济建设和科技发展对人才培养的需求。

因此,高中阶段的外语教育具有多重的人文和社会意义。

英语是高中阶段外语教育的主要语种。

高中英语课程改革的主要目的是:建立新的外语教育教学理念,使课程设置和课程内容具有时代性、基础性和选择性;建立灵活的课程目标体系,使之对不同阶段和不同地区的英语教学更具有指导意义;建立多元、开放的英语课程评价体系,使评价真正成为教学的有机组成部分;建立规范的英语教材体系以及丰富的课程资源体系,以保障英语课程的顺利实施。

根据普通高中课程总体改革的精神和要求,在义务教育英语课程标准(实验稿)的基础上,特制订本标准。

一、课程性质语言是人类最重要的思维和交流工具,也是人们参与社会活动的重要条件。

语言对促进人的全面发展具有重要意义。

当今社会生活和经济活动日益全球化,外国语已经成为世界各国公民必备的基本素养之一。

因此,学习和掌握外语,特别是英语,具有重要意义。

高中英语课程是普通高中的一门主要课程。

高中学生学习外语,一方面可以促进心智、情感、态度与价值观的发展和综合人文素养的提高;另一方面,掌握一门国际通用语种可以为学习国外先进的文化、科学、技术和进行国际交往创造条件。

开设英语课程有利于提高民族素质,有利于我国对外开放和国际交往,有利于增强我国的综合国力。

二、基本理念(一)重视共同基础,构建发展平台普通高中英语课程是义务教育阶段课程的自然延伸,是基础教育阶段课程的重要组成部分。

因此,普通高中英语课程要在义务教育英语课程的基础上,帮助学生打好语言基础,为他们今后升学、就业和终身学习创造条件,并使他们具备作为21世纪公民所应有的基本英语素养。

新人教版普通高中英语课程标准 3000词汇表附音标

新人教版普通高中英语课程标准 3000词汇表附音标

新人教版普通高中英语课程标准3000词汇表附音标New Curriculum Standard for Senior High School English Vocabulary and Phonetic AlphabetAs an essential subject in Chinese senior high school education, English plays a key role in students' academic and personal development. In order to facilitate students' language learning and improve their English proficiency, the Ministry of Education has set up a new curriculum standard for senior high school English vocabulary, which includes 3000 words with phonetic alphabet annotations.The 3000-word vocabulary list covers a wide range of topics and themes, including everyday conversation, academic vocabulary, and specialized terms in different fields. By mastering these words, students will be able to communicate effectively in English and understand various types of texts, such as news articles, literature works, and academic papers.In addition to the vocabulary list, the curriculum standard also includes phonetic alphabet annotations for each word. The phonetic alphabet provides students with a guide on how to pronounce English words accurately, helping them improve their listening and speaking skills. By practicing the pronunciation ofwords with phonetic alphabet annotations, students can develop a more native-like accent and communicate fluently with others.To help students memorize and practice the 3000 words effectively, teachers are encouraged to use various teaching methods and resources, such as flashcards, online dictionaries, and language learning apps. In the classroom, teachers can organize vocabulary games, group discussions, and role-playing activities to make learning more engaging and interactive.Furthermore, students are encouraged to practice English outside the classroom by watching English movies, listening to English songs, and reading English books. By exposing themselves to English language and culture, students can enhance their language skills and broaden their knowledge of the world.In conclusion, the new curriculum standard for senior high school English vocabulary with 3000 words and phonetic alphabet annotations is designed to help students improve their English proficiency and enhance their language learning experience. By mastering the vocabulary list and practicing pronunciation with phonetic alphabet annotations, students can become more confident and competent English speakers in their academic and personal life.。

高中英语课程标准_新课标_英文版

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 vocabularyl Neglecting to develop students’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:l Develops students’ comprehensive l anguage competencel Motivates students, is relevant to their life experiences and cognitive level l Promotes task-based teaching methodsl Involves students in experiential, practical, participatory and cooperative learningl Develops students’ positive attitudes, thinking skills, practical abilities, cultural awareness and autonomy through the language learning process1. The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students 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 creativityl Adopt good study habits and effective learning strategiesl Develop as autonomous and lifelong learnersl Build moral integrity and a healthy outlook on lifel Establish both national spirit and an awareness of and respect for cultural differencesl Broaden their horizons and enrich their life experiencel Take part in cultural lifel Develop as individuals2. Basic Principles of the New Curriculum2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid tl Valuing each student’s feelingsl Stimulating students’ interest in studying Englishl Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’ comprehensive language competence to include areas such as:l Improving students’ ability to contribute to cultural and social lifel Developing students’ practical abilitiesl Fostering students’ creativity2.2The curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students’ comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five general objectives are:1. Language Skills2. Language Knowledge3. Attitudes to Learning4. Learning Strategies5. Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.2.3Students are put at the centre of the curriculum and individual differences are respected Students’ must be at the heart of the new curricul um. 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 learning The 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 tl 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 curriculum Formative assessment should be an important part of the English teaching and learning process with a particular emphasis on:l Encouraging students’ active participation in learningl Improving stu dents’ 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 available The curriculum should strive to use and develop resources whose content is:l Realisticl Close to the students’ livesl Contemporaryl Healthyl Rich and variedActive use should be made of:l Audio visual materiall Print medial The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3. The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:l The nature of language developmentl The different needs of different age groupsl The needs of different ethnic groups and areasl The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.The correspondence between the level system and the grade system is shown in the followingDiagram 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 competence l The students’ attitudes to learning strongly influence their learning and developmentl Successful learning strategies improve the effectiveness of students’ learning l Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all five general objectives) for Levels 1 to 9 are presented below:Table 1: The Overall Descriptors for Comprehensive Language CompetencePart 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSO Programme Office) for Level 6 – 9 descriptors.Table 2: Level Descriptors for Language Skills ObjectiveN.B. The original includes Language Skills descriptors for Levels 1,3,4,6,7,8 and 9Table 3: Level Descriptors for Language Knowledge ObjectiveTable 5: Level Descriptors for Learning Strategies ObjectiveTable 6: Level Descriptors for Cultural AwarenessPart 4: Guidelines for Implementation1. Suggestions for Teaching and Learning1.1 Lay the groundwork for students’ all-round and lifelong developmentTeaching and learning should meet the diverse needs of all students, ensuring the healthy development of their mind and body. In particular the teacher should pay attention to the following:l Encourage students to use English bravely, taking a lenient attitude towards mistakes they make during the learning process.l Provide students with ample opportunities to collaborate with others and to become autonomous learners.l Give students plenty of space for self-development.l Encourage students to develop their language skills in an integrated way through experiential, practical, cooperative and inquiry-based learning.l Create conditions that allow students to explore questions they are personally interested in and solve problems by themselves.1.2 Create a relaxed, democratic and harmonious learning environmentPositive attitudes are an essential condition for effective learning. Negative attitudes can not only reduce the effectiveness of study but also adversely affect students’ 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 their emotional education. Develop cooperative spirit by organizing learning activities that let students work together, help each other and experience group recognition and achievement.l Pay particular attention to introverted students or weak learners, trying to give them as many language practice opportunities as possible.l Establish a friendly and democratic channel of communication between students and teacher, frequently reflecting on the learning process and results together, and offering mutual help and support.1.3 Use task-based learning methods to promote students comprehensive language competenceTeachers should try to adopt task-based learning methods as much as possible. Teachers should creatively design learning activities that are 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 experie nces 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 adviso r, Professor Zhang Lianzhong, mentioned that this section of the curriculum will be revised such that “we will take the TBL (Task-Based Learning) approach as one of the useful tools within the big box of Communicative 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’ aware ness of and ability in cross-cultural communication Language and culture are closely related, language being the main transmitter and carrier of culture. Teachers should work hard to help students achieve the following during the English learning process:l Understand foreign cultures, especially those of English speaking countries l Use English appropriatelyl Constantly broaden their cultural horizonsl Deepen their understanding of their own culturel Develop an awareness of and ability in cross-cultural 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 Organize 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 English 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 teaching 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 accordingly l Help the teacher continuously improve the quality of their teachingl Provide the school with prompt feedback on the implementation of the curriculum l Help improve educational managementl Inform the ongoing development and perfection of the new English curriculum The 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’ learning 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 competenceSummative 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 shoul d 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 onstudents’ 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 learning Pay 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 strategies Includes 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 ‘playing, 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 record 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, a s selected by themselves l 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.。

高中英语义务教育课程标准2024

高中英语义务教育课程标准2024

高中英语义务教育课程标准2024引言高中英语义务教育课程标准2024是为了指导和规范高中阶段英语教学而制定的教育标准。

本文档旨在提供对该标准的简要介绍。

课程目标1. 培养学生掌握英语听、说、读、写的基本能力。

2. 培养学生运用英语进行交际和表达的能力。

3. 培养学生对英语语言和文化的理解和欣赏能力。

课程内容1. 听力:培养学生听懂英语日常会话和简单文章的能力。

2. 口语:培养学生进行基本的英语口语交际和表达的能力。

3. 阅读:培养学生理解和阅读英语文章的能力。

4. 写作:培养学生进行简单英语写作的能力。

5. 文化:培养学生了解英语国家的文化和习俗。

评价方式1. 听力和口语能力的评价将通过口头测试和听力考试进行。

2. 阅读能力的评价将通过阅读理解测试和写作考试进行。

3. 写作能力的评价将通过写作考试进行。

4. 文化和习俗的理解将通过问答、小组讨论等方式进行评价。

教学方法1. 基于任务的教学方法:通过模拟真实生活中的任务,培养学生运用英语解决问题的能力。

2. 情景教学法:通过创设真实的情景,提供学生实际运用英语的机会。

3. 合作学习法:通过小组合作学习,培养学生与他人合作和交流的能力。

4. 多媒体教学法:利用多媒体技术,丰富教学内容,激发学生学习兴趣。

教材选择1. 选用符合标准要求的教材,包括教科书、习题集、课外阅读材料等。

2. 教材应当具有丰富的语言输入和情境设置,以提高学生的语言理解和运用能力。

教学评估1. 教师应定期对学生进行课堂表现和作业的评估。

2. 学生的学习成绩和学业发展应及时记录和反馈给家长。

总结高中英语义务教育课程标准2024旨在培养学生的英语综合能力,包括听、说、读、写和文化理解。

教学方法以任务型、情景教学、合作学习和多媒体教学为主,通过选用符合标准要求的教材和定期评估,帮助学生达到标准要求。

高中英语新旧课程标准对比精选全文完整版

高中英语新旧课程标准对比精选全文完整版

可编辑修改精选全文完整版
高中英语新旧课程标准
对比
-CAL-FENGHAI.-(YICAI)-Company One1
英语新课程标准2017版与旧新课程标准对比
这一变化进一步优化了高中英语课程结构,丰富了课程内容,有利于学生在全面发展的基础上张扬个性,发挥优势。

2017新课标课程结构变化用意非常明显,既希望为学生终身发展奠定学科知
识基础,又希望能为学生适应未来社会生活,接受高等教育和规划职业提供准备。

这种变化体现了新课标尊重学生个性、为学生终身发展负责的教育思想。

成了文化知识。

这种变化表明,今后的英语教学将更加注重真实语境下的语言
教学,语料也将更加丰富多样。

文化知识要求学生在语言学习中理解文化内涵,比较文化异同,汲取文化精华,坚定文化自信。

这就告诉我们,英语教学不单纯是让学生了解外国文化,还应该让学生通过比较与鉴别提升文化自信,传播中华文明,讲好中国故事。

相比之前,这种要求越来越高,越来越由表象
走向内里,由浅显走向深入。

总体而言,2017高中英语课标坚持”时代性、基础性、选择性、关联性”四个原则,始终围绕“核心价值观、立德树人、学科核心素养、中国情怀、国际视野、跨文化沟通能力”等关键词进行整体设计。

四、新旧课标词汇对比分析
我国原计划2017年颁布的高中课程标准英语科对词汇量要求降低,2003年版高中英语课标要求高中毕业生词汇量为3500左右,而新版课标(选修1
课程的要求)累计要求为3000——3200(指在在初中基础到高中毕业累计词汇要求),其中上限的200词指各地可根据实际情况选择增加的200个单词。

11。

(2023年全国版)高中英语课程标准

(2023年全国版)高中英语课程标准

(2023年全国版)高中英语课程标准简介本文档旨在概述2023年全国版高中英语课程标准的主要内容。

该课程标准是为了提高高中英语教学质量、培养学生的英语能力而制定的。

目标高中英语课程标准的目标是培养学生的英语语言能力和综合运用能力,使学生能够流利、准确地运用英语进行交流和思维,以满足日常生活、学习和工作的需求。

内容高中英语课程标准的内容主要包括以下几个方面:1. 听力:通过多样化的听力材料和任务,培养学生的听力理解能力和听取信息的能力。

2. 口语:通过丰富的口语练习活动,提高学生的口语表达能力和交际能力。

3. 阅读:通过阅读各类英文文本,培养学生的阅读理解能力和提高学生的词汇量。

4. 写作:通过写作任务和练习,培养学生的写作能力和思维逻辑能力。

5. 文化与社会知识:通过学习英语国家的文化和社会知识,增加学生的跨文化交际能力。

6. 语言知识:通过系统学习英语的语音、词汇、语法和语用知识,提高学生的语言运用能力。

教学方法高中英语课程标准鼓励教师采用多种教学方法和策略,包括但不限于:1. 任务型教学:通过设计真实的交际任务,激发学生的学习兴趣和动机。

2. 合作学习:通过小组合作和互助学习,培养学生的合作精神和团队意识。

3. 创新教学:通过引入新颖的教学资源和技术手段,提供多样化的学习体验。

4. 情感教育:通过关注学生情感发展,培养学生的自信心和积极情感。

评价方法高中英语课程标准强调综合评价和多元化评价方法,包括但不限于:1. 综合测试:通过考察听、说、读、写等各方面的能力,全面评价学生的英语水平。

2. 个人作业:通过布置个人作业,评价学生的学习态度和自主学习能力。

3. 小组项目:通过小组合作项目,评价学生的合作能力和创新能力。

4. 口语表现:通过口语交流活动,评价学生的口语表达能力和交际能力。

结论2023年全国版高中英语课程标准旨在提高学生的英语能力和综合素养,通过多样化的教学方法和评价方法,培养学生的语言运用能力和跨文化交际能力。

高中英语课程实用标准_新课标_英文版

高中英语课程实用标准_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 vocabularyl 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, practical abilities, cultural awareness and autonomy through the language learning process1. The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students t l Develop a certain level of comprehensive language competence and the ability to use language for real communicationl Master certain basic language knowledgel Master listening, speaking, reading and writing skillsHowever, at another level the curriculum should also 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 creativityl Adopt good study habits and effective learning strategiesl Develop as autonomous and lifelong learnersl Build moral integrity and a healthy outlook on lifel Establish both national spirit and an awareness of and respect for cultural differencesl Broaden their horizons and enrich their life experiencel Take part in cultural lifel Develop as individuals2. Basic Principles of the New Curriculum2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid tl Valuing each student’s feelingsl Stimulating students’ interest in studying Englishl Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’ comprehensive language competence to include areas such as:l Improving students’ ability to contribute to cultural and social life l 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 tl 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 learning l Inform the ongoing development and perfection of the English curriculum Formative assessment should be an important part of the English teaching and learning process with a particular emphasis on:l Encouraging students’ active participation in learningl Improving students’ self-confidenceSummative assessment should focus on:l Testing students’ integrated language skillsl Testing students’ ability to use 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.The correspondence between the level system and the grade system is shown in theDiagram 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 effectiveness of students’learningl Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combinationPart 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSO Programme Office) for Level 6 – 9 descriptors.Table 2: Level Descriptors for Language Skills ObjectiveN.B. The original includes Language Skills descriptors for Levels 1,3,4,6,7,8 and9Table 3: Level Descriptors for Language Knowledge 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 development Teaching 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 their emotional education. Develop cooperative spirit by organizing learning activities that let students work together, help each other and experience group recognition and achievement.l Pay particular attention to introverted students or weak learners, trying to give them as many language practice opportunities as possible.l Establish a friendly and democratic channel of communication between students and teacher, frequently reflecting on the learning process and results together, and offering mutual help and support.1.3 Use task-based learning methods to promote students comprehensive language competenceTeachers should try to adopt task-based learning methods as much as possible. Teachers should creatively design learning activities that are 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 Communicative 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 communication Language 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 communication 1.5 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 Organize 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 English 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 teaching 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 learning In 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 process l 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 assessment Students 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, developself-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 development Formative 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 assessment Formative 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’ learning 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 competenceSummative 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 learning Pay attention to the proportion of teaching and learning time spent on assessment. Only carry out assessment that has useful results. Avoid over-elaborate andtime-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 objectives The 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 words Students choose between ‘never’, ‘rarely’, ‘sometimes’, ‘often’ and ‘always’. Example 2: Assessment reference sheet for Grade 3-6 for English ‘playing, performing, watching, speaking and listening’Example 3: Formative assessment scheme for Grade 3-6 listening at Level 2 Example 4: Guidelines for using student portfoliosPortfolios might include:l Some kind of baseline assessmentl A record 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 situation l 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 use N.B. A full translation of these final two sections is incorporated in the translation of the senior English curriculum available from the Programme Office.。

最新版本高中英语新课标

最新版本高中英语新课标

最新版本高中英语新课标最新版本的高中英语新课标强调了英语学科的核心素养,即语言能力、文化意识、思维品质和学习能力。

以下是对新课标内容的概述:1. 课程目标:新课标旨在培养学生的英语综合应用能力,包括听说读写等基本技能,以及跨文化交际能力和批判性思维能力。

2. 课程内容:课程内容涵盖了语言知识、语言技能、文化知识、学习策略和情感态度五个方面。

其中,语言知识包括词汇、语法、发音等;语言技能则强调实际应用,如交流、理解、表达等。

3. 教学方法:新课标提倡任务型教学法、合作学习、探究学习等多样化的教学方法,以激发学生的学习兴趣,提高学生的参与度。

4. 评价方式:评价方式多样化,包括形成性评价和终结性评价。

形成性评价注重过程,终结性评价注重结果,两者相结合,全面评价学生的学习效果。

5. 课程资源:鼓励教师和学生利用多媒体和网络资源,丰富教学内容,提高教学效果。

6. 教师角色:教师不仅是知识的传授者,更是学习的引导者和促进者。

教师需要不断更新教学理念,提高自身的专业素养。

7. 学生发展:新课标注重学生的全面发展,鼓励学生在学习过程中形成积极的学习态度,培养自主学习和终身学习的能力。

8. 课程实施:学校应根据新课标的要求,合理安排课程,确保课程内容的实施与学生的实际需求相符合。

9. 跨学科学习:鼓励学生将英语学习与其他学科的学习相结合,通过跨学科的项目学习,提高学生的综合素养。

10. 国际视野:新课标强调培养学生的国际视野,通过学习不同文化,增强学生的全球意识和跨文化交流能力。

新课标的实施,旨在适应21世纪教育的发展趋势,培养学生的创新精神和实践能力,为学生的终身发展奠定坚实的基础。

(新)高中英语课程标准-新课标-英文版

(新)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 vocabularyl Neglecting to develop students’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:l Develops students’ comprehensive l anguage 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, practical abilities, cultural awareness and autonomy through the language learning process1. The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students 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 creativityl Adopt good study habits and effective learning strategiesl Develop as autonomous and lifelong learnersl Build moral integrity and a healthy outlook on lifel Establish both national spirit and an awareness of and respect for cultural differencesl Broaden their horizons and enrich their life experiencel Take part in cultural lifel Develop as individuals2. Basic Principles of the New Curriculum2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid tl Valuing each student’s feelingsl Stimulating students’ interest in studying Englishl Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’ comprehensive language competence to include areas such as:l Improving students’ ability to contribute to cultural and social lifel Developing students’ practical abilitiesl Fostering students’ creativity2.2The curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students’ comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five general objectives are:1. Language Skills2. Language Knowledge3. Attitudes to Learning4. Learning Strategies5. Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.2.3Students are put at the centre of the curriculum and individual differences are respected Students’ must be at the heart of the new curricul um. 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 tl Adjust their learning strategies and control their emotionsl Form positive attitudes towards learning2.5The curriculum recogni zes 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 learningl Improving stu dents’ 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.The correspondence between the level system and the grade system is shown in the following diagram:Diagram 1: The Levels and the GradesPart 2: Introduction to the General ObjectivesThe fundamental aim of the new curriculum is to develop students’ comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram:Diagram 3: Comparison of the Old and New Curriculumsl Language skills and knowledge form the basis of comprehensive language competencel The students’ attitudes to learning strongly influence their learning and developmentl Successful learning strategies improve the effectiveness of students’ learningl Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all fiveTable 1: The Overall Descriptors for Comprehensive Language CompetencePart 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSO Programme Office) for Level 6 – 9 descriptors.Table 2: Level Descriptors for Language Skills ObjectiveN.B. The original includes Language Skills descriptors for Levels 1,3,4,6,7,8 and 9Table 3: Level Descriptors for Language Knowledge ObjectiveTable 4: Level Descriptors for Affective Attitudes ObjectiveTable 5: Level Descriptors for Learning Strategies ObjectiveTable 6: Level Descriptors for Cultural AwarenessPart 4: Guidelines for Implementation1. Suggestions for Teaching and Learning1.1 Lay the groundwork for students’ all-round and lifelong developmentTeaching and learning should meet the diverse needs of all students, ensuring the healthy development of their mind and body. In particular the teacher should pay attention to the following:l Encourage students to use English bravely, taking a lenient attitude towards mistakes they make during the learning process.l Provide students with ample opportunities to collaborate with others and to become autonomous learners.l Give students plenty of space for self-development.l Encourage students to develop their language skills in an integrated way through experiential, practical, cooperative and inquiry-based learning.l Create conditions that allow students to explore questions they are personally interested in and solve problems by themselves.1.2 Create a relaxed, democratic and harmonious learning environmentPositive attitudes are an essential condition for effective learning. Negative attitudes can not only reduce the effectiveness of study but also adversely affect students’ 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 their emotional education. Develop cooperative spirit by organizing learning activities that let students work together, help each other and experience group recognition and achievement.l Pay particular attention to introverted students or weak learners, trying to give them as many language practice opportunities as possible.l Establish a friendly and democratic channel of communication between students and teacher, frequently reflecting on the learning process and results together, and offering mutual help and support.1.3 Use task-based learning methods to promote students comprehensive language competence Teachers 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, accor ding 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 experie nces 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 adviso r, Professor Zhang Lianzhong, mentioned that this section of the curriculum will be revised such that “we will take the TBL (Task-Based Learning) approach as one of the useful tools within the big box of Communicative 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’ aware ness 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 varietyof learning resources, such as broadcasts, print media, libraries and the Internet.1.6 Organize lively and active extracurricular activities to promote students’ English learning Teachers 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 English 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 creat ively explore which teaching 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 theassessment 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 learning The 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’ learning 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 competenceSummative 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 shoul d 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 strategies Includes 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 ‘playing, 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 record 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, a s 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 outcomes Example 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.。

2024最新高中英语新课程标准教育部部编版英文版

2024最新高中英语新课程标准教育部部编版英文版

2024最新高中英语新课程标准教育部部编版英文版2024 New High School English Curriculum Standard Ministry of Education CompilationIn 2024, the Ministry of Education will implement a new high school English curriculum standard. This updated curriculum aims to enhance students' language skills and overall proficiency in English. The curriculum will focus on integrating various language components, such as reading, writing, listening, and speaking, to provide a comprehensive learning experience for students.The new curriculum will also incorporate modern teaching methodologies and resources to engage students effectively. It will emphasize practical language usage and real-life communication scenarios to help students apply their English skills in a practical context. Additionally, the curriculum will align with global English language standards to ensure that students are well-prepared for international communication and opportunities.Teachers will play a crucial role in implementing the new curriculum. They will be provided with training and support to facilitate effective teaching practices and student learning outcomes. The Ministry of Education will also provide updated teaching materials and resources to assist teachers in delivering the curriculum effectively.Overall, the 2024 new high school English curriculum standard by the Ministry of Education aims to elevate the quality of English education in high schools, equip students with essential language skills, and prepare them for future academic and professional endeavors.。

[实用参考]高中英语课程标准-新课标-英文版.doc

[实用参考]高中英语课程标准-新课标-英文版.doc

NewCourseSPllableforEnglishPart1:Introduction WiththeadventoftheinformationageandtheglobaleconomP,EnglishhasbecomeincreasinglPimportant .EnglishisthedominantcarrierofinformationandthemostwidelPspokenlanguageintheworld.ManPcou ntrieshavemadeEnglishacornerstoneofqualitPeducationwhendevelopingstrategiesforbasiceducation .Since China’s reformandopening,thescaleofitsEnglisheducationhascontinuallPgrown,attendedbPsig nificantachievementsinteachingandlearning.However,Englisheducationinitscurrentformisfailingto meettheneedsofcontemporarPsocialandeconomicdevelopment. ThecurrentroundofreformstotheEnglishcurriculumaimtoendthefollowingpractices:lOver-emphasizingthetransmissionandePplanationofknowledgeaboutgrammarandvocabularP lNeglectingtodevelop students’abilitPtouselanguageforrealIntheirplace,thereformsaimtoestablishacurriculumthat:lDevelops students’comprehensivelanguagecompetencelMotivatesstudents,isrelevanttotheirlifeePperiencesandcognitivelevellPromotestask-basedteachingmethodslInvolvesstudentsinePperiential,practical,participatorPandcooperativelearninglDevelops students’positiveattitudes,thinkingskills,practicalabilities,culturalawarenessandautonom Pthroughthelanguagelearningprocess1.TheNatureoftheNewCurriculum ThenewEnglishcurriculumstrivestoaccomplishfarmorethanjusthelpstudentslearnEnglish.Atoneleve llearningEnglishshouldinvolvehelpingstudentst lDevelopacertainlevelofcomprehensivelanguagecompetenceandtheabilitPtouselanguageforrealcom municationlMastercertainbasiclanguageknowledgelMasterlistening,speaking,readingandwritingskillsHowever,atanotherlevelthecurriculumshouldalsoserve students’all-rounddevelopment,providingthe mwithopportunitiestlStrengthentheirinterestinstudPingEnglishlGrowinself-discipline,perseveranceandself-confidencelImprovetheircooperative,investigativeandthinkingabilitieslDeveloptheirmemorP,imaginationandcreativitP lAdoptgoodstudPhabitsandeffectivelearningstrategies lDevelopasautonomousandlifelonglearners lBuildmoralintegritPandahealthPoutlookonlife lEstablishbothnationalspiritandanawarenessofandrespectforculturaldifferences lBroadentheirhorizonsandenrichtheirlifeePperiencelTakepartinculturallifelDevelopasindividuals2.BasicPrinciplesoftheNewCurriculum2.1ThecurriculumpromotesqualitPeducation(asopposedtoePam-orientatededucation)andtheall-roun ddevelopmentofthestudents TopromotequalitPeducationparticularattentionmustbepaidtlValuingeach student’s feelingslStimulating students’interestinstudPingEnglish lHelpingstudentsgainasenseofachievementandself-confidence ThecurriculummustgobePonddeveloping students’comprehensivelanguagecompetencetoincludeare assuchas:lImproving students’abilitPtocontributetoculturalandsociallifelDeveloping students’practicalabilitieslFostering students’creativitP2.2ThecurriculumobjectivesareholisticandflePible. ThefundamentalaimofthenewEnglishcurriculumistodevelop students’comprehensivelanguagecomp etence.Thisaimisbrokendownintofivegeneralobjectives.Theseobjectivesarethendividedintonineabili tPlevelswithdescriptorsprovidedforeachlevel.Thefivegeneralobjectivesare:nguageSkillsnguageKnowledge3.AttitudestoLearning4.LearningStrategies5.CulturalAwareness ThisdesignallowsstudentstoprogresssPstematicallPthrougheachlevelwhilstmeetingthefullrangeofthe curriculum’s demands.2.3StudentsareputatthecentreofthecurriculumandindividualdifferencesarerespectedStudents’mustbeattheheartofthenewcurriculum.ForePample,theirdevelopmentalneedsmustbethecen tralconsiderationwhendeveloping:lCurriculumobjectiveslTheteachingandlearningprocesslTheassessmentprocesslTeachingandlearningresources WhenimplementingthecurriculumeachstudentmustbeallowedtodevelopindividuallPundertheguidan ceoftheteacher:2.4ThecurriculumpromotesactivitP-basedmethods,ePperientialandparticipatorPlearning Thecurriculumpromotestask-basedlearningwherebP,undertheguidanceoftheteacher,thestudentsgain asenseofachievementbPreachingthegoalsofthetask.TaskcompletionwillinvolvethefollowingtPpesof learning:lSensorPlEPperientiall‘Handson’/practicallParticipatorPlCooperative InordertoimprovetheirabilitPtouselanguageforrealcommunication,studentsshouldalsobeablet lAdjusttheirlearningstrategiesandcontroltheiremotions lFormpositiveattitudestowardslearning2.5Thecurriculumrecognizestheimportantroleofformativeassessmentinpromoting student’developm ent TheassessmentsPstemshouldcombineformativewithsummativeassessment.Thepurposesofassessme ntshouldbetlPromote students’comprehensivelanguagecompetencelEncourageandmotivatestudentslHelpstudentsbecomemoreautonomouslearnerslBenefit students’healthPpersonaldevelopment lGiveteachersusefulfeedbackfromwhichtodevelopteachingandlearning lInformtheongoingdevelopmentandperfectionoftheEnglishcurriculum FormativeassessmentshouldbeanimportantpartoftheEnglishteachingandlearningprocesswithapartic ularemphasison:lEncouraging students’activeparticipationinlearninglImprovingstudents’self-confidenceSummativeassessmentshouldfocuson:lTesting students’integratedlanguageskillslTesting students’abilitPtouselanguage2.6ThecurriculumePpandstherangeoflearningresourcesandopportunitiesavailable Thecurriculumshouldstrivetouseanddevelopresourceswhosecontentis:lRealisticlClosetothe students’liveslContemporarPlHealthPlRichandvariedActiveuseshouldbemadeof:lAudiovisualmateriallPrintmedialTheInternetStudentsshouldbeencouragedtotakeresponsibilitPforfinding,usinganddevelopinglearningresourcest hemselves.3.TheCurriculumDesign ThecurriculumfollowstheinternationalpracticeofdividingthegeneralobjectivesintodifferentabilitPle vels.Whendesigningtheseninelevelsconsiderationwasgiventothefollowing: lThenatureoflanguagedevelopmentlThedifferentneedsofdifferentagegroupslTheneedsofdifferentethnicgroupsandareas lTheeconomicimbalancesthatePistinChina TheaimistohavedesignedasPstemthatisholisticandflePible.Part2:IntroductiontotheGeneralObjectives Thefundamentalaimofthenewcurriculumistodevelop students’comprehensivelanguagecompetence. Thiscomprehensivelanguagecompetenceisachievedthroughthefivegeneralobjectivesasshowninthef ollowingdiagram:Diagram3:ComparisonoftheOldandNewCurriculums lLanguageskillsandknowledgeformthebasisofcomprehensivelanguagecompetencelThe students’attitudestolearningstronglPinfluencetheirlearninganddevelopment lSuccessfullearningstrategiesimprovetheeffectivenessof students’learning lCulturalawarenessensuresstudentsuselanguageappropriatelP Theoveralldescriptorsforcomprehensivelanguagecompetence(i.e.acombinationofallfivegeneralobjePart3:TheGeneralObjectivesinDetailDetaileddescriptorsforLevels2and5ofeachofthefivegeneralobjectivesarepresentedinthefollowingtab les.PleaserefertothetranslationoftheseniorEnglishcurriculum(availablefromtheVSOProgrammeOffi ce)forLevel6–9descriptors.N.B.TheoriginalincludesLanguageSkillsdescriptorsforLevels1,3,4,6,7,8and9Part4:GuidelinesforImplementation1.SuggestionsforTeachingandLearning1.1LaPthegroundworkfor students’all-roundandlifelongdevelopmentTeachingandlearningshouldmeetthediverseneedsofallstudents,ensuringthehealthPdevelopmentofth eirmindandbodP.InparticulartheteachershouldpaPattentiontothefollowing: lEncouragestudentstouseEnglishbravelP,takingalenientattitudetowardsmistakesthePmakeduringthe learningprocess. lProvidestudentswithampleopportunitiestocollaboratewithothersandtobecomeautonomouslearners. lGivestudentsplentPofspaceforself-development. lEncouragestudentstodeveloptheirlanguageskillsinanintegratedwaPthroughePperiential,practical,co operativeandinquirP-basedlearning. lCreateconditionsthatallowstudentstoePplorequestionstheParepersonallPinterestedinandsolveprobl emsbPthemselves.1.2CreatearelaPed,democraticandharmoniouslearningenvironment Positiveattitudesareanessentialconditionforeffectivelearning.NegativeattitudescannotonlPreduceth eeffectivenessofstudPbutalsoadverselPaffect students’long-termdevelopment.Inparticular,teacherss houldheedthefollowing:lRespecteachindividualstudent,activelPencouragingeverPonetotrPandsafeguardingtheirself-esteem andenthusiasm.lIntegrate students’Englisheducationwiththeiremotionaleducation.DevelopcooperativespiritbPorga nizinglearningactivitiesthatletstudentsworktogether,helpeachotherandePperiencegrouprecognitiona ndachievement.lPaPparticularattentiontointrovertedstudentsorweaklearners,trPingtogivethemasmanPlanguageprac ticeopportunitiesaspossible. lEstablishafriendlPanddemocraticchannelofcommunicationbetweenstudentsandteacher,frequentlPr eflectingonthelearningprocessandresultstogether,andofferingmutualhelpandsupport.1.3Usetask-basedlearningmethodstopromotestudentscomprehensivelanguagecompetence TeachersshouldtrPtoadopttask-basedlearningmethodsasmuchaspossible.TeachersshouldcreativelPd esignlearningactivitiesthatarerelevanttothe students’reallives,accordingtotheoverallcurriculumobjec tivesandcontent.Teachersshouldengage students’interestintheactivitPandorganizethemeffectivelPso thatthePparticipateactivelPandcompletethetasks,learningandusingEnglishthroughthinking,carrPing outsurvePs,discussing,communicatingandcooperating.Attentionshouldbepaidtothefollowingpoints whendesigningtasks: lActivitiesmusthaveclearandachievableaimsandobjectives.lActivitiesmustberelevantto students’lifeePperiencesandinterests;thecontentandstPleshouldbeastrue tolifeaspossible.lActivitiesmustbenefitthedevelopmentof students’languageknowledge,languageskillsandabilitPtous elanguageforrealcommunication.lActivitiesshouldbeofacross-curricularnature,promotingtheintegrateddevelopmentof students’thinki ngandimagination,aestheticandartisticsense,cooperativeandcreativespirit. lActivitiesshouldmakestudentsgather,processanduseinformation,usingEnglishtocommunicatewitho thersinordertodeveloptheirabilitPtouseEnglishtosolverealproblems. lActivitiesshouldnotpurelPbelimitedtotheclassroombutalsoePtendtooutofschoollearning.N.B.InJulP20KK VSO’s curriculumadvisor,ProfessorZhangLianzhong,mentionedthatthissectionoft hecurriculumwillberevisedsuchthat“we willtaketheTBL(Task-BasedLearning)approachasoneoftheu sefultoolswithinthebigboPofCommunicativeLanguage Learning.”1.4.Provideincreasedguidanceaboutlearningstrategies HelpingstudentstoadoptgoodstudPhabitsandeffectivelearningstrategiesisoneoftheimportanttasksoft henewcurriculum.TeachersshouldconsciouslPgivestudentsguidanceaboutlearningstrategiessothat,t hroughlearningandusingEnglish,theParelearninghowtolearn.Tothisendtheteachershouldobservethef ollowing: lGivestudentschancestoestablishtheirownstudPtargetsandthemeansoffulfillingthese. lHelpstudentstouseinference,researchandinquirPstPlemethodstocarrPouttheirlearning.lDevelop students’practicalabilitiesandcreativethinkingbPdesigninginquirPbasedactivities. lEncouragestudentstouseobservation,discoverPandinductiontoacquirelanguageknowledgeandgrasp languagefunctions.lHelpstudentstocarrPoutself-assessmentduringthelearningprocessandadjusttheirownlearningobjecti vesandstrategiesappropriatelPaccordingtotheresults.1.4Develop students’awarenessofandabilitPincross-culturalcommunication。

(完整版)高中英语课程标准_新课标_英文版

(完整版)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 vocabularyl Neglecting to develop students’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:l Develops students’ comprehensive l anguage 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, practical abilities, cultural awareness and autonomy through the language learning process1. The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students 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 creativityl Adopt good study habits and effective learning strategiesl Develop as autonomous and lifelong learnersl Build moral integrity and a healthy outlook on lifel Establish both national spirit and an awareness of and respect for cultural differencesl Broaden their horizons and enrich their life experiencel Take part in cultural lifel Develop as individuals2. Basic Principles of the New Curriculum2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid tl Valuing each student’s feelingsl Stimulating students’ interest in studying Englishl Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’ comprehensive language competence to include areas such as:l Improving students’ ability to contribute to cultural and social lifel Developing students’ practical abilitiesl Fostering students’ creativity2.2The curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students’ comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five general objectives are:1. Language Skills2. Language Knowledge3. Attitudes to Learning4. Learning Strategies5. Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.2.3Students are put at the centre of the curriculum and individual differences are respected Students’ must be at the heart of the new curricul um. 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 tl Adjust their learning strategies and control their emotionsl Form positive attitudes towards learning2.5The curriculum recogni zes 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 learningl Improving stu dents’ 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.The correspondence between the level system and the grade system is shown in the following diagram:。

高中英语新课程标准,用英语知识做事

高中英语新课程标准,用英语知识做事

高中英语新课程标准,用英语知识做事English:The new curriculum standards for high school English emphasize the integration of language skills with real-world applications. Students are expected to not only develop proficiency in reading, writing, listening, and speaking but also to apply these skills in various contexts. The curriculum promotes critical thinking, creativity, and collaboration by incorporating project-based learning and interactive activities. Additionally, there is a strong emphasis on cultural understanding and global awareness, encouraging students to explore different perspectives and engage with diverse texts. Through the use of authentic materials and multimedia resources, students are encouraged to become independent learners who can navigate a wide range of linguistic and cultural situations. Overall, the goal is to equip students with the necessary language skills and cultural competence to thrive in an increasingly interconnected world.中文翻译:高中英语新课程标准强调语言技能与现实应用的整合。

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高中英语课程标准_新课标_英文版The English Version of the High School English Curriculum Standards for National Compulsory EducationIntroduction:The high school English curriculum standards, also known as the new curriculum standards (2017 version), serve as a guideline for English education in Chinese high schools. These standards aim to promote students' comprehensive English language proficiency, including listening, speaking, reading, and writing skills. In this article, we will explore the details of the high school English curriculum standards for national compulsory education.1. Overall Goal of the High School English CurriculumThe high school English curriculum standards aim to cultivate students' ability to understand and use English effectively. It emphasizes the integration of language knowledge, skills, and strategies. The curriculum is designed to help students become competent language users who can communicate confidently in English and develop a deep understanding of various cultures.2. Curriculum ObjectivesThe high school English curriculum standards define specific objectives for students, focusing on four main areas: listening, speaking, reading, and writing skills.2.1 ListeningStudents should be able to comprehend various listening materials, such as conversations, lectures, and speeches. They should develop the ability to extract information accurately, understand main ideas, and grasp the speaker's intent. Additionally, students should enhance their listening strategies, such as note-taking and predicting.2.2 SpeakingStudents should develop communication skills, including fluency, clarity, and accuracy in spoken English. This involves expressing ideas, opinions, and arguments effectively in both formal and informal contexts. Students should also develop intercultural communicative competence and engage in meaningful interactions with others.2.3 ReadingStudents should become proficient readers, capable of comprehending a wide range of texts, including fiction, non-fiction, and academic literature. They need to employ various reading strategies to understand the main ideas, infer meanings, and analyze textual structures. Furthermore, students should develop critical thinking skills through reading and demonstrate an understanding of different cultures.2.4 WritingStudents should possess the ability to produce coherent and well-organized written texts in English. They should master different writing genres, including narratives, descriptions, argumentative essays, and research reports. Writing skills should also encompass grammar accuracy, vocabulary richness, and logical development of ideas.3. Key CompetenciesThe high school English curriculum standards highlight seven key competencies that students should acquire throughout their English learning journey. These competencies include linguistic competence, sociolinguistic competence, pragmatic competence, socio-cultural competence, strategic competence, intercultural competence, and aesthetic competence.3.1 Linguistic CompetenceLinguistic competence refers to students' knowledge of English language systems, including grammar, vocabulary, and pronunciation. It enables students to understand and produce English accurately.3.2 Sociolinguistic CompetenceSociolinguistic competence focuses on students' understanding of language variations, registers, and styles. It enables students to use appropriate language in different social contexts.3.3 Pragmatic CompetencePragmatic competence involves students' ability to use English appropriately in different communicative functions and situations. It encompasses comprehension of idiomatic expressions, indirect speech acts, and cultural norms in English communication.3.4 Socio-cultural CompetenceSocio-cultural competence refers to students' understanding of the cultural aspects embedded in English language and its varied communities.It enables students to become culturally sensitive and develop cross-cultural communication skills.3.5 Strategic CompetenceStrategic competence involves students' ability to apply effective learning strategies and problem-solving skills in English learning. It includes the use of context clues, inferencing, and self-regulation strategies.3.6 Intercultural CompetenceIntercultural competence focuses on students' understanding and appreciation of diverse cultures. It enables students to communicate and interact with people from different backgrounds respectfully and effectively.3.7 Aesthetic CompetenceAesthetic competence involves students' appreciation and interpretation of different literary texts, such as poems, short stories, and novels. It enhances their language proficiency and cultural understanding.Conclusion:The high school English curriculum standards for national compulsory education provide a comprehensive framework for English language teaching and learning in Chinese high schools. By following these standards, students can develop their language proficiency, intercultural competence, and critical thinking skills. With a solid English foundation, students will be better prepared for future academic pursuits and global communication.。

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