义务教育英语课程标准2017版word版
小学英语课程标准2017
小学英语课程标准2017新一轮课程改革是新中国成立以来我国进行的第八次大规模课改，也是我国进入新世纪以来在教育领域进行的一次重要的创新与探索，它承载着民族复兴的历史重托，肩负着促进每一个学生全面发展的光荣使命。
而对于新课改的理解程度将直接影响到我们工作的质量与效率。
《英语课程标准》（以下简称新课标）以一种全新的理念，在课程的目标、结构、内容、实施、评价等方面较之《英语教学大纲》有了较大的突破和创新。
其主要特点有以下几个方面：1以学生的发展为基本出发点，力求体现素质教育的思想《中国教育改革和发展纲要》明确指出：“中小学要由应试教育转向全面提高国民素质的轨道，面向全体学生，全面提高学生的思想道德、文化科学、劳动技能和身体心理素质，促进学生生动活泼地发展。
”基础教育课程改革的核心是加强素质教育。
英语作为基础教育阶段的必修课程，对青少年的素质教育有着重要的意义。
首先，它有利于提高学生的人文素养。
语言是文化的载体。
学生通过学习英语，了解世界和中西方文化的差异，拓展视野，提高跨文化交际意识。
其次，它有利于培养学生的合作精神。
英语是一门实践性很强的学科。
语言是为交际服务的，学习英语不能脱离言语交际的实践活动。
再者，它有利于青少年智力的开发和提高。
英语学习有利于提高人的语言智能、自我认识智能和人际关系智能，对青少年智力的早期开发起到举足轻重的作用。
最后，它有利于学生的个性发展。
不能否认，英语学习是一种艰苦的劳动，要记忆大量的词汇，把握语法规则并在实际中应用，了解文化背景，形成良好的学习习惯，这些都必须付出努力，需要坚忍不拔的意志和毅力。
所以，学习英语的过程也是磨砺意志、发展个性的过程。
因此，在英语教学中教师要树立正确的教育观念，重视对学生素质的全面要求和培养，以学生的全面发展为宗旨，以培养学生的创新精神和实践能力为重点，让学生通过学习英语知识、技能，来管理和调控自己的情感、态度和价值观，学习用英语从事人际交往时如何协调相互关系等等，从而进一步提高学生的综合素质。
2017义务教育英语课程标准
现代外语教育注重语言学习得过程，强调语言学习得实践性，主张学生在语境中接触、体验与理解真实语言，并在此基础上学习与运用语言。英语课程提倡采用既强调语言学习过程又有利于提高学生学习成效得语言教学途径与方法，尽可能多地为学生创造在真实语境中运用语言得机会。鼓励学生在教师得指导下，通过体验、实践、参与、探究与合作等方式,发现语言规律,逐步掌握语言知识与技能,不断调整情感态度，形成有效得学习策略,发展自主学习能力.
根据上述设计思路,义务教育阶段得英语课程以小学3年级为起点，以初中毕业为终点(即义务教育9年级),并与高中阶段得英语课程相衔接.整个基础教育阶段得英语课程(包括义务教育与高中两个阶段）按照能力水平设为九个级别,形成循序渐进、持续发展得课程。设置分级课程目标借鉴了国际上通用得分级方式,力求体现不同年龄段学生得学习需求与认知特点，使英语课程具有整体性、灵活性与开放性。
(三）整体设计目标,充分考虑语言学习得渐进性与持续性
英语学习具有明显得渐进性与持续性特点。语言学习持续时间长,而且需要逐渐积累.《义务教育英语课程标准）（以下简称“本标准“）与与之相衔接得《普通高中英语课程标准》将基础教育阶段英语课程得目标设为九个级别，旨在体现小学、初中与高中各学段课程得有机衔接与各学段学生英语语言能力循序渐进得发展特点，保证英语课程得整体性、渐进性与持续性。英语课程应按照学生得语言水平及相应得等级要求组织教学与评价活动。
义务教育
英语课程标准
(2017年版)
中华人民共与国教育部制
当今世界正处在大发展与大调整得变革时期,呈现出世界多极化与经济全球化以及信息化得发展态势。作为一个与平发展得大国，中国承担着重要得历史使命与国际责任与义务。英语作为全球使用最广泛得语言之一、已经成为国际交往与科技、文化交流得重要工具。学习与使用英语对吸取人类文明成果、借鉴外国先进科学技术、增进中国与世界得相互理解具有重要得作用.在义务教育阶段开设英语课程能够为提高我国整体国民素养，培养具有创新
英语新课程标准2017
英语新课程标准2017引言英语是全球通用的语言，也是国际交流和合作的重要工具。
随着全球化的进程和我国与世界的日益紧密联系，学习英语已经成为我国教育体系中的一项重要任务。
为了更好地适应时代变革和满足学生的学习需求，2017年，我国推出了新的英语课程标准。
一、背景英语课程标准的更新是基于社会发展和教育改革的需要。
随着信息技术的快速发展和全球化的趋势，培养学生良好的英语能力已经成为当今教育的重要任务。
新课程标准的制定旨在培养学生的英语综合运用能力，提高学生的英语听、说、读、写、译等综合能力。
二、新课程标准的理念与目标2.1 理念新课程标准强调“综合运用”和“个性发展”的理念。
通过培养学生综合应用英语的能力，培养学生的创新思维和实践能力，使学生能够在实际生活中熟练运用英语，实现自我发展和社会发展的目标。
2.2 目标新课程标准的目标包括： - 培养学生的听、说、读、写、译等语言技能； - 培养学生纯正的发音和正确的语法； - 培养学生的跨文化交际能力； - 培养学生的信息获取和处理能力； - 培养学生的学习策略和思维能力。
三、新课程标准的特点和创新点3.1 综合运用能力的培养新课程标准注重培养学生的综合运用能力，强调听说读写相结合、理解应用相结合。
通过多种学习方式和活动，如角色扮演、情景交际、听说训练等，培养学生主动参与、积极思考和灵活运用英语的能力。
3.2 个性发展的重视新课程标准重视个性发展，鼓励学生根据自己的兴趣、爱好和特长选择学习内容和学习方式。
通过多样化的学习任务和项目，让学生充分发展自己的潜能，并培养创新精神和实践能力。
3.3 跨文化交际的培养新课程标准注重培养学生的跨文化交际能力，培养学生的国际视野和文化理解。
通过文化交流和文化比较，让学生了解不同文化背景下的语言和行为习惯，并培养学生的文化敏感性和跨文化交际能力。
四、新课程标准的实施与展望新课程标准的实施需要全社会的共同努力，包括教育部门、学校、教师和学生的积极参与。
2017年新课标一英语
2017年新课标一英语2017年新课标一英语课程标准（简称“新课标”）是针对中国高中阶段学生英语教学的指导性文件，旨在提高学生的英语综合运用能力，培养其跨文化交际意识和能力。
以下是根据新课标一英语课程标准生成的内容：1. 课程目标：- 培养学生的英语语言知识，包括语音、词汇、语法、功能意念和话题等。
- 提高学生的英语语言技能，包括听、说、读、写等。
- 加强学生的跨文化交际能力，理解不同文化背景下的交流方式。
- 培养学生的自主学习能力，鼓励学生通过多种途径获取信息和知识。
2. 课程内容：- 语音：掌握英语的基本发音规则，能够正确发音。
- 词汇：学习并掌握一定数量的词汇，包括基础词汇和专业词汇。
- 语法：理解并运用英语的基本语法结构。
- 功能意念：学习英语中的基本交际功能，如问候、询问、请求等。
- 话题：围绕日常生活、学习、工作等不同话题进行学习。
3. 教学方法：- 任务型教学：通过完成具体任务来学习语言，提高语言实际运用能力。
- 情景教学：创设真实或模拟的情景，让学生在情境中学习和使用英语。
- 合作学习：鼓励学生之间的互动和合作，共同完成学习任务。
4. 评价方式：- 形成性评价：通过课堂表现、作业、小组讨论等方式，持续跟踪学生的学习进展。
- 终结性评价：通过期末考试、口语测试等形式，评估学生在一个学期或学年的学习成果。
5. 教学资源：- 教材：选择符合新课标要求的教材，确保教学内容的系统性和科学性。
- 多媒体资源：利用音视频材料、网络资源等，丰富教学手段，提高学生的学习兴趣。
6. 课程实施：- 教师培训：定期对教师进行新课标培训，确保教师能够准确理解和运用新课标。
- 教学计划：制定详细的教学计划，明确每个学期的教学目标和内容。
7. 跨学科学习：- 鼓励学生将英语学习与其他学科相结合，提高语言在实际生活中的应用能力。
8. 文化意识：- 在教学中融入对英语国家文化的介绍，培养学生的文化意识和国际视野。
新课标英语2017版英文版
新课标英语2017版英文版The New Curriculum Standard for English in 2017In the year 2017, a new curriculum standard for English was introduced, signifying a significant shift in the way the subject was taught and learned. This updated standard aimed to enhance the teaching and learning experience, ensuring that students developed a deeper understanding and appreciation of the language.The new curriculum focused on a more integrated approach, where listening, speaking, reading, and writing skills were intertwined. This approach aimed to develop students' communication skills, allowing them to express themselves fluently in English.One of the key features of the new curriculum was the inclusion of a wide range of authentic materials. These materials were chosen to reflect the real-world context of English usage, providing students with a richer understanding of the language. Textbooks were updated with contemporary examples and scenarios, making the content more relevant and engaging for students.Another significant change was the emphasis on cultural understanding. The new curriculum included units that delved into different cultures and traditions, allowing students to appreciate the rich diversity of English-speaking countries. This aspect not only broadened students' horizons but also helped them connect with the language on a deeper level.The updated curriculum also placed a strong emphasis on vocabulary development.In terms of assessment, the new curriculum introduced more formative assessments, which provided teachers with regular feedback on students' progress. This approach allowed teachers to identify areas where students needed extra support and to adjust their teaching strategies accordingly.In conclusion, the new curriculum standard for English in 2017 marked asignificant shift in the way the subject was taught and learned. It integrated listening, speaking, reading, and writing skills, emphasized cultural understanding, and placed a strong focus on vocabulary development. These changes not only enhanced the teaching and learning experience but also prepared students to communicate fluently in English, making them more competitive in today's globalized world.。
义务教育英语课程标准(2017年英文版)
English Curriculum Standards for compulsory Education (2017-year Edition).Ministry of Education of the people's Republic of China.Directory.Part one Preface .I. nature of the curriculum .II. Basic concepts of the curriculum .III. Ideas for curriculum design .Part II Curriculum objective .I. overall objective .II. Hierarchical objectives .Part III grading criteria .I. language skills .II. Language knowledge .III. Emotional attitudes .4. Learning strategies .V. Cultural awareness .Part IV implementation of recommendation .I. pedagogical recommendations .II. Evaluation recommendations .III. Recommendations for the preparation of teaching materials .Appendix .Appendix 1 list of speech items .Appendix 2 Grammar item Table .Appendix 3 Glossary .Part I Preface.Nowadays, the world is in the period of great development and great adjustment, showing the development trend of world multi-polarization, economic globalization and informatization. As a big country with peaceful development, China bears an important historical mission and international responsibilities and obligations. English is one of the most widely spoken languages in the world. It has become an important tool for international exchanges and scientific, technological and cultural exchanges. Learning and using English plays an important role in absorbing the achievements of human civilization, drawing lessons from advanced foreign science and technology, and enhancing the mutual understanding between China and the world. Offering English courses in the compulsory education stage can lay the foundation for improving the whole national literacy of our country, cultivating the talents with creative ability and cross-cultural communicative ability, and improving the international competitiveness of the country and the international communication ability of the people.The establishment of English courses in compulsory education is of great significance to the future development of young people. Learning English will not only help them better understand the world, learn advanced scientific and cultural knowledge, spread Chinese culture, and enhance their mutual communication and understanding with the youngpeople of other countries. It can also provide them with more opportunities for education and career development. Learning English can help them to form an open and tolerant character, to develop the awareness and ability of cross-cultural communication, to promote the development of thinking, to form a correct outlook on life, values and good humanities. Learning English can provide students with the ability to participate in knowledge innovation and scientific and technological innovation in the future, as well as lay the foundation for them to better adapt to the multi-polarization of the world, economic globalization and informationization in the future.I. the nature of the curriculum.The English curriculum at the stage of compulsory education is of the dual nature of instrumentality and humanism. As far as instrumentality is concerned, English curriculum undertakes the task of cultivating students' basic English literacy and developing their thinking ability, that is, students can master basic knowledge of English language and develop basic skills of listening, speaking, reading and writing in English through English courses. Form the ability to communicate with others in English, further promote the development of thinking ability, for the future to continue to learn English and other relevant scientific and cultural knowledge in English to lay the foundation. As far as humanity is concerned, English curriculum undertakes the task of improving students' comprehensive humanistic quality, that is, students can broaden their horizons, enrich their life experiences, form cross-cultural consciousness, enhance their patriotism and develop their innovative ability through English courses. Form a good character and a correct outlook on life and values. The integration of instrumental and humanistic English curriculum is conducive to the lifelong development of students to lay the foundation.II. The basic idea of Curriculum.(1) pay attention to quality-oriented education and embody the value of language learning to students' development;The main purpose of English curriculum in compulsory education is to lay a foundation for students to develop their comprehensive language ability and to create favorable conditions for them to continue to learn English and to develop in the future. Language is not only a tool for communication, but also a tool for thinking. Learning a foreign language can promote people's mental development, help students to understand the diversity of the world, experience the similarities and differences between Chinese and foreign cultures to form cross-cultural awareness, enhance international understanding, and carry forward the spirit of patriotism. Form the sense of social responsibility and innovation consciousness, improve humanities accomplishment.(2) for all students, pay attention to the different characteristics and individual differences of language learners.Compulsory education is an important part of education for all. The English curriculum at the stage of compulsory education should be open to all students and embody the student-centered thinking. The development needs of all students should be taken into account in the aspects of teaching objectives, teaching contents, teaching process, teaching evaluation and the utilization and development of teaching resources. English curriculum should be a process in which students construct their knowledge, develop their skills, broaden their horizons, enliven their thinking and show their individuality under the guidance of their teachers. Due to the differences in age, personality, cognitive style and living environment, students have different learning needs and characteristics. Only to meet individual needs to a large extent, it is possible to obtain the maximum overall teaching efficiency.(C) overall design objectives, taking full account of the progressivity and continuity of language learning.English learning has obvious characteristics of progressiveness and continuity. Language learning lasts a long time and needs to accumulate gradually. The English Curriculum Standard for compulsory Education (hereinafter referred to as "this Standard") and the English Curriculum Standard for Senior High Schools, which converge with it, set the objectives of the English curriculum for the basic education stage at nine levels. The aim is to embody the organic cohesion of primary, junior middle and senior middle school courses and the gradual development of students' English language competence, so as to ensure the integrity, progressiveness and continuity of English curriculum. English teaching and evaluation activities should be organized in accordance with the students' language proficiency and the corresponding grade requirements.(4) emphasizing the process of learning and paying attention to the practicality and application of language learning.Modern foreign language education pays attention to the process of language learning, emphasizes the practicality of language learning, advocates that students should contact, experience and understand the real language in the context, and learn and use language on this basis. English curriculum advocates the adoption of language teaching approaches and methods that both emphasize the language learning process and improve the students' learning effectiveness, so as to create as many opportunities as possible for the students to use the language in the real context. Encourage students, under the guidance of teachers, to discover language laws through experience, practice, participation, inquiry and cooperation, to gradually master language knowledge and skills, to constantly adjust their emotional attitudes, and to form effective learning strategies, Develop the ability of autonomous learning.(5) to optimize the evaluation method, with emphasis on the evaluation of students' comprehensive language ability.The evaluation system of English curriculum should be conducive to the development of students' comprehensive language use ability. It should be evaluated by adopting multiple and optimized evaluation methods to assess the development level of students' comprehensive language use ability, and stimulate students' interest in learning by means of evaluation. Promote the development of students' autonomous learning ability, thinking ability, cross-cultural awareness and healthy personality. The evaluation system should include formative evaluation and summative evaluation. The evaluation in daily teaching focuses on formative assessment, focusing on the performance and progress of students in the learning process; the final assessment focuses on the students' comprehensive language use ability. Including language skills, language knowledge, emotional attitude, learning strategies and cultural awareness and so on.(6) enriching curriculum resources and expanding English learning channels.Language learning requires a great deal of input. Rich and diverse curriculum resources are especially important for English learning. According to the needs of teaching and learning, English curriculum should provide English learning resources that are close to students, life and times. We should creatively develop and make use of the fresh English learning resources in real life, and actively use audio-visual, radio, television, books, newspapers, magazines, Internet information, and so on, to expand the channels for students to learn and use English.Ⅲ. The idea of curriculum design.The general idea of English curriculum design is: under the guidance of the scientific concept of development and advanced foreign language curriculum concept, based on the national conditions, comprehensive consideration of the current situation of English education in China, starting from the stage of compulsory education; To establish a student-oriented, systematic and progressive English curriculum system. This curriculum system aims at fostering students' comprehensive language application ability, according to the law of language learning and the development needs of students in the compulsory education stage. From the language skills, language knowledge, emotional attitude, learning strategies and cultural awareness of the five aspects of the design of the overall curriculum objectives and grading goals. These five aspects are interrelated and complement each other, which makes English curriculum attach importance not only to the cultivation of students' basic language knowledge and basic skills, but also to the optimization of the learning process, so as to guide students to form effective learning strategies and certain cultural awareness. Cultivate positive emotional attitudes and values.According to the above design idea, the compulsory education stage English curriculum take the elementary school 3 grades as the starting point, take the junior middle school graduation as the end (namely compulsory education 9 grades), and with the senior middle school stage English curriculum links up. The English curriculum of the entire basic education stage (including compulsory education and senior high school) is divided into nine levels according to the ability level, forming a gradual and sustainable development of the curriculum. The aim of setting graded courses is to reflect the learning needs and cognitive characteristics of students of different ages, and to make English courses with integrity, flexibility and openness, using the international grading methods for reference.In the nine-level target system, the first to the fifth level is the goal requirement of the compulsory education stage. Level two is the basic requirement to be met at the end of the sixth grade, and grade five is the basic requirement to be reached at the end of the ninth grade. Grades 6 to 9 are the target requirements for ordinary high schools. Among them, level 7 is the basic requirement for high school graduates, and levels 8 and 9 are designed for high school students who are willing to further improve their English proficiency. Of the nine levels of targets, levels I, III, IV and VI are transitional levels. The setting of grading objectives is conducive to teaching and evaluation in the implementation of the curriculum, but also provides a basis for the flexibility and openness of the curriculum.The levels in the curriculum grading objectives are not entirely equivalent to the grades in the basic education stage. However, the grading goal provides the instruction requirements for the teaching and evaluation of grades 3, 6, 7, 9 and senior high school, and the compilation of teaching materials, which is conducive to the overall implementation of the curriculum. In the period of compulsory education, schools offering English courses from the third grade, the fourth grade should complete the first level goal, the sixth grade should complete the second level goal, the schedule of classes should reflect the principle of short time and high frequency as far as possible, and guarantee three or four teaching activities per week; The total weekly class time shall not be less than 80 ~ 90 minutes. Grades 7, 9 and 9 completed the goals of levels III, IV and V respectively, and the weekly class hours were carried out in accordance with the national curriculum plan.Considering the fact that our country has a vast territory, numerous nationalities and unbalanced economic and educational development, each region can formulate its own curriculum implementation plan according to the situation of teachers' condition and resource allocation, etc. To determine the starting grade of English teaching in primary schools and the grade requirements to be reached when graduating from primary and junior high schools, the factors such as theavailability of teachers and the teaching conditions should be fully taken into account in the establishment of English curriculum in primary schools. Local teaching and research departments should strengthen the classification, stratification guidance and evaluation of teaching, help schools to implement the local curriculum implementation plan in accordance with local conditions, and pay attention to the coordination and convergence between the good learning sections. In particular, we should do a good job in the smooth transition between primary and junior high school, and promote the balanced development of regional English education.Part II Curriculum objectives.I. overall objectives.The general goal of English curriculum in compulsory education stage is to make students form the initial comprehensive language using ability, promote the mental development, and improve the comprehensive humanities accomplishment through English learning. The formation of comprehensive language competence is based on the overall development of language skills, language knowledge, emotional attitudes, learning strategies and cultural awareness. Language skills and language knowledge are the basis of comprehensive language use ability, cultural awareness is conducive to the correct understanding of language and proper use of language, effective learning strategies are conducive to improving learning efficiency and developing autonomous learning ability; A positive emotional attitude is conducive to active learning and sustainable development. These five aspects complement each other and jointly promote the formation and development of students' comprehensive language ability.Language skills, language knowledge, emotion and attitude, learning strategies and cultural awareness constitute the overall goal of English curriculum, which not only embodies the instrumentality of English learning, but also embodies its humanism. It is not only conducive to the development of students' language ability, but also conducive to the development of students' thinking ability, so as to comprehensively improve students' comprehensive humanistic literacy.II. Graded objectives.The objectives of English curriculum at all levels in compulsory education stage refer to the students' comprehensive performance in five aspects: language skills, language knowledge, emotional attitudes, learning strategies and cultural awareness. Table 1 provides a description of the first to fifth level goals.Part III grading standards.In accordance with the general objectives of the compulsory education English curriculum, this standard puts forward the requirements of language skills, language knowledge, emotional attitude, learning strategies and cultural awareness respectively in five aspects: language skills, language knowledge, emotional attitude, learning strategies and cultural awareness. Among them, the language skills of listening, speaking, reading, writing and other skills put forward five different levels of goal requirements, language knowledge, emotional attitude, learning strategies and cultural awareness put forward the target requirements of two and five levels.I. language skills.Language skills is an important part of language skills, mainly including listening, speaking, reading, writing and other skills and the comprehensive use of these skills. Listening and reading are skills of understanding, speaking and writing are skills of expression. They complement and promote each other in language learning and communication. Students should form comprehensive language competence through a large number of special and comprehensive language practice activities to lay a solid foundation for real language communication. Therefore, listening, speaking, reading and writing are not only the contents of learning, but also the means of learning. The main content of the language skill standard is what the students can do at a certain level, which not only helps to arouse the students' learningenthusiasm and promote the improvement of the students' language application ability, but also helps to evaluate the students' learning results scientifically and rationally.II. Language knowledge.The basic knowledge of the English language that students should learn and master in the compulsory education stage includes pronunciation, vocabulary, grammar and language forms used to express common topics and functions. Language knowledge is an important part of language application ability and an important basis for the development of language skills.III. Emotional attitudes.Emotional attitude refers to interest, motivation, self-confidence, will and spirit of cooperation and other factors that affect students' learning process and learning results, as well as the gradual formation of national awareness and international vision in the learning process. Maintaining a positive attitude towards English learning is the key to success in English learning. Teachers should constantly stimulate and strengthen students' interest in learning and guide them to gradually transform interest into stable learning motivation, so that they can build up self-confidence, exercise the will to overcome difficulties, and realize the advantages and disadvantages of their own learning. Willing to cooperate with others to develop a harmonious and healthy character. Through the English curriculum, enables the student to enhance the motherland consciousness, expands the international field of vision. Table 4 is a rating scale for affective attitudes of grade two and five.Table 4 rating criteria of affective attitudeⅣ. Learning strategies.Learning strategies refer to the various actions and steps taken by students in order to learn and use English effectively, and the beliefs that guide these actions and steps. English learning strategies include cognitive strategies, regulatory strategies, communicative strategies and resource strategies. Cognitive strategy refers to the steps and methods taken by students in order to accomplish specific learning tasks, while regulatory strategies refer to the actions and steps that students plan, implement, reflect, evaluate and adjust their learning. Communication strategy is the action taken by students in order to gain more communication opportunities, maintain communication and improve communication effect. Resource strategy is the way and method for students to learn and use English reasonably and effectively through a variety of media.Learning strategies are flexible and diverse, the use of strategies varies from person to person, from time to time, from place to place, and from event to event. In English teaching, teachers should consciously help students to form their own learning strategies, and constantly adjust their own learning strategies. In the implementation of English curriculum, helping students to use learning strategies effectively not only helps them to grasp the direction of learning, adopt scientific approach and improve learning efficiency, but also helps them to form the ability of autonomous learning. Lay the foundation for lifelong and sustainable learning. Table 5 is a two-level and five-level learning strategy rating standards.Table 5 grading criteria for learning strategiesV. Cultural Awareness.Language has rich cultural connotations. In foreign language teaching, culture refers to the historical geography, local conditions and customs, traditional customs, life style, behavior norms, literature and art, values and so on of the language country. In the process of learning English, contact with and understanding of foreign culture is beneficial tothe understanding and use of English, to the deepening of the understanding and love of the excellent traditional culture of the Chinese nation, and to the acceptance of the edification of the advanced culture belonging to all mankind. It's good for international awareness. In teaching, teachers should gradually expand the content and scope of cultural knowledge according to the characteristics of students' age and cognitive ability. In the initial stage, students should have a rough understanding of the similarities and differences between Chinese and foreign cultures, and the foreign cultural knowledge involved in teaching should be closely related to students' study and life, and can stimulate students' interest in learning English. In the higher stage of English learning, we should expand the scope of students' contact with foreign culture, help them to broaden their horizons, improve their sensitivity and ability to distinguish the similarities and differences between Chinese and foreign cultures, and then improve their intercultural communicative competence.Table 6 grading standard of cultural awarenessPart IV implementation recommendations.I. Teaching suggestions.At the stage of compulsory education, the English curriculum aims to cater to all students, lay a good foundation for the development of students' comprehensive language ability, and at the same time, promote the improvement of students' overall humanistic quality. Teachers should consider language skills, language knowledge, emotional attitude, learning strategies and cultural awareness of the five aspects of the curriculum objectives, according to the development of students, the overall planning of each stage of the teaching task; Effectively integrate the curriculum resources, optimize classroom teaching, cultivate students' autonomous learning ability, and lay the foundation for the sustainable development of students. At the same time, teachers should constantly improve their professional level and try to adapt to the new requirements of English curriculum for teachers. To this end, the following teaching recommendations are made:(I) for all students, to lay the foundation for each student to learn English.In teaching, teachers should adhere to student-centered, facing all students, pay attention to individual differences, optimize classroom teaching, improve teaching efficiency, and lay the foundation for students to continue learning.1. Teachers should fully understand the current English level and development needs of all students, choose appropriate teaching methods and methods, grasp the difficulty of learning, mobilize the enthusiasm of all students and make them maintain their confidence in learning English. Experience the fun of learning English, get a sense of success in learning English, and make them progress in all stages of learning.2. Teachers should fully understand students' different learning experiences, learning levels and learning styles, respect students' individual characteristics, fully explore students' different potentials, establish a sincere, understanding and trusting relationship with students, teach students in accordance with their aptitude, and encourage innovation. For students to provide a broader space for thinking and independent development of space. Students should be given targeted guidance on the problems in the process of learning.3. Teachers should arrange the teaching contents and steps reasonably, organize various forms of classroom interaction, encourage students to learn and use English by observing, imitating, experiencing, exploring, presenting, and so on, so as to create as many opportunities for language practice for them as possible. Guide them to learn independent learning and cooperative learning. Teachers strive to create a harmonious atmosphere in the classroom, to take a tolerant attitude towards students' language errors in the process of learning, and choose the right time and appropriate methods to deal with.4. According to the actual situation of the students, the teachers should establish the teaching objectives that are conducive to the gradual improvement of the students' basic language literacy and basic foreign language learning ability. Especially in primary school, teachers need to cultivate students' strong interest in learning, positive learning attitude, good learning habits and awareness of creative use of language.(2) pay attention to language practice and cultivate students' ability of using language.The purpose of this standard is to emphasize the cultivation of students' comprehensive language ability by settingthe goals and requirements in the form of "can do things in English". From the perspective of language use, the presentation of knowledge of various languages and brothers should serve to improve students' ability to "do things in English". By creating various contexts close to real life, teachers should adopt progressive language practice activities, as well as various teaching approaches and methods that emphasize both process and result, such as task-based language teaching approach, etc. Develop students' ability to do things in English.Teachers play an important role in students' language learning and practice. Teachers should pay attention to the relationship between knowledge learning and ability development, the relationship between language practice and language use, and the relationship between regular teaching and examination, so as to make teaching activities more effective.1. The activities should have clear communication purposes, real communication meanings and specific operational requirements, and provide students with the opportunity to demonstrate their learning achievements, so that students can develop their language and thinking abilities in individual and cooperative practical activities. And can feel successful in the exhibition activity.2. The content and form of the activities should be close to the students' real life experience and their cognitive level, and should be as close as possible to the actual situation of language use in real life. To enable students to understand and master the real meaning and use of the target language project.3. Activities should include the process of learning language knowledge and developing language skills, so that students can gradually realize the internalization of language knowledge through contact, understanding, practice and application of language in language practice. It should help students to learn to do things in English, especially to acquire, process and transmit information in English, to express simple personal views and feelings, so as to improve their ability to use language in practice.4. Activities are not limited to the classroom, but can also be extended beyond the classroom. Activities should be conducive to the mutual penetration and contact between English and other disciplines, so as to promote the comprehensive development of students' cognitive ability, thinking ability, aesthetic taste, imagination and creativity.(3) to strengthen the guidance of learning strategies and cultivate students' autonomous learning ability.In the stage of compulsory education, it is very important for students to form effective learning strategies step by step in order to improve the learning effect. Developing effective learning strategies is one of the important goals of English curriculum.1. According to the students' experience of learning their mother tongue and the needs of their cognitive development, and in view of the characteristics, similarities and differences between the English and American languages, this paper focuses on the cultivation of the students' ability to use learning strategies, the perception and imitation of the English pronunciation, and the characteristics of the English pronunciation. To master the methods of memorizing and using English vocabulary effectively; to understand the structure and pragmatic functions of English sentence patterns; to acquire, process and transmit the necessary information by using the four language skills of listening, speaking, reading and writing; to carry out effective communication in the specific context; Active reflection。
义务教育英语课程标准 docx
义务教育英语课程标准docx全文共3篇示例，供读者参考篇1National Curriculum Standards for Compulsory Education English CourseIntroductionThe National Curriculum Standards for Compulsory Education English Course are designed to provide guidance and direction for teachers, students, and administrators in developing and implementing a comprehensive English curriculum for students in grades K-12. These standards aim to ensure that all students receive a high-quality education in English language arts, enabling them to develop the skills and knowledge necessary to succeed academically and in their future careers.Key Components of the Standards1. Language Skills: The standards outline the language skills that students should develop at each grade level, including reading, writing, speaking, and listening. These skills are essentialfor effective communication and are critical for success in all academic subjects.2. Literary Analysis: The standards emphasize the importance of literary analysis in developing critical thinking and analytical skills. Students are expected to engage with a variety of literary genres, including fiction, non-fiction, poetry, and drama, and to analyze and interpret the themes, characters, and settings of these texts.3. Vocabulary Development: Building a strong vocabulary is essential for student success in English language arts. The standards provide guidelines for vocabulary instruction at each grade level, including strategies for teaching new words and ensuring that students have a rich and varied vocabulary.4. Grammar and Usage: The standards emphasize the importance of correct grammar and usage in written and spoken English. Teachers are expected to provide explicit instruction in grammar and syntax, and to give students opportunities to practice applying these rules in their own writing and speaking.5. Informational Texts: In addition to literary texts, students are expected to engage with a variety of informational texts, including articles, essays, and reports. The standards provide guidance on how to teach students to analyze and evaluateinformational texts, and to use them as a source of information and inspiration for their own writing.6. Technology Integration: The standards recognize the importance of technology in modern education and encourage teachers to integrate technology into their English instruction. Students should have opportunities to use digital tools for reading, writing, research, and collaboration, in order to develop the digital literacy skills needed for success in the 21st century.ConclusionThe National Curriculum Standards for Compulsory Education English Course provide a comprehensive framework for the development of high-quality English language arts instruction in grades K-12. These standards emphasize the importance of language skills, literary analysis, vocabulary development, grammar and usage, informational texts, and technology integration, in order to prepare students for success in school and beyond. By following these standards, teachers and administrators can ensure that all students receive the knowledge and skills they need to communicate effectively, think critically, and achieve their academic and career goals.篇2Sorry, I cannot provide a document with more than 2000 words, as my responses are limited in length. However, I can offer a brief discussion on the topic you requested.The "Compulsory Education English Curriculum Standard" (义务教育英语课程标准) is a set of guidelines that outline the objectives, content, and assessment criteria for English language instruction in China. The document provides a framework for educators to design and implement English language teaching for students in grades 1-9.The curriculum standard emphasizes the development of students' language skills in listening, speaking, reading, and writing. It also focuses on fostering an appreciation for English language and culture, as well as developing students' critical thinking and communication skills.In terms of content, the curriculum standard covers topics such as vocabulary, grammar, and communicative functions. It also includes cultural elements that expose students to English-speaking countries and their traditions.Assessment in the curriculum standard is designed to measure students' proficiency in the target language and their ability to use English in various contexts. This includes bothformative and summative assessments to evaluate students' progress and proficiency levels.Overall, the "Compulsory Education English Curriculum Standard" plays a crucial role in guiding English language instruction in China's compulsory education system, ensuring that students receive a quality English language education that prepares them for future academic and professional success.篇3The document "Compulsory Education English Curriculum Standard" outlines the key components and objectives of the English curriculum for compulsory education in China. In recent years, there has been a focused effort to improve English language teaching and learning in Chinese schools, in order to better prepare students for an increasingly globalized world.The document begins by highlighting the importance of English language proficiency in the modern world, emphasizing the need for students to develop not only language skills, but also a broader understanding of global culture and communication. The curriculum is designed to provide a comprehensive and balanced approach to English languagelearning, incorporating listening, speaking, reading, and writing skills.In terms of listening and speaking skills, the curriculum focuses on developing students' ability to understand spoken English, as well as to express themselves clearly and fluently. Students are encouraged to engage in a variety of activities, such as group discussions, debates, and presentations, to improve their communication skills.The reading component of the curriculum aims to enhance students' reading comprehension and critical thinking skills. Students are exposed to a wide range of texts, including literary works, news articles, and academic papers, in order to develop their ability to analyze and interpret written information.Finally, the writing component of the curriculum is designed to help students improve their writing skills, with a focus on grammar, vocabulary, and style. Students are taught how to write effectively in different formats, such as essays, reports, and letters, in order to communicate their ideas clearly and persuasively.Overall, the "Compulsory Education English Curriculum Standard" provides a clear and comprehensive framework for English language teaching and learning in Chinese schools. Byfollowing this curriculum, students can develop the necessary skills and knowledge to become confident and proficient English speakers, ready to engage with the global community.。
2017新课标版英语
2017新课标版英语2017年新课标版英语课程标准是中国教育部为了适应新时代教育发展需求，对英语教学内容和方法进行的一次重大改革。
该课程标准强调了英语学科的核心素养，包括语言能力、文化意识、思维品质和学习能力，旨在培养学生的综合语言运用能力。
课程目标：新课标版英语课程旨在培养学生：1. 掌握基本的英语语言知识，包括语音、词汇、语法等。
2. 能够运用英语进行日常交流和简单工作。
3. 了解英语国家的文化背景，提高跨文化交际能力。
4. 培养批判性思维和创新思维，提高解决问题的能力。
5. 形成自主学习的习惯，具备终身学习的能力。
教学内容：1. 语言知识：包括语音、词汇、语法、功能、话题等基础语言知识。
2. 语言技能：包括听、说、读、写四项基本技能。
3. 文化知识：了解英语国家的历史、地理、社会习俗等文化背景。
4. 学习策略：掌握有效的学习方法和技巧，提高学习效率。
教学方法：1. 任务型教学：通过完成具体的语言任务来学习语言。
2. 情景教学：在真实的或模拟的语言使用情景中进行教学。
3. 合作学习：鼓励学生之间的合作，共同完成学习任务。
4. 信息技术应用：利用多媒体和网络资源，丰富教学手段。
评价方式：1. 形成性评价：通过课堂表现、作业、小测验等方式进行。
2. 终结性评价：通过期末考试、口语测试等来评价学生的学习成果。
3. 自我评价与同伴评价：鼓励学生进行自我反思，以及相互评价。
课程资源：1. 教材：选用符合新课标要求的教材。
2. 教辅资料：包括练习册、词汇手册、语法指南等。
3. 多媒体资源：利用视频、音频、在线课程等多媒体教学资源。
课程实施建议：1. 教师应根据学生的实际情况，灵活运用教学方法。
2. 注重培养学生的自主学习能力，鼓励学生参与课堂讨论。
3. 定期组织英语角、英语演讲比赛等活动，提高学生的英语实践能力。
4. 教师应不断更新教学理念，适应教育技术的发展。
新课标版英语课程的实施，不仅要求教师具备扎实的专业知识和教学技能，还需要不断学习和创新，以适应教育改革的需要。
2017义务教育英语课程标准
义务教育英语课程标准（201 7年版）中华人民共和国教育部制目录第一部分前言 (3)一、课程性质 (3)二、课程基本理念 (3)三、课程设计思路 (4)第二部分课程目标 (5)一、总目标 (5)二、分级目标 (6)第三部分分级标准 (8)一、语言技能 (8)二、语言知识 (13)三、情感态度 (14)四、学习策略 (15)五、文化意识 (17)第四部分实施建议 (18)一、教学建议 (18)二、评价建议 (21)三、教材编写建议 (23)附录 (25)附录1 语音项目表 (25)附录2语法项目表 (26)附录3 词汇表 (27)第一部分前言当今世界正处在大发展和大调整的变革时期，呈现出世界多极化和经济全球化以及信息化的发展态势。
作为一个和平发展的大国，中国承担着重要的历史使命和国际责任与义务。
英语作为全球使用最广泛的语言之一.已经成为国际交往和科技、文化交流的重要工具。
学习和使用英语对吸取人类文明成果、借鉴外国先进科学技术、增进中国和世界的相互理解具有重要的作用。
在义务教育阶段开设英语课程能够为提高我国整体国民素养，培养具有创新能力和跨文化交际能力的人才，提高国家的国际竞争力和国民的国际交流能力奠定基础。
在义务教育阶段开设英语课程对青少年的未来发展具有重要意义。
学习英语不仅有利于他们更好地了解世界，学习先进的科学文化知识，传播中国文化，增进他们与各国青少年的相互沟通和理解，还能为他们提供更多的接受教育和职业发展的机会。
学习英语能帮助他们形成开放、包容的性格，发展跨文化交流的意识与能力，促进思维发展，形成正确的人生观、价值观和良好的人文素养。
学习英语能够为学生未来参与知识创新和科技创新储备能力，也能为他们未来更好地适应世界多极化、经济全球化以及信息化奠定基础。
一、课程性质义务教育阶段的英语课程具有工具性和人文性双重性质。
就工具性而言，英语课程承担着培养学生基本英语素养和发展学生思维能力的任务，即学生通过英语课程掌握基本的英语语言知识，发展基本的英语听、说、读、写技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展，为今后继续学习英语和用英语学习其他相关科学文化知识奠定基础。
2017年新课标i英语
2017年新课标i英语2017年新课标I英语课程标准是中国教育部为适应新时代教育发展需求，对英语教学内容和方法进行的一次重要改革。
新课标强调了英语学科的核心素养，包括语言能力、文化意识、思维品质和学习能力。
以下是对2017年新课标I英语的一些主要内容的概述：1. 课程目标：新课标明确了英语课程的总目标是培养学生的综合语言运用能力，使他们能够在不同情境中有效地使用英语进行沟通和表达。
2. 学科核心素养：新课标提出了英语学科的四大核心素养，即语言能力、文化意识、思维品质和学习能力。
这四大素养相互关联，共同构成了学生英语学科素养的整体框架。
3. 课程内容：新课标对英语课程内容进行了重新规划，包括语言知识、语言技能、文化知识、情感态度和学习策略等方面。
4. 教学方法：新课标提倡以学生为中心的教学方法，鼓励教师采用任务型教学、合作学习、探究学习等多种教学方式，激发学生的学习兴趣和主动性。
5. 评价方式：新课标强调评价的多元化，不仅包括传统的笔试，还包括口语测试、项目作业、自我评价和同伴评价等多种形式。
6. 信息技术的应用：新课标鼓励教师利用信息技术提高教学效果，如使用多媒体教学资源、在线学习平台等。
7. 跨学科学习：新课标提倡英语与其他学科的整合，鼓励学生在英语学习中运用其他学科的知识，促进跨学科思维的发展。
8. 教学资源：新课标强调教学资源的丰富性和多样性，包括教材、教辅材料、网络资源等，以满足不同学生的学习需求。
9. 教师专业发展：新课标对教师的专业发展提出了更高要求，鼓励教师不断学习新的教学理念和方法，提升自身的教学能力。
10. 家校合作：新课标认为家校合作对于学生的英语学习至关重要，鼓励家长参与到孩子的英语学习过程中，共同促进学生英语素养的提升。
2017年新课标I英语的实施，旨在通过全面改革英语教学，培养学生的英语综合运用能力，为他们在全球化背景下的学习和工作打下坚实的基础。
2017英语新课标1
2017英语新课标12017年，中国教育部发布了新的英语课程标准，旨在适应21世纪教育改革的需要，提高学生的英语综合应用能力。
以下是对2017年英语新课标的一些要点概述：课程目标：- 培养学生的英语语言知识、语言技能、学习策略和文化意识。
- 促进学生在英语语言实际使用中的交际能力。
- 培养学生的批判性思维和创新能力。
课程内容：- 语言知识：包括语音、词汇、语法、功能和话题。
- 语言技能：包括听、说、读、写四个方面。
- 学习策略：鼓励学生发展有效的学习方法和技巧。
- 文化意识：了解和尊重不同文化，培养跨文化交际能力。
教学方法：- 任务型教学：通过完成具体任务来学习语言。
- 合作学习：鼓励学生在小组中共同学习和解决问题。
- 信息技术的融合：利用多媒体和网络资源辅助教学。
评价方式：- 形成性评价：通过日常观察、课堂表现和作业来评价学生的学习过程。
- 终结性评价：通过期末考试、口语测试等方式来评价学生的学习成果。
课程资源：- 教材：选择适合学生实际水平和兴趣的教材。
- 辅助材料：包括音频、视频、网络资源等，以丰富教学内容。
教师角色：- 引导者：引导学生探索和学习英语。
- 组织者：组织有效的课堂活动和学习小组。
- 评价者：公正地评价学生的学习成果。
学生角色：- 主动学习者：积极参与课堂活动，主动寻求学习机会。
- 合作者：与同伴合作，共同完成学习任务。
- 反思者：对自己的学习过程和成果进行反思和自我评价。
新课标强调了英语教学的实用性和交际性，鼓励学生在真实语境中使用英语，提高语言的实际应用能力。
同时，也注重培养学生的自主学习能力和跨文化交际能力，以适应全球化的社会需求。
2017年新课标英语
2017年新课标英语
2017年新课标英语课程标准是中国教育部对中小学英语教学提出的新
要求，旨在提高学生的英语综合应用能力，培养跨文化交际意识和跨
文化交际能力。
新课标强调了以下几个方面：
1. 课程目标：新课标明确了英语教育的总目标是培养学生的综合语言
运用能力，包括听、说、读、写四个方面，同时注重学生思维品质和
文化意识的培养。
2. 课程内容：新课标对英语课程内容进行了丰富和拓展，包括语言知识、语言技能、学习策略、文化意识和情感态度等方面。
3. 教学方法：鼓励采用多样化的教学方法，如任务型教学、合作学习、探究式学习等，以提高学生的参与度和学习兴趣。
4. 评价方式：新课标提倡形成性评价与终结性评价相结合的评价体系，强调评价的多元化和过程性。
5. 信息技术的应用：鼓励教师和学生利用信息技术资源，如多媒体、
网络等，来丰富教学内容和提高教学效果。
6. 课程资源的开发与利用：新课标提倡开发和利用各种课程资源，包
括教材、教辅、网络资源等，以满足不同学生的学习需求。
7. 教师专业发展：强调教师的专业成长，鼓励教师不断学习新的教育
理念和教学方法，提高自身的教学能力和专业素养。
8. 学生个性化学习：新课标提倡尊重学生的个体差异，鼓励学生根据
自己的兴趣和特长进行个性化学习。
9. 跨学科学习：鼓励英语教学与其他学科的融合，通过跨学科的项目或活动，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，通过学习英语了解不同文化，增强国际交流和合作的能力。
新课标英语课程标准的实施，旨在全面提升学生的英语素养，为学生的终身学习和全面发展打下坚实的基础。
(完整word版)新2017义务教育英语课程
英语课程标准（201 7年版）中华人民共和国教育部制目录第一部分前言 (3)一、课程性质 (3)二、课程基本理念 (3)三、课程设计思路 (5)第二部分课程目标 (7)一、总目标 (7)二、分级目标 (8)第三部分分级标准 (11)一、语言技能 (11)二、语言知识 (19)三、情感态度 (22)四、学习策略 (24)五、文化意识 (27)第四部分实施建议 (28)一、教学建议 (28)二、评价建议 (34)三、教材编写建议 (37)附录 (40)附录1 语音项目表 (40)附录2语法项目表 (42)附录3 词汇表 (44)第一部分前言当今世界正处在大发展和大调整的变革时期,呈现出世界多极化和经济全球化以及信息化的发展态势。
作为一个和平发展的大国，中国承担着重要的历史使命和国际责任与义务。
英语作为全球使用最广泛的语言之一。
已经成为国际交往和科技、文化交流的重要工具。
学习和使用英语对吸取人类文明成果、借鉴外国先进科学技术、增进中国和世界的相互理解具有重要的作用。
在义务教育阶段开设英语课程能够为提高我国整体国民素养，培养具有创新能力和跨文化交际能力的人才，提高国家的国际竞争力和国民的国际交流能力奠定基础。
在义务教育阶段开设英语课程对青少年的未来发展具有重要意义.学习英语不仅有利于他们更好地了解世界,学习先进的科学文化知识,传播中国文化，增进他们与各国青少年的相互沟通和理解,还能为他们提供更多的接受教育和职业发展的机会。
学习英语能帮助他们形成开放、包容的性格，发展跨文化交流的意识与能力,促进思维发展，形成正确的人生观、价值观和良好的人文素养。
学习英语能够为学生未来参与知识创新和科技创新储备能力，也能为他们未来更好地适应世界多极化、经济全球化以及信息化奠定基础。
一、课程性质义务教育阶段的英语课程具有工具性和人文性双重性质。
就工具性而言,英语课程承担着培养学生基本英语素养和发展学生思维能力的任务，即学生通过英语课程掌握基本的英语语言知识,发展基本的英语听、说、读、写技能,初步形成用英语与他人交流的能力，进一步促进思维能力的发展,为今后继续学习英语和用英语学习其他相关科学文化知识奠定基础.就人文性而言,英语课程承担着提高学生综合人文素养的任务，即学生通过英语课程能够开阔视野，丰富生活经历,形成跨文化意识，增强爱国主义精神,发展创新能力,形成良好的品格和正确的人生观与价值观。
2017义务教育英语课程标准
义务教育英语课程标准（201 7 年版）中华人民共和国教育部制目录第一部分前言 (3)一、课程性质 (3)二、课程基本理念 (3)三、课程设计思路 (4)第二部分课程目标 (5)一、总目标 (5)二、分级目标 (6)第三部分分级标准 (8)一、语言技能 (8)二、语言知识 (13)三、情感态度 (14)四、学习策略 (15)五、文化意识 (17)第四部分实施建议 (18)一、教学建议 (18)二、评价建议 (21)三、教材编写建议 (23)附录 (25)附录 1 语音项目表 (25)附录 2 语法项目表 (26)附录 3 词汇表 (27)第一部分前言当今世界正处在大发展和大调整的变革时期，呈现出世界多极化和经济全球化以及信息化的发展态势。
作为一个和平发展的大国，中国承担着重要的历史使命和国际责任与义务。
英语作为全球使用最广泛的语言之一.已经成为国际交往和科技、文化交流的重要工具。
学习和使用英语对吸取人类文明成果、借鉴外国先进科学技术、增进中国和世界的相互理解具有重要的作用。
在义务教育阶段开设英语课程能够为提高我国整体国民素养，培养具有创新能力和跨文化交际能力的人才，提高国家的国际竞争力和国民的国际交流能力奠定基础。
在义务教育阶段开设英语课程对青少年的未来发展具有重要意义。
学习英语不仅有利于他们更好地了解世界，学习先进的科学文化知识，传播中国文化，增进他们与各国青少年的相互沟通和理解，还能为他们提供更多的接受教育和职业发展的机会。
学习英语能帮助他们形成开放、包容的性格，发展跨文化交流的意识与能力，促进思维发展，形成正确的人生观、价值观和良好的人文素养。
学习英语能够为学生未来参与知识创新和科技创新储备能力，也能为他们未来更好地适应世界多极化、经济全球化以及信息化奠定基础。
一、课程性质义务教育阶段的英语课程具有工具性和人文性双重性质。
就工具性而言，英语课程承担着培养学生基本英语素养和发展学生思维能力的任务，即学生通过英语课程掌握基本的英语语言知识，发展基本的英语听、说、读、写技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展，为今后继续学习英语和用英语学习其他相关科学文化知识奠定基础。
2017年英语新课标
2017年英语新课标
2017年英语新课标是中国教育部为适应21世纪教育发展需求，对英语教学提出的最新标准。
新课标强调了英语学科的核心素养，包括语言
能力、文化意识、思维品质和学习能力四个方面。
首先，新课标对语言能力的要求更加全面，不仅包括听说读写四项基
本技能，还强调了语言知识的应用能力。
这意味着学生不仅要掌握语
言形式，还要能够在真实语境中灵活运用。
其次，文化意识的培养是新课标的一大亮点。
新课标鼓励学生了解不
同文化背景下的交际方式和价值观念，培养跨文化交际能力，以适应
全球化背景下的交流需求。
第三，新课标注重培养学生的思维品质，包括批判性思维、创造性思
维和问题解决能力。
通过英语教学，学生应学会分析、评价和创造，
形成独立思考的习惯。
最后，新课标强调了学习能力的培养，鼓励学生成为自主学习者，能
够利用各种资源进行学习，具备终身学习的能力。
新课标还提出了分级教学的理念，将英语教学分为三个级别：基础级、提高级和拓展级。
基础级侧重于语言基础知识和基本技能的掌握；提
高级则在此基础上，加强语言运用能力和思维品质的培养；拓展级则
进一步深化语言知识，拓宽文化视野，提升综合运用英语的能力。
此外，新课标还对教学方法和评价方式进行了改革。
鼓励采用任务型
教学、合作学习等多样化的教学方法，以提高学生的参与度和兴趣。
评价方式也更加注重过程性和综合性，不仅评价学生的语言能力，还
要评价学生的思维品质和文化意识。
新课标的实施，旨在培养具有国际视野、创新精神和实践能力的英语人才，以适应新时代的教育需求和社会发展趋势。
2017新课标标准英语
2017新课标标准英语2017年，中国教育部发布了新的课程标准，即2017年新课标，它对英语教学提出了新的要求和目标。
新课标强调了英语学科的核心素养，包括语言能力、文化意识、思维品质和学习能力。
语言能力：新课标要求学生不仅要掌握基本的语言知识，如词汇、语法，还要能够运用这些知识进行有效的沟通和表达。
这包括听、说、读、写四个方面的能力，以及在不同情境下使用英语的能力。
文化意识：新课标鼓励学生了解和学习英语国家的文化，培养跨文化交际的能力。
这不仅包括对英语国家的历史、地理、风俗习惯的了解，还包括对不同文化背景下人们行为和思维方式的理解。
思维品质：新课标强调培养学生的批判性思维、创造性思维和问题解决能力。
通过英语学习，学生应该能够分析问题、形成观点、并能够用英语进行逻辑严密的论证。
学习能力：新课标提倡自主学习，鼓励学生发展自己的学习策略，提高学习效率。
这包括时间管理、资源利用、学习反思等能力。
在教学方法上，新课标提倡使用任务型教学、合作学习、探究学习等多种教学方法，以提高学生的参与度和学习兴趣。
同时，新课标还强调评价方式的多元化，包括形成性评价和终结性评价，以全面考察学生的学习成果。
教材编写方面，新课标要求教材内容要贴近学生生活，注重实用性和趣味性，同时要注重培养学生的跨文化交际能力。
教材应该包含丰富的语言输入，提供多样化的学习活动，以满足不同学习者的需求。
教师在教学过程中，需要根据新课标的要求，不断更新教学理念和方法，创造一个开放、互动、合作的学习环境，帮助学生形成积极的学习态度，提高英语综合运用能力。
同时，教师也需要不断提升自身的专业素养，以适应新课标的要求。
英语课程标准2017版
英语课程标准2017版
在学前教育阶段，英语课程标准注重培养幼儿的语言感知和语言表达能力，通过游戏、歌曲等方式引导幼儿接触英语，培养其对英语的兴趣和初步的语言能力。
在小学教育阶段，英语课程标准强调培养学生的听、说、读、写能力，注重培养学生的英语语感和语言交际能力，同时注重文化意识和跨文化交际能力的培养。
在初中教育阶段，英语课程标准进一步加强了对语言知识和语言运用能力的培养，注重培养学生的综合语言运用能力，包括阅读理解、写作表达、口语交际等方面的能力。
在高中教育阶段，英语课程标准要求学生能够运用英语进行更加深入和广泛的学术交流和实际应用，注重培养学生的英语综合运用能力和跨文化交际能力。
总的来说，英语课程标准2017版在各个教育阶段都注重培养学生的语言能力、交际能力和文化意识，强调学生的综合语言运用能
力和跨文化交际能力的培养，以适应当今社会的国际化发展趋势。
这一标准的出台对于规范和提高我国英语教育的质量具有重要意义。
2017新课标3英语
2017新课标3英语2017年新课标3英语课程标准（简称新课标3）是中国教育部针对高中阶段英语教学提出的新要求，旨在培养学生的综合语言运用能力，提高学生的英语素养。
以下是新课标3英语课程的一些主要内容：1. 课程目标：新课标3强调英语课程应培养学生的英语语言知识、语言技能、情感态度、学习策略和文化意识。
2. 语言知识：包括语音、词汇、语法、功能、话题等五个方面，要求学生掌握基本的语音知识，扩大词汇量，理解并运用基本的语法规则。
3. 语言技能：分为听、说、读、写四个方面，要求学生能够听懂日常英语对话，能够用英语进行基本的交流，能够阅读和理解英语文章，并能够用英语进行书面表达。
4. 情感态度：鼓励学生对英语学习持有积极的态度，培养学习英语的兴趣和自信心。
5. 学习策略：指导学生掌握有效的学习方法和技巧，如记忆、思维、合作等策略。
6. 文化意识：通过英语学习了解不同文化，培养跨文化交际能力。
7. 教学内容：新课标3英语课程内容涵盖了日常生活、学校生活、工作和社会交往等多个话题，以及相关的语言功能和情景。
8. 教学方法：提倡任务型教学、合作学习、探究学习等多种教学方法，以提高学生的实践能力和创新思维。
9. 评价方式：新课标3强调形成性评价与终结性评价相结合，注重评价学生的语言运用能力。
10. 课程资源：鼓励教师和学校利用多媒体和网络资源，丰富教学内容，提高教学效果。
11. 教师发展：新课标3也对教师的专业发展提出了要求，鼓励教师不断学习和提高，以适应新的教学需求。
新课标3英语课程标准的实施，旨在适应全球化背景下对英语人才的需求，培养学生的国际视野和跨文化交流能力。
2017英语课标
2017英语课标摘要：I.引言- 介绍2017 英语课标的背景和重要性II.课标的主要内容- 概述2017 英语课标的主要内容- 分析课标对于英语教学的目标和要求III.课标对于教学方法的影响- 探讨2017 英语课标对于教学方法的影响- 分析如何将新课标理念融入到实际教学中IV.对于教师的启示- 总结2017 英语课标对于教师的专业发展要求- 提出针对新课标的教师培训和发展建议V.总结- 总结2017 英语课标的主要特点和影响- 展望英语教学的未来发展趋势正文：I.引言2017 年，我国教育部发布了《义务教育英语课程标准（2017 年版）》（以下简称“2017 英语课标”），这是自2001 年我国开始实施英语课程改革以来的又一次重大调整。
新课标对于英语教学的理念、目标和教学方法等方面都提出了新的要求，对于提升我国英语教学质量具有重要意义。
II.课标的主要内容2017 英语课标在课程理念、课程目标、内容要求、教学方法等方面进行了全面修订。
新课标强调英语课程的实用性和人文性，倡导任务型教学，培养学生的跨文化交际能力。
同时，课标对于学生的词汇量、阅读量、听说能力等方面提出了更明确的要求。
III.课标对于教学方法的影响2017 英语课标对于教学方法的影响尤为显著。
新课标要求教师摒弃传统的语法翻译教学法，转而采用任务型教学法、情境教学法等多种教学方法。
这要求教师在教学过程中注重培养学生的语言运用能力，提高学生的学习兴趣和参与度。
此外，新课标还提倡采用信息技术手段进行教学，为英语教学提供了更多可能性。
IV.对于教师的启示面对2017 英语课标带来的挑战，教师需要不断提升自己的专业素养，适应新的教学要求。
首先，教师应加强对新课标的理论学习，深刻理解新课标的理念和目标。
其次，教师需要掌握多种教学方法，将任务型教学、情境教学等方法融入到实际教学中。
最后，教师应关注学生的个体差异，因材施教，确保每个学生都能在新课标下受益。
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义务教育英语课程标准（201 7年版）中华人民共和国教育部制目录第一部分前言 (3)一、课程性质 (3)二、课程基本理念 (3)三、课程设计思路 (4)第二部分课程目标 (5)一、总目标 (5)二、分级目标 (6)第三部分分级标准 (8)一、语言技能 (8)二、语言知识 (13)三、情感态度 (14)四、学习策略 (15)五、文化意识 (17)第四部分实施建议 (18)一、教学建议 (18)二、评价建议 (21)三、教材编写建议 (23)附录 (25)附录1 语音项目表 (25)附录2语法项目表 (26)附录3 词汇表 (27)第一部分前言当今世界正处在大发展和大调整的变革时期，呈现出世界多极化和经济全球化以及信息化的发展态势。
作为一个和平发展的大国，中国承担着重要的历史使命和国际责任与义务。
英语作为全球使用最广泛的语言之一.已经成为国际交往和科技、文化交流的重要工具。
学习和使用英语对吸取人类文明成果、借鉴外国先进科学技术、增进中国和世界的相互理解具有重要的作用。
在义务教育阶段开设英语课程能够为提高我国整体国民素养，培养具有创新能力和跨文化交际能力的人才，提高国家的国际竞争力和国民的国际交流能力奠定基础。
在义务教育阶段开设英语课程对青少年的未来发展具有重要意义。
学习英语不仅有利于他们更好地了解世界，学习先进的科学文化知识，传播中国文化，增进他们与各国青少年的相互沟通和理解，还能为他们提供更多的接受教育和职业发展的机会。
学习英语能帮助他们形成开放、包容的性格，发展跨文化交流的意识与能力，促进思维发展，形成正确的人生观、价值观和良好的人文素养。
学习英语能够为学生未来参与知识创新和科技创新储备能力，也能为他们未来更好地适应世界多极化、经济全球化以及信息化奠定基础。
一、课程性质义务教育阶段的英语课程具有工具性和人文性双重性质。
就工具性而言，英语课程承担着培养学生基本英语素养和发展学生思维能力的任务，即学生通过英语课程掌握基本的英语语言知识，发展基本的英语听、说、读、写技能，初步形成用英语与他人交流的能力，进一步促进思维能力的发展，为今后继续学习英语和用英语学习其他相关科学文化知识奠定基础。
就人文性而言，英语课程承担着提高学生综合人文素养的任务，即学生通过英语课程能够开阔视野，丰富生活经历，形成跨文化意识，增强爱国主义精神，发展创新能力，形成良好的品格和正确的人生观与价值观。
工具性和人文性统一的英语课程有利于为学生的终身发展奠定基础。
二、课程基本理念（一)注重素质教育，体现语言学习对学生发展的价值义务教育阶段英语课程的主要目的是为学生发展综合语言运用能力打基础，为他们继续学习英语和未来发展创造有利条件。
语言既是交流的工具，也是思维的工具。
学习一门外语能够促进人的心智发展，有助于学生认识世界的多样性，在体验中外文化的异同中形成跨文化意识，增进国际理解，弘扬爱国主义精神，形成社会责任感和创新意识，提高人文素养。
（二)面向全体学生，关注语言学习者的不同特点和个体差异义务教育是全民教育的重要组成部分。
义务教育阶段的英语课程应面向全体学生，体现以学生为主体的思想，在教学目标、教学内容、教学过程、教学评价和教学资源的利用与开发等方面都应考虑全体学生的发展需求。
英语课程应成为学生在教师的指导下构建知识、发展技能、拓展视野、活跃思维、展现个性的过程。
由于学生在年龄、性格、认知方式、生活环境等方面存在差异，他们具有不同的学习需求和学习特点。
只有是大限度地满足个体需求，才有可能获得最大化的整体教学效益。
（三)整体设计目标，充分考虑语言学习的渐进性和持续性英语学习具有明显的渐进性和持续性特点。
语言学习持续时间长，而且需要逐渐积累。
《义务教育英语课程标准）（以下简称“本标准“）和与之相衔接的《普通高中英语课程标准》将基础教育阶段英语课程的目标设为九个级别，旨在体现小学、初中和高中各学段课程的有机衔接和各学段学生英语语言能力循序渐进的发展特点，保证英语课程的整体性、渐进性和持续性。
英语课程应按照学生的语言水平及相应的等级要求组织教学和评价活动。
（四)强调学习过程，重视语言学习的实践性和应用性现代外语教育注重语言学习的过程，强调语言学习的实践性，主张学生在语境中接触、体验和理解真实语言，并在此基础上学习和运用语言。
英语课程提倡采用既强调语言学习过程又有利于提高学生学习成效的语言教学途径和方法，尽可能多地为学生创造在真实语境中运用语言的机会。
鼓励学生在教师的指导下，通过体验、实践、参与、探究和合作等方式，发现语言规律，逐步掌握语言知识和技能，不断调整情感态度，形成有效的学习策略，发展自主学习能力。
（五)优化评价方式，着重评价学生的综合语言运用能力英语课程评价体系要有利于促进学生综合语言运用能力的发展，要通过采用多元优化的评价方式，评价学生综合语言运用能力的发展水平，并通过评价激发学生的学习兴趣，促进学生的自主学习能力、思维能力、跨文化意识和健康人格的发展。
评价体系应包括形成性评价和终结性评价。
日常教学中的评价以形成性评价为主，关注学生在学习过程中的表现和进步；终结性评价着重考查学生的综合语言运用能力，包括语言技能、语言知识、情感态度、学习策略和文化意识等方面。
（六)丰富课程资源，拓展英语学习渠道语言学习需要大量的输入。
丰富多样的课程资源对英语学习尤其重要。
英语课程应根据教和学的需求，提供贴近学生、贴近生活、贴近时代的英语学习资源。
创造性地开发和利用现实生活中鲜活的英语学习资源，积极利用音像、广播、电视、书报杂志，网络信息等，拓展学生学习和运用英语的渠道。
三、课程设计思路英语课程的总体设计思路是：以科学发展观和先进的外语课程理念为指导，立足国情，综合考虑我国英语教育的发展现状，从义务教育阶段起，建立一个以学生发展为本、系统而持续渐进的英语课程体系。
这一课程体系以培养学生的综合语言运用能力为目标，根据语言学习的规律和义务教育阶段学生的发展需求，从语言技能、语言知识、情感态度、学习策略和文化意识等五个方面设计课程总目标和分级目标。
这五个方面相互联系，相辅相成，使英语课程既重视培养学生的语言基础知识和基本技能，也注重优化学习过程，引导学生形成有效的学习策略和一定的文化意识，培养积极向上的情感态度和价值观。
根据上述设计思路，义务教育阶段的英语课程以小学3年级为起点，以初中毕业为终点(即义务教育9年级)，并与高中阶段的英语课程相衔接。
整个基础教育阶段的英语课程（包括义务教育和高中两个阶段）按照能力水平设为九个级别，形成循序渐进、持续发展的课程。
设置分级课程目标借鉴了国际上通用的分级方式，力求体现不同年龄段学生的学习需求和认知特点，使英语课程具有整体性、灵活性和开放性。
在九级目标体系中，一至五级为义务教育阶段的目标要求。
其中，二级为6年级结束时应达到的基本要求，五级为9年级结束时应达到的基本要求。
六至九级为普通高中的目标要求。
其中，七级为高中毕业的基本要求，八级和九级是为愿意进一步提高英语水平的高中学生设计的目标。
在九个级别的目标中，一级、三级、四级和六级为过渡级别。
分级目标的设置有利于在课程实施中对教学和评价进行指导，同时也为课程的灵活性和开放性提供了依据。
英语课程分级目标体系如图l所示高九级中八级]阶段七级]—一普通高中毕业应达到的要求课程六级义五级--义务教育9年级结束时应达到的要求务教四级育段三级段二级—一义务教育6年级结束时应达的要求课程一级图1英语课程分级目标体系课程分级目标中的级别不完全等同于基础教育阶段的各个年级。
但是，分级目标对3～6年级、7～9年级和高中各年级的教学和评价以及教材编写提供了循序渐进、稳步上升的指导性要求，有利于课程的整体实施。
在义务教育阶段，从3年级开设英语课程的学校，4年级应完成一级目标，6年级完成二级目标，课时安排应尽量体现短时高频的原则，保证每周三至四次教学活动，周课时总时间不少于80～90分钟。
7～9年级分别完成三、四、五级目标，周课时按照国家课程计划执行。
考虑到我国地域辽阔、民族众多、经济和教育发展不平衡的实际情况，各地可根据师资条件、资源配置等情况，制定本地区的课程实施方案，确定小学开设英语的起始年级及小学和初中毕业时应达到的级别要求，特别是小学英语课程的开设，要充分考虑师资力量的配备和教学条件等因素。
各地教学研究部门应加强对教学的分类、分层指导和评价，帮助学校因地制宜地落实本地课程实施方案，并注意做好学段之间的协调和衔接，尤其要做好小学与初中阶段的平稳过渡，促进地区英语教育的均衡发展。
第二部分课程目标一、总目标义务教育阶段英语课程的总目标是：通过英语学习使学生形成初步的综合语言运用能力，促进心智发展，提高综合人文素养。
综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等方面整体发展的基础之上。
语言技能和语言知识是综合语言运用能力的基础；文化意识有利于正确地理解语言和得体地使用语言；有效的学习策略有利于提高学习效率和发展自主学习能力；积极的情感态度有利于促进主动学习和持续发展。
这五个方面相辅相成，共同促进学生综合语言运用能力的形成与发展。
以语言技能、语言知识、情感态度、学习策略和文化意识等五个方面共同构成的英语课程总目标，既体现了英语学习的工具性，也体现了其人文性；既有利于学生发展语言运用能力，又有利于学生发展思维能力，从而全面提高学生的综合人文素养。
课程目标结构如图2所示。
图2：课程目标结构二、分级目标义务教育阶段英语课程各个级别的目标是指学生在语言技能、语言知识、情感态度、学习策略和文化意识五个方面应达到的综合行为表现。
表l是对一至五级分级目标的描述。
表1一至五级分级目标描述┏━━━┳━━━━━━━━━━━━━━━━━━━━━━━━━━━┓┃级别┃目标描述┃┣━━━╋━━━━━━━━━━━━━━━━━━━━━━━━━━━┫┃┃对英语有好奇心，喜欢听他人说英语。
┃┃┃能根据教师的简单指令做动作、做游戏、做事情（如涂颜┃┃┃色、连线）。
能做简单的角色表演。
能唱简单的英文歌曲，┃┃┃说简单的英语歌谣。
能在图片的帮助下听懂和读懂简单的┃┃一级┃小故事。
能交流简单的个人信息，表达简单的感觉和情感。
┃┃┃能模仿范例书写词句。
┃┃┃在学习中乐于模仿，敢于表达，对英语具有一定的感知┃┃┃能力。
┃┃┃对学习中接触的外国文化习俗感兴趣。
┃┣━━━╋━━━━━━━━━━━━━━━━━━━━━━━━━━━┫┃┃对继续学习英语有兴趣。
┃┃┃能用简单的英语互致问候，变换有关个人、家庭和朋友┃┃┃的简单信息，并能就日常生活话题作简短叙述。
能在图片┃┃┃的帮助下听懂、读懂并讲述简单的故事，能在教师的帮助┃┃二级┃下表演小故事或小短剧，演唱简单的英语歌曲和歌谣。