王蔷《英语教学法教程》笔记和课后习题(含考研真题)详解(国家英语课程标准)【圣才出品】

第3章国家英语课程标准
3.1 复习笔记
本章要点：
1. Syllabus and curriculum
教学大纲和课程设置
2. A brief history of foreign language teaching in China
中国外语教学简史
3. Designing principles for the National English Curriculum
国家英语课程设置原则
4. Goals and objectives of English language teaching
英语语言教学的目标
5. Design of the National English Curriculum
国家英语课程的设置
6. Challenges facing English language teachers
英语语言教师所面临的挑战
本章考点：
教学大纲和课程设置；中国外语教学简史；国家英语课程设置原则；英语语言教学的目标；英语语言教师所面临的挑战和解决办法。

本章内容索引：
Ⅰ. A brief history of foreign language teaching in China
1. The differences between syllabus and curriculum
2. Foreign language teaching in China
Ⅱ. Designing principles for the National English Curriculum
Ⅲ. Goals and objectives of English language teaching
Ⅳ. Design of the National English Curriculum
Ⅴ. Performance standards for different levels of competence
Ⅵ. Challenges facing English language teachers
Ⅶ. Conclusion
Ⅰ. A brief history of foreign language teaching in China（中国外语教学简史）
1. The differences between syllabus and curriculum教学大纲和课程设置的不同
A syllabus is a specification of what takes place in the classroom, which usually contains the aims and contents of teaching and sometimes contains suggestions of methodology.
教学大纲具体规定了课堂教学内容，通常包括对于教学目标和教学内容，有时还包括教学方法的建议。

A curriculum, however, provides ①general statements about the rationale about language, language learning and language teaching, ②detailed specification of aims, objectives and targets learning purpose, and ③
implementations of a program. In some sense, a syllabus is part of a curriculum.
而课程设置包括①关于语言、语言学习和语言教学的总体陈述，②目标、目的以及学习目标语的详细介绍，③教学计划的具体实施。

在某种意义上说，课程设置是教学大纲的一部分。

Syllabus is often used to refer to something similar to a language teaching approach, whereas curriculum refers to a specific document of a language program developed for a particular country or region.
教学大纲通常用来指类似于语言教学方法的概念，而课程设置指为某一特定国家或地区设置的具体教学计划。

2. Foreign language teaching in China中国的外语教学
（1）Foreign language teaching before 1978 1978年以前的外语教学Due to political and social unrest, and the low living standards of the majority of the working people during the first half of the century, foreign language teaching had not achieved very much.
由于20世纪上半期，我国政局不安，社会动荡，生活水平低下，此阶段是外语教学的起步阶段。

The development of ELT since 1978 can be divided into four major phases: Restoration, Rapid Development, Reform, and Innovation.
自1978年始，英语教学可分为以下四个阶段：恢复、快速发展、改革以及创新。

（2）A phase of restoration（1978—1985）1978年到1985年的恢复阶段From 1978 to 1982, English was gradually restored into the secondary curriculum and the teaching quality began to be given more attention.
1978年到1982年间，英语成为中学课程，教学质量受到关注。

Most secondary school leavers were unable to use even very simple language to express themselves after spending almost 900 hours in learning the language （Li, Zhang, & Liu, 1988）. The problems were seen resulting from the grammar-based audio-lingual teaching method, rigid written examination requirements, shortage of qualified teachers and extremely limited resources.
在此阶段，许多中学生即使花了900个小时学语言却还不能用简单的语言表达自己。

问题在于基于语法的听说教学法、严格的笔试、师资不足、以及有限的教学资源。

（3）A phase of rapid development（1986—1992）1986年到1992年的快速发展阶段
A revised English syllabus for secondary schools was issued in the autumn of 1986 followed by the rewriting of the textbooks by the People’s Education Press （PEP）.
在此阶段，人民教育出版社重新修订教材，中学英语修订版教学大纲于1986发布。

（4）A phase of reform （1993—2000）1993年到2000年的改革阶段With the 1993 English syllabus and the new textbooks, ELT has yielded promising results.
本阶段采用1993年的英语教学大纲和新教材，英语教学取得了较大的成果。

The English proficiency levels of senior secondary school leavers in 1999 had improved by a big margin compared to a similar study done in 1985 by MOE.
与1985年教育部的一项类似调查相比，1999年毕业的高中生英语水平显著提高。

（5）A phase of innovation from 2000 2000年之后的创新阶段
Following the government’s Strategic Plans for Reviving Education for the 21st Century issued in early 1999 and the Third National Conference on Education in June the same year, the Ministry of Education （MOE）launched the nationwide curriculum innovation projects.
1999年初颁发了面向21世纪教育振兴行动计划，同年6月召开了第三次全国教育工作会议，此后教育部在全国范围内开展课程创新计划。

This phase beginning from 2000 is characterized by a firm and urgent call from the government for quality-oriented education.
此阶段始于2000年，政府强烈呼吁并且强调在新世纪素质教育的重要性。

Ⅱ. Designing principles for the National English Curriculum （国家英语课程设置原则）【考点：国家英语课程设置原则】
①Aim for educating all students, and emphasize quality-oriented education.
面向全体学生，注重素质教育。

②Promote learner-centeredness, and respect individual differences.
突出学生主体，尊重个体差异。

③Develop competence-based objectives, and allow flexibility and adaptability.
整体设计目标，体现灵活开放。

④Pay close attention to the learning process, and advocate experiential
learning and participation.
强调学习过程，倡导体验参与。

⑤Attach particular importance to formative assessment, and give special
attention to the development of competence.
注重过程评价，强调能力发展。

⑥Optimize learning resources, and maximize opportunities for learning and
using the language.
开发课程资源，拓展学用渠道。

Ⅲ. Goals and objectives of English language teaching（英语语言教学的目标）
【考点：英语语言教学的目标】
Regarding the role of English language teaching, there is a gradual shift from the previous syllabuses such as 1978, 1980 and l986 syllabuses stressing the instrumental aspect of learning a foreign language to the 1992 and 1993 syllabuses giving more emphasis to the humanistic aspect of foreign language teaching. And this is reflected more thoroughly and explicitly in the 2001 New National English Curriculum.
1978年、1980年和1986年的教学大纲注重外语学习的工具性。

1992年和1993年的教学大纲注重外语教学的人文性。

2001年的新国家英语课程标准更全面更明显地体现了这一点。

The overall language ability required in the 2001 National English Curriculum includes the following aspects: language knowledge, language skills, learning strategies, affects and cultural understanding.
2001年国家英语课程要求发展包括语言知识、语言技能、学习策略、情感和文化理解在内的综合能力。