unit 3 The National English Curriculum

TheNationalEnglishCurriculum UNIT3 3 1AbriefhistoryofforeignlanguageteachinginChina Foreignlanguageteachingbefore1978Startingfromtheearly1900s notachieveverymuch1949 1965Russian thepredominantforeignlanguage Early1960s transferfromRussiantoEnglishduetothediplomaticbreakdownbetweenChinaandtheformerUSSR 1966 1976theCulturalRevolution amuchmoredecentralizedsituationofforeignlanguageteaching asmaterialsweredevelopedbysomelocalschoolsoragencies Therewasonlyasporadicteachingofforeignlanguage mainlyEnglish Thematerialswereusuallysimpleandoftencontainedpoliticalelements Intheearly1970 s schoolsresumedteachingandEnglishreplacedRussianastherequiredforeignlanguageinsecondaryschoolsandwaslaterformallyrestoredintothenationalcurriculumin1978 ThedevelopmentofELTsince1978 RestorationRapidDevelopmentReformInnovation 3 1AbriefhistoryofforeignlanguageteachinginChina Aphaseofrestoration 1978 1985 TheissueofthenationalsyllabusbyMOEin1978 Aimsandrequirements thefocuswasonthestudyofbasicphoneticsandgrammar aswellasacertainamountofwords Studentsshouldbeabletoreadsimplifiedreadingmaterialsongeneraltopicswiththehelpofdictionariesandwereexpectedtodevelopapreliminaryabilityinlistening speaking writingandtranslation Timeallocation 656hoursTextbookswerepublishedbyPEP theonlyrecognisedpublisherthenundertheStateEducationCommitteetopublishtextbooksforschoolsinChina Teachingmethod audiolingualism Twopartsineachlesson OralandwrittendrillsofsentencepatternsReadingtextstobelearnedthroughgrammar translationThegrammarofthetextbooksfollowedthegradedsequenceoftensesandothergrammaticalitemsadvocatedbyZhangDaozheninAPracticalofEnglishGrammarwhichwasbasedonSovietpracticesprevalentinthePRCduringthe1950 s Adamson 1997 3 1AbriefhistoryofforeignlanguageteachinginChina 1978 1982Englishwasgraduallyrestoredintothesecondarycurriculumandteachingqualitybegantobegivenmuchattention TheestablishmentofNFLTRA TheNationalForeignLanguageTeachingandResearchAssociation ateachers organization Thepublicationoftwojournals ForeignLanguageTeachinginSchoolsbyBeijingNormalUniversityandEnglishTeachingandResearchatPrimaryandSecondarySchoolsbyEast ChinaNormalUniversity providingaforumfordifferentideasandmethodstobeexchangedandchallenged 3 1AbriefhistoryofforeignlanguageteachinginChina In1983 aforeignlanguagebecamearequirementforadmissionintotheuniversity 1985surveyonsecondaryschoolEnglishteachingledbytheStateEducationCommission Problemsfoundinthesurvey Schoolleaverswereunabletouseevenverysimplelanguagetoexpressthemselvesafterspendingalmost900hoursinlearningthelanguage Causes Agrammar basedaudio lingualteachingmethod rigidwrittenexaminationrequirements shortageofqualifiedteachersandextremelylimitedresources 3 1AbriefhistoryofforeignlanguageteachinginChina Aphaseofrapiddevelopment 1986 1992 1986 arevisedEnglishsyllabusforsecondaryschoolsbasedontheexperiencesofteachinginthepastyearsandontheintegrationofthecurrentinternationaltheoriesonlanguageteachingandlearning RewritingoftextbooksbyPEPnewaimsandrequirements Englishisnotonlyinstrumentalbutalsocommunicativeandeducational Englishteachingshouldnotonlyfocusondevelopingstudents knowledgeaboutthelanguage butalsodevelopingstudents cognitiveability positiveattitudesaswellaspersonality Asfaraspedagogyisconcerned itwasstatedthatteachingshouldfocusmoreontheuseofthelanguagetoimprovethequalityoflearning 3 1AbriefhistoryofforeignlanguageteachinginChina Aphaseofreform 1993 2000 Socialandeconomicdevelopment thedevelopmentinthepolicyofnineyearcompulsoryeducationTheintroductionofcommunicativeapproachinlanguageteachingThe1993syllabus communication wasusedintheobjectiveofteachingforthefirsttime Alistofphrasesfor30situations labeled DailyExpressionsinCommunication wasalsoincludedtogetherwiththediscretephoneticandgrammaticalandlexicalitemsspecified reflectingasynthesisofthenewandtheoldapproaches Ashiftofparadigmfromgrammartranslationandtheaudio lingualmethodtowardamorecommunication orientedlanguageteaching Achievementsasaresultoftheapplicationofthenewsyllabus AlargescaleEnglishlanguageteachingandlearninginvestigationledbyProfessorZhangZhengdongetalin1999tothefirstgroupofseniorsecondaryschoolleaversthatusedJuniorEnglishforChinaandSeniorEnglishforChina TheEnglishproficiencylevelsofseniorsecondaryschoolleaversin1990hadimprovedbyabigmargincomparedtoasimplestudydonein1985byMOE 3 1AbriefhistoryofforeignlanguageteachinginChina Aphaseofinnovationfrom2000Thisphaseischaracterizedbyafirmandurgentcallfromthegovernmentforquality orientededucation Problemsneededtobeaddressed Anoveremphasisonthedeliveryofknowledgeaboutthelanguagewhileignoringthedevelopmentofstudents languageability Alackofconnectionbetweendifferentstagesofschooling Littleallowancewasmadeforcateringindividuallearnerdifferences Assessmentwasdonemainlyusingpaper and penciltestsfocusingmainlyonlanguageknowledge givinglittleattentiontotheassessmentoflanguageability andaffectivegains Bothteachersandstudentsfeltoverburdenedbyexaminations Curriculuminnovationprojects Followingthegovernment sStrategicPlansforRevivingEducationforthe21stCenturyissuedinearly1999andtheThirdNationalConferenceonEducationinJunethesameyear theMinistryofEducationlaunchedthenationwidecurriculuminnovationproject FourstepsweretakentoensureasmoothtransitiontotheNewNationalEnglishCurriculumin2005 First startthedesignofanewnationalEnglishcurriculumwhichistobeextendedtoprimaryeducation Second torevisethe1993syllabusforimmediateimplementationin2001injuniorandseniorhighschoolsonthesamerationaleforthenewcurriculumwithoutmakingdramaticchangestothebasicstructureofthesyllabus Thirdly todesignaBasicRequirementforPrimarySchoolEnglishandstartintroducingprimaryschoolEnglishstepbystepnationwidefrom2001 Fourthly topilotthenewcurriculumfornine yearcompulsoryeducationfrom2001to2004andimplementitin2005 3 2DesigningprinciplesfortheNationalEnglishCurriculum CurriculumandsyllabusAsyllabusisaspecificationofwhattakesplaceintheclassroom whichusuallycontainstheaimsandcontentsofteachingandsometimescontainssuggestionsofmethodology Acurriculum however provides 1 generalstatementsabouttherationaleaboutlanguage languagelearningandlanguageteaching 2 detailedspecificationofaims objectivesandtargetslearningpurpose and 3 implementationsofaprogram Insomesense asyllabusispartofacurriculum Syllabusisoftenusedtorefertosomethingsimilartoalanguageteachingapproach whereascurriculumreferstoaspecificdocumentofalanguageprogramdevelopedforaparticularcountryorregion 1 Aimforeducatingallstudents andemphasizequality orientededucation TheEnglishcurriculumaimseducationforallstudentsandstressesquality orientededucation Thenewstandardsparticularlyshowconcernsoverstudents affectiveneedsaswellasotherlearningneedsinordertostimulatetheirinterestsinlearning helpthemexperiencethesenseofsuccess andgainself confidenceinlearning Itsoverallobjectiveistodevelopstudents comprehensiveabilitiesinusingthelanguageandtoimprovetheirculturalquality todeveloptheirpracticalskills aswellastocultivatetheircreativespirit 2 Promotelearner centeredness andrespectindividualdifferences Students overalldevelopmentisthemotivationandgoaloftheEnglishcurriculum Therefore itsobjective theteachingprocess theassessmentproceduresaswellasthedevelopmentofteachingresourcesshouldallreflecttheprincipleoflearner centeredapproach Classroomteachingshouldbecomeaprocessduringwhichstudentsareguidedbytheteachersinconstructingknowledge developingskills beingactiveinthinking demonstratingpersonalcharacters developingintelligenceandbroadeningtheirviewsandvisions Teachingshouldtakefullconsiderationofstudents individualdifferencesinlearningprocessandtheirlearningstylesandteachingshouldbeflexibleinusingteachingmethods resourcesandwaysofassessmentsoastomaketeachingbeneficialtoallkindsofstudents 3 Developcompetence basedobjectives andallowflexibilityandadaptability Theoverallaimofthecurriculumornine yearcompulsoryeducationistodevelopstudents comprehensiveabilitiesinlanguageuse Suchabilitiesaregroundedinthedevelopmentoflanguageskills languageknowledge affects culturalawarenessandlearningstrategies TheEnglishcurriculumfornine yearcompulsoryeducationtogetherwiththerelatedseniorhighschoolEnglishcurriculumdividetheEnglishteachingobjectivesintoninelevels Eachlevelisdescribedintermsofwhatstudentscandowiththelanguage Itisthusdesignedtoreflecttheprogressivenatureofstudents languagedevelopmentduringtheprocessofschooleducationsoastoensuretheintegrity flexibilityandopennessofthecurriculum 4 Paycloseattentiontothelearningprocess andadvocateexperientiallearningandparticipation Modernforeignlanguageteachingemphasizesthelearningprocessandadvocatestheuseofdifferentteachingapproachesandmethodsforthepurposeoffacilitatingstudents languagedevelopment DuringtheprocessoflearningEnglishinnine yearcompulsoryeducation studentsshouldbeencouragedtodiscoverrulesofthelanguage mastergraduallylanguageknowledgeandskills constantlymonitortheaffectivedemands developeffectivelearningstrategiesandautonomouslearningabilitiesbymeansofexperiencing practicing participating exploringandcooperatingundertheteacher sguidance 5 Attachparticularimportancetoformativeassessment andgivespecialattentiontothedevelopmentofcompetence Theassessmentforthenine yearcompulsoryeducationshouldbegearedtostimulatingstudents interestsandcultivatingtheirautonomyinlearning Thesystemshouldincludebothformativeandsummativeassessmentwithformativeassessmentplayingaprimaryrole payingspecialattentiontostudents languageperformanceandachievementsduringthelearningprocess Assessmentshouldbemadefacilitativetodevelopingstudents interestsandself confidenceinlearning Summativeassessmentshouldfocusonassessingstudents overalllanguageabilityandtheabilitytousethelanguage Assessmentshouldfunctionpositivelyforstudentstodeveloplanguageabilitiesandhealthypersonalities forteacherstoimprovetheirteachingqualitiesandforthedevelopmentandimprovementoftheEnglishcurriculum 6 Optimizelearningresources andmaximizeopportunitiesforlearningandusingthelanguage Englishcurriculumrequiresthatteachersshouldproperlyutilizeanddevelopteachingresourcessoastoproviderichandhealthyresourcesthatarepractical lively updatedforstudents learning Teachersshouldmakefulluseofvariousresourcessuchasvideos televisionprograms books magazinesandtheInternetsoastoexpandtheopportunitiesforstudentstolearnandusethelanguage Alsoteachersshouldencouragestudentstotakepartinexploringandutilizingresourcesforlearning 3 3GoalsandobjectivesofEnglishlanguageteaching Thereisanobviousdifferenceintheemphasisofgoalsineachofthesyllabuses The1978Syllabusemphasizedreadingandself studyabilitieswithsomelistening speaking writingandtranslatingability The1980Syllabusstressedthepracticeoflistening speaking reading writingandtranslatingasthegeneralaimwithinwhichreadingandself learningabilityshouldbethemainfocus Thisindicatesthechangeofattentiongiventoalltheskillsasabasisfordevelopingreadingandself learningcapabilitiesinsteadofover emphasizingreadingandself studyabilities Inthe1986Syllabus besidesstressingthepracticeoftheskillswithlistening speaking readingandwriting usingEnglishinspokenandwrittenformsisaddedandtranslationisdeleted Inthe1992and1993Syllabuses listening speaking reading andwritingbecomethemeansfordevelopingtheabilitytousethelanguageforcommunication Communicationisfirststatedinthesyllabus Atthesametime arousingstudents interestinlearning helpingthemformgoodstudyhabits integratemoraleducation citizenshipandsocialismeducationaswellasdevelopingstudents thinkingskillsarealsoincludedintheobjectives The2001Curriculum insteadofputtingfirstthelinguisticaims putsstudents interests confidence studyhabitsandlearningstrategiesfirst Studentscognitiveability cross culturalawarenessandmoralvaluesarealsostressed directingthegoaloflanguageteachingtotheeducationofthewholepersonjustinsteadofteachingthelanguageforlanguage ssake RegardingtheroleofEnglishlanguageteaching thereisagradualshiftfromtheprevioussyllabusessuchas1978 1980and1986syllabusesstressingtheinstrumentalaspectoflearningaforeignlanguagetothe1992and1993syllabusesgivingmoreemphasistothehumanisticaspectofforeignlanguageteaching Andthisisreflectedmorethoroughlyandexplicitlyinthe2001NewNationalEnglishCurriculum Task3Thenewcurriculumisdesignedtopromotethestudents overalllanguageability whichiscomposedoffiveinterrelatedcomponents namely languageskills languageknowledge affects learningstrategiesandculturalunderstanding Eachcomponentisfurtherdividedtoafewsubcategoriesasshowninthediagram Languageteachingisnolongeraimedonlyfordevelopinglanguageskillsandknowledge butexpandedtodevelopinglearners positiveattitude motivation confidenceaswellasstrategiesforlife longlearningalongwithcross culturalknowledge awarenessandcapabilities 3 4DesignoftheNationalEnglishCurriculumTask4Before2001 theEnglishsyllabusdidnotincludetheprimaryphasebutonlythejuniorphaseandtheseniorphase Task5 ThedesignofthenewNationalEnglishCurriculumunifiesbothprimaryandsecondaryschoolEnglishintoonecontinuumofdevelopmentanddividesEnglishlanguageteachingandlearningintoninecompetence basedlevels Overallperformanceobjectivesforeachlevelaregiveninadditiontodetaileddescriptionofabilitiesregardinglanguageknowledge languageskills affect learningstrategiesaswellascross culturalawarenessforrelevantlevels 3 5PerformancestandardsfordifferentlevelsofcompetenceTask6 3 6ChallengefacingEnglishlanguageteachers Task7Foranyeducationalchange teachersarethecrucialfactorsastheyaretheagentsforimplementingthenewideas Theircontributiontoandparticipationsintheinnovationareessential Withouttheirwillingness understanding cooperationandparticipationtherecanbenochanges Brown 1980 White 1988 However tomanyteachers changeisaratherpainfulandstressfulexperienceastheyareboundto copewithboththementalandemotionaldemandsofrelearningaspectsoftheirprofessionalcultureinordertoberecognizedasacompetentprofessionalusingthenewapproach Wedell 2001 3 Changesrequiredtobemadeofteachers Languageview asystemoflinguisticknowledge ameansforcommunicationTeacherroles aknowledgetransmitter amulti roleeducator caringforstudents affectiveneeds developingtheirlearningstrategies wideninguptheirculturalhorizonsandestablishinginternationalperspectivesthroughtheprocessoflanguagelearning Classroomactivities Teachersareexpectedtousetask basedactivitiesandputthestudentsinthecenteroflearning Assessment Teachersareexpectedtousemoreformativeassessmentinadditiontousingtests Theuseofteachingresources Teachersareexpectedtousemoderntechnologyinteaching creatingmoreeffectiveresourcesforlearningandforusingthelanguage ProblemsanddifficultiesidentifiedbysomeEnglishteachers TeachingideasandmethodsareoutofdateInappropriatetextbooksWrongexpectationfromthepublicLackoflanguageenvironmentLackofinterestonthepartoflearnersTeachingforthepurposeoftestingTeacher slackoftraining ToomanystudentsinoneclassStudent shighscoresvs lowabilitiesOne sownlanguageproficiencyasanimportantsourceofconfidenceAlreadyover loadedworkandresponsibilitiesLackofsupportandencouragementfromtheschoolprincipalsandcolleguesLackofprofessionaltrainingontheoriesandpracticeofeducationandonELT Tipsforteacherstodealwithchangesandchallenges Haveanopenmindtowardsdifferentkindsofideasaboutandapproachestoteaching Bewillingtotryoutnewideasandfindoutiftheyworkornot Ifnot whynot Bepreparedtosharewithcolleaguesyourdifficultiesorsuccesses Trytofindopportunitiestoattendtraining seminarsonlanguageteachingandobservationsofteaching Usetheresourcesavailabletohelpyouwithteachingandself learning Reflectonyourownteachingandbeliefsaboutteaching TheNewCurriculumforEnglish Curriculum syllabus lessonplanATeacherhasalessonplanforaclass andasyllabusforawholecourse acollegeorschoolhasacurriculumforALLtheircourses Questions WhythereisaNewCurriculum WhatarethechangestohowteachersteachandhowstudentslearnintheNewCurriculum Activity PicturesofChange Answerquestions pairwork ExampleA Whoisthemostimportantperson ExampleB Whoisthemostimportantperson Activity PicturesofChangeIdentifythekeychangeinteaching learningmethodforeachpicture Fromthis tothis Fromthis tothis ThefirstpictureofeachpairrepresentssomethingabouttraditionalteachingandlearninginChina thesecondpicturerepresentshowtheNewCurriculumchangesthis TheNewCurriculumchangesfromteacher centeredlearningtostudent centeredlearning Pictures OLD TeacherisCentreofClass NEW StudentisCentreofClass OLD Studentslearn memorizefrombooks NEW Stds practiceanduseknowledge OLD T pours knowledgeintoSts NEW StstoaskQsandsearchforanswers OLD Sts workalone NEW Sts share discuss andworktogether OLD T hastotalcontrol NEW Sts Havefreedom teacherhelpsthem Questions Whichwaydoyouprefertolearn Whichwaydoyouthinkismoreeffective The3 Goals oftheNationalCurriculum TomakelearningmoreenjoyableandlessstressfulTogivestudentsqualitiestheyneedsuchascreativity imagination criticalthinkingskills theabilitytoapplyknowledgeTohelpstudentsuseEnglishforrealcommunication FrameworkofobjectivesinthenewNationalEnglishCurriculum 基础教育阶段英语课程目标的各个级别均以学生语言技能 语言知识 情感态度 学习策略和文化意识五个方面的综合行为表现为基础进行总体描述 overalllanguageability 综合语言应用能力 languageskills language affect learningstrategies culturalawareness All roundLanguageAbility ComprehensiveLanguageCompetence 1 GoodLanguageSkills2 GoodLanguageKnowledge3 SuitableAttitudesthatAffectLearning4 EffectiveLearningStrategies5 StrongCulturalAwareness NationalCurriculumStandards CulturalConsciousnessKnowledgeofculturesUnderstandingofculturesCommunicationsacrossculturesConsciousnessandability LanguageKnowledgePhoneticsVocabularyGrammarFunctionsTopics Comprehensiveabilitiestousethelanguage LearningStrategiesCognitivestrategyAdaptivestrategyCommunicationsstrategyResourcestrategy LanguageSkillsListeningSpeakingReadingWriting EmotionsandAttitudesMotivesandinterestConfidenceTeamspiritPatriotismInternationalview LanguageKnowledgePhoneticsVocabularyGrammarFunctionsTopics Comprehensiveabilitiestousethelanguage LanguageSkillsListeningSpeakingReadingWriting LearningStrategiesCognitivestrategyAdaptivestrategyCommunicationsstrategyResourcestrategy EmotionsandAttitudesMotivesandinterestConfidenceTeamspiritPatriotismInternationalview TheLearner TheLanguage Cultura