中小学英语课程标准英文版

1、New English Curriculum for Chinese Primary Schools and Junior/Senior Middle SchoolsExperimental Version drafted by the Education Ministry of the PRCPart 1: Introduction With the advent of the information age and the global economy, English has become increasingly important. English is the domin

2、ant 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 Chinas reform and opening, the scale of its English education has continually grown, attended by

3、 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:    

4、0; Over-emphasizing the transmission and explanation of knowledge about grammar and vocabulary      Neglecting to develop students ability to use language for realIn their place, the reforms aim to establish a curriculum that:     Develops students compre

5、hensive language competence      Motivates students, is relevant to their life experiences and cognitive level      Promotes task-based teaching methods     Involves students in experiential, practical, participatory and cooperati

6、ve learning      Develops students positive attitudes, thinking skills, practical abilities, cultural awareness and autonomy through the language learning process  1. The Nature of the New Curriculum The new English curriculum strives to accomplish far more th

7、an just help students learn English. At one level learning English should involve helping students to:      Develop a certain level of comprehensive language competence and the ability to use language for real communication     Master certain basic langua

8、ge knowledge     Master listening, speaking, reading and writing skills However, at another level the curriculum should also serve students all-round development, providing them with opportunities to:     Strengthen their interest in studying English 

9、;    Grow in self-discipline, perseverance and self-confidence      Improve their cooperative, investigative and thinking abilities     Develop their memory, imagination and creativity      Adopt good study hab

10、its and effective learning strategies     Develop as autonomous and lifelong learners     Build moral integrity and a healthy outlook on life     Establish both national spirit and an awareness of and respect for cultural differen

11、ces     Broaden their horizons and enrich their life experience     Take part in cultural life     Develop as individuals 2.      Basic Principles of the New Curriculum2.1   The curriculum p

12、romotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid to:      Valuing each student s feelings     Stimulating students interest in s

13、tudying English     Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students comprehensive language competence to include areas such as:      Improving students ability to contribute to cultural and

14、 social life      Developing students practical abilities     Fostering students creativity 2.2   The curriculum objectives are holistic and flexible. The fundamental aim of the new English curriculum is to develop students comprehensi

15、ve 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.    

16、60;   Language Knowledge3.        Attitudes to Learning4.        Learning StrategiesThe principle aim of the New Curriculum for the teaching of English is to help the students 'move from competence to performance'

17、; (Chen, 2002)1 Chen Xiaotang, one of the people on the New Curriculum (NC) Working Party, said this at a VSO conference in November 2002.1. What does this mean? Well, 'competence' is about what the students know in their minds, their theoretical knowledge, in other words. 'Performa

18、nce' refers to what it is that the students can do with that theoretical knowledge. 'Performance' refers to what is practical, useful, creative and imaginative. Your job as a teacher is to find ways to help the students' knowledge become active, practical, flexible and responsive, ra

19、ther than inactive, theoretical, inflexible and imitative. Students need to learn how they can control their own knowledge, use it differently in different situations, and be able to make their own decisions about how they learn. This is a big challenge for you as a teacher. Under the New Curri

20、culum English will be seen not only as a tool for communication, but also for thinking, learning and social participation. It also takes into account the students' feelings about learning, rather than judging them purely as learning machines. This is reflected in the nine-level attainment-target

21、 system, which your teachers have copies of. You should study these attainment-targets, as they focus on achievements and what students can do, rather than placing impossible challenges for teachers and students. New Teaching and Learning Approaches with the New Curriculum: Under the New Curric

22、ulum, there are new teaching and learning approaches necessary. These are a big challenge, as they will be: · ·             Student-centred2 See section on student-centred learning.2 as opposed to teacher-centred· · 

23、;            Participatory - as opposed to passive· ·             Experiential3 See Glossary3 as opposed to rote· ·        &#

24、160;    Flexible as opposed to pre-determined They will encourage:· ·             Deductive and inductive reasoning;· ·             Critical

25、 thinking· ·             Interpersonal skills· ·             Learning how to learn (learning skills) rather than just cramming· ·   

26、60;         Co-operative learning· ·             Use-value - in other words, the knowledge the students gain will be expected to help them practically, rather than remain theoretical knowled

27、ge that they can't use.· ·             Participation· ·             Negotiation· ·          

28、0;  Self-discovery Evaluation:The New Curriculum will also encourage varied forms of evaluation:· ·             Self- and peer-evaluation;· ·           

29、60; Summative and formative;· ·             Judgements on language performance rather than passive knowledge. This suggests a much greater emphasis on speaking as well as the other skills of listening, reading and writing. The phr

30、ase you're going to read again and again in this Handbook (see the title page, for example) is: students must move from competence to performance.学习文档 仅供参考 What challenges are there for future teachers?Let's look specifically now at the kinds of challenges you will face in implemeting t

31、he New Curriuclum. The initial challenge for new teachers will be to understand the New Curriculum, especially the new standards. You will have to update your views on language and language education and adopt new approaches to language teaching, including the task-based teaching approach and its pr

32、actice. You will have to improve your own professional competence in language proficiency, cross-cultural competence, pedagogical competence, and the adoption of new learning strategies in your methods. As well as that you will have to change the teacher's role from that of knowledge-distri

33、butor to facilitator, organiser, participant and advisor, 'using the textbook rather than teaching the textbook.' (See Part Five on tips for using New Curriculum texts.) How can pre-service training prepare students for the challenges?You and your colleagues will need to incorporate the

34、 introduction of the New Curriculum into your syllabus and course designs. In addition, you will need to convince the students of the need for change and make them believe they CAN do it. The implementation of the new curriculum needs contributions from, and co-operation among, many groups of p

35、eople including: teachers, teacher trainers, educational administrators, educational researchers, community, parents and employers. What's new?The new rationale: The aims of learning a foreign language are not to be limited to mastery of knowledge and skills in the foreign language. Like ot

36、her school subjects such as Maths, Music, Art and Physical Education, foreign languages are part of the overall development of all students. Through learning a foreign language, students can enrich their experience of life, broaden their world vision, and enhance their thinking skills. Language lear

37、ning is most effective when students' interest, motivation an attitudes are taken into consideration. New learning strategies should be incorporated into the language curriculum, so that students can become autonomous learners, which is fundamental for lifelong learning. Evaluation should be sum

38、mative and formative and designed and administered to encourage the learners rather than frustrate them. It should be carried out in terms of what students can do rather than what they cannot do.  New Curriculum Targets:· ·         

39、60;   Language skills: listening, speaking, reading and writing (critical thinking skills and interpersonal skills emphasised for senior high school);· ·             Language knowledge: pronunciation, vocabulary, grammar

40、, function and topics;· ·             Motivation, interest, confidence, co-operation, patriotism and world vision;· ·             Learning strategies: cognitive

41、, planning, communicative and resourcing strategies;· ·             Cultural awareness: cultural knowledge, cross-cultural competence. New methods of target specification:Students can: · ·    

42、60;        understand and follow instructions;· ·             identify the change in meaning in intonation;· ·             pr

43、ovide personal information and describe personal experience;· ·             comprehend simple stories and grasp the gist. New learning and teaching approaches:The New Curriculum advocates process-oriented language learning an

44、d teaching approaches, such as experiential learning and co-operative learning: students are encouraged to experience the language, learn the language by self-discovery, participate in discussion and negotiation activities. It emphasises the role of positive affective (emotional) states on the part

45、of the students. It advocates the task-based approach to language learning and teaching; learning by doing and by using the language. It incorporates learning strategy development into the classroom instruction. New evaluation system:The New Curriculum recognises the role the students themselve

46、s play in the process of evaluation, e.g., self-assessment. It combines summative assessment with formative assessment. It adopts multiple, flexible evaluation methods and techniques. It emphasises the evaluation of language performance rather than language competence. (See Part Four for details abo

47、ut Evaluation.)学习文档 仅供参考 Using the Textbook or Teaching the Textbook?The NC expects teachers to become more flexible in their approach to the use of the textbook in the classroom. Traditionally, teachers have gone through the textbook from beginning to end, following the structure of the books,

48、 and making sure that classes cover all the content. This attitude to teaching is going to have to change. The NC requires teachers to use the textbook, rather than teaching the textbook. In other words, the teacher is expected to find new and interesting ways with the students in developing approac

49、hes to textbook use inside and outside the classroom. What this means can be found in more detail in Part Five of this Handbook. Task-based learning:This is a phrase you're going to be reading a lot about in this Handbook, and come across in your everyday teaching work. What is it? Task-bas

50、ed means engaging in activities that aim to do two things: · ·             Fit into the students' overall learning-development in English;· ·           

51、0; Help the student to use the language more effectively. In other words, because of the task, the student should be able to learn something of value and use the knowledge as well. It's not enough for the student simply to understand. That's 'competence'. He or she has to be able to

52、use it as well. That's 'performance'. For example, if a student is learning about places in a town, not only does the student have to understand the words, but s/he also be able to use them in realistic ways - in sentences, speaking, through listening or reading, or indeed in normal conv

53、ersation, in arguments, discussions etc. (See Part Five for specific examples of task-based learning activities with 'Go For It'.) In other words, all the tasks, which you engage in with your students as they learn English must fulfil the above criteria. Last Word: Get to know the

54、New Curriculum. You need to study it, discuss it, think about it, ask questions about it, and see how you might work it together with the textbooks. Your first priority, then, is to get to know the textbooks and the NC. Read them together. See how they fit together. Ask questions of your teachers. D

55、on't leave this aspect any longer. Begin working on the New Curriculum and the textbooks TODAY!New English Curriculum for Chinese Primary Schools and Junior/Senior Middle Schools                   

56、0;    drafted by the Education Ministry of the PRCNote on this translationThis English version of Chinas new curriculum for English is intended for VSO volunteers who would like to feel better informed about a document that is central to our work. However, it should in no way be regar

57、ded as an official translation. In fact, it is neither a word for word translation nor a summary. The appendix to the original, which includes lists of specific language items to be mastered, has been omitted, as have some level descriptors and sample learning activities. Despite trying to make it m

58、ore readable, this version reflects the repetitive nature of the original, with the same key words cropping up over and over again. Volunteers should also refer to the more official (but still not completely official!) translation of the new English curriculum specifically for senior middle schools

59、available from the Programme Office. Any feedback on this version would be welcome.Tim MartinShaanxi Institute of Education, October 2005    Part 1: Introduction With the advent of the information age and the global economy, English has become increasingly important. English is the do

60、minant 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 Chinas reform and opening, the scale of its English education has continually grown, attended by s

61、ignificant 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-emph

62、asizing 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 languag

63、e 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  

64、   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 l

65、earn English. At one level learning English should involve helping students to:l     Develop a certain level of comprehensive language competence and the ability to use language for real communicationl     Master certain basic language knowledgel  &#

66、160;  Master listening, speaking, reading and writing skillsHowever, at another level the curriculum should also serve students all-round development, providing them with opportunities to:l     Strengthen their interest in studying Englishl     Grow in se

67、lf-discipline, perseverance and self-confidencel     Improve their cooperative, investigative and thinking abilities l     Develop their memory, imagination and creativity  l     Adopt good study habits and effective learning strategie

68、sl     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

69、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

70、 all-round development of the studentsTo promote quality education particular attention must be paid to:l     Valuing each students 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