1、高中英语课程实用标准新课标英文版New Course Syllable for EnglishPart 1: Introduction With the advent of the information age and the global economy, English has become increasingly important. English is the dominant carrier of information and the most widely spoken language in the world. Many countries have made Engl
2、ish 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 significant achievements in teaching and learning. However, English education in its current form is failing t
3、o meet the needs of contemporary social and economic development. The current round of reforms to the English curriculum aim to end the following practices: l Over-emphasizing the transmission and explanation of knowledge about grammar and vocabulary l Neglecting to develop students ability to use l
4、anguage for real In their place, the reforms aim to establish a curriculum that: l Develops students comprehensive language competence l Motivates students, is relevant to their life experiences and cognitive level l Promotes task-based teaching methods l Involves students in experiential, practical
5、, participatory and cooperative learning l 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 than just help st
6、udents learn English. At one level learning English should involve helping students t l Develop a certain level of comprehensive language competence and the ability to use language for real communication l Master certain basic language knowledge l Master listening, speaking, reading and writing skil
7、ls However, at another level the curriculum should also serve students all-round development, providing them with opportunities t l Strengthen their interest in studying English l Grow in self-discipline, perseverance and self-confidence l Improve their cooperative, investigative and thinking abilit
8、ies l Develop their memory, imagination and creativity l Adopt good study habits and effective learning strategies l Develop as autonomous and lifelong learners l Build moral integrity and a healthy outlook on life l Establish both national spirit and an awareness of and respect for cultural differe
9、nces l Broaden their horizons and enrich their life experience l Take part in cultural life l Develop as individuals 2. Basic Principles of the New Curriculum 2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the students To promo
10、te quality education particular attention must be paid t l Valuing each students feelings l Stimulating students interest in studying English l Helping students gain a sense of achievement and self-confidence The curriculum must go beyond developing students comprehensive language competence to incl
11、ude areas such as: l Improving students ability to contribute to cultural and social life l Developing students practical abilities l Fostering students creativity 2.2The curriculum objectives are holistic and flexible. The fundamental aim of the new English curriculum is to develop students compreh
12、ensive 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 Skills 2. Language Knowledge 3. Attitudes to Learning 4. Learning Strate
13、gies 5. Cultural Awareness This design allows students to progress systematically through each level whilst meeting the full range of the curriculums demands. 2.3Students are put at the centre of the curriculum and individual differences are respected Students must be at the heart of the new curricu
14、lum. For example, their developmental needs must be the central consideration when developing: l Curriculum objectives l The teaching and learning process l The assessment process l Teaching and learning resources When implementing the curriculum each student must be allowed to develop individually
15、under the guidance of the teacher: 2.4The curriculum promotes activity-based methods, experiential and participatory learning The curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task compl
16、etion will involve the following types of learning: l Sensory l Experiential l Hands on/practical l Participatory l Cooperative In order to improve their ability to use language for real communication, students should also be able t l Adjust their learning strategies and control their emotions l For
17、m positive attitudes towards learning 2.5The curriculum recognizes the important role of formative assessment in promoting student development The assessment system should combine formative with summative assessment. The purposes of assessment should be t l Promote students comprehensive language co
18、mpetence l Encourage and motivate students l Help students become more autonomous learners l Benefit students healthy personal development l Give teachers useful feedback from which to develop teaching and learning l Inform the ongoing development and perfection of the English curriculum Formative a
19、ssessment should be an important part of the English teaching and learning process with a particular emphasis on: l Encouraging students active participation in learning l Improving students self-confidence Summative assessment should focus on: l Testing students integrated language skills l Testing
20、 students ability to use language 2.6The curriculum expands the range of learning resources and opportunities available The curriculum should strive to use and develop resources whose content is: l Realistic l Close to the students lives l Contemporary l Healthy l Rich and varied Active use should b
21、e made of: l Audio visual material l Print media l The Internet Students should be encouraged to take responsibility for finding, using and developing learning resources themselves. 3. The Curriculum Design The curriculum follows the international practice of dividing the general objectives into dif
22、ferent ability levels. When designing these nine levels consideration was given to the following: l The nature of language development l The different needs of different age groups l The needs of different ethnic groups and areas l The economic imbalances that exist in China The aim is to have desig
23、ned a system that is holistic and flexible. The correspondence between the level system and the grade system is shown in the following diagram: Primary School Work towards: Notes Grade 3 Level 1 Students should start studying English in Grade 3 Grade 4 Level 1 Grade 5 Level 2 Grade 6 Level 2 The req
24、uired standard for the end of primary school Junior Middle School Work towards: Notes Grade 7 (= Junior 1) Level 3 Grade 8 (= Junior 2) Level 4 Grade 9 (= Junior 3) Level 5 The required standard for the end of junior middle school Senior Middle School Work towards: Notes Senior 1 Level 6 Senior 2 Le
25、vel 7 Senior 3 Level 8 The required standard for senior middle school graduation Level 9 An extension level for specialist schools and able students Diagram 1: The Levels and the GradesPart 2: Introduction to the General Objectives The fundamental aim of the new curriculum is to develop students com
26、prehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram: Diagram 3: Comparison of the Old and New Curriculums l Language skills and knowledge form the basis of comprehensive language competence l The stu
27、dents attitudes to learning strongly influence their learning and development l Successful learning strategies improve the effectiveness of students learning l Cultural awareness ensures students use language appropriately The overall descriptors for comprehensive language competence (i.e. a combina
28、tion of all five general objectives) for Levels 1 to 9 are presented below: Level Descriptors 1 Students are curious about English and enjoy listening to people speaking English. They can: l Play games, do actions and activities (e.g. colouring, joining lines) according to simple instructions from t
29、he teacher l Perform simple role plays l Sing simple English songs l Say simple rhymes and chants l Understand simple stories by with the aid of pictures l Communicate simple personal information l Express simple feelings and attitudes l Write letters and words l Take interest in foreign cultural cu
30、stoms met during learning English 2 Students show a sustained interest in and enjoyment of learning English. They can: l Use simple English greetings and exchange personal information and information about family and friends l Perform dialogues, songs, rhymes and chants about content they have studied l Understand and narrate simple stories with the aid of pictures l Write simple sentences with the aid of pictures or prompts l Participate and cooperate actively and happily l Take the initiative to ask for help l Enjoy learning about other countries cult
