英语课程标准英文版(最新2011版译文).doc

1、英语课程标准 英文版New English Curriculum for Chinese Primary Schools and Junior/Senior Middle Schools Experimental Version drafted by the Education Ministry of the PRC Note on this translation This English version of Chinas new curriculum for English is intended for VSO volunteers who would like to feel bet

2、ter informed about a document that is central to our work. However, it should in no way be regarded 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 omi

3、tted, as have some level descriptors and sample learning activities. Despite trying to make it more 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 complet

4、ely official!) translation of the new English curriculum specifically for senior middle schools available from the Programme Office. Any feedback on this version would be welcome. Tim Martin Shaanxi Institute of Education, October 2005 Part 1: Introduction With the advent of the information age and

5、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 English a cornerstone of quality education when developing strategies for basic education. Since Chinas reform and

6、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 to meet the needs of contemporary social and economic development. The current round of reforms to the English c

7、urriculum 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 language for real In their place, the reforms aim to establish a curriculum that: l Develops students comprehens

8、ive 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, participatory and cooperative learning l Develops students positive attitudes, thinking skills, practical abi

9、lities, 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 students learn English. At one level learning English should involve helping students t l Develop a certain level

10、 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 skills However, at another level the curriculum should also serve students all-round development, providing them wi

11、th 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 abilities l Develop their memory, imagination and creativity l Adopt good study habits and effective learning strateg

12、ies 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 differences l Broaden their horizons and enrich their life experience l Take part in cultural life l Develop as indivi

13、duals 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 promote quality education particular attention must be paid t l Valuing each students feelings l Stimulating student

14、s 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 include areas such as: l Improving students ability to contribute to cultural and social life l Developing students

15、 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 comprehensive language competence. This aim is broken down into five general objectives. These objectives are then div

16、ided 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 Strategies 5. Cultural Awareness This design allows students to progress systematically through each level whilst mee

17、ting 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 curriculum. For example, their developmental needs must be the central consideration when developing: l Curriculum obj

18、ectives 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 under the guidance of the teacher: 2.4The curriculum promotes activity-based methods, experiential and particip

19、atory 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 completion will involve the following types of learning: l Sensory l Experiential l Hands on/practical l Participato

20、ry 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 Form positive attitudes towards learning 2.5The curriculum recognizes the important role of formative assessment i

21、n promoting student development The assessment system should combine formative with summative assessment. The purposes of assessment should be t l Promote students comprehensive language competence l Encourage and motivate students l Help students become more autonomous learners l Benefit students h

22、ealthy 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 assessment should be an important part of the English teaching and learning process with a particular emphasis o

23、n: 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 students ability to use language 2.6The curriculum expands the range of learning resources and opportunities a

24、vailable 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 be made of: l Audio visual material l Print media l The Internet Students should be encouraged to take responsib

25、ility for finding, using and developing learning resources themselves. 3. The Curriculum Design The curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following: l The nature

26、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 designed a system that is holistic and flexible. The correspondence between the level system and the grade system is

27、 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 required standard for the end of primary school Junior Middle School Work towards: Notes Grade 7 (= Junior 1) Leve

28、l 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 Level 7 Senior 3 Level 8 The required standard for senior middle school graduation Level 9 An extension level for

29、 specialist schools and able students Diagram 1: The Levels and the Grades Part 2: Introduction to The General Objectives The fundamental aim of the new curriculum is to develop students comprehensive language competence. This comprehensive language competence is achieved through the five general ob

30、jectives 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 students attitudes to learning strongly influence their learning and development l Successful learning strategies

31、 improve the effectiveness of students learning l Cultural awareness ensures students use language appropriately The overall descriptors for comprehensive language competence (i.e. a combination of all five general objectives) for Levels 1 to 9 are presented below: Level Descriptors 1 Students are c

32、urious 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 the teacher l Perform simple role plays l Sing simple English songs l Say simple rhymes and chants l Understand

33、 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 customs met during learning English 2 Students show a sustained interest in and enjoyment of learning English. T

34、hey 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 p

35、ictures or prompts l Participate and cooperate actively and happily l Take the initiative to ask for help l Enjoy learning about other countries cultures and customs 3 Students show a positive attitude and the beginnings of self-confidence towards learning English. They can: l Understand short and s

36、imple stories about familiar topics that they hear l Exchange information about familiar topics (e.g. school, family life) with the teacher or classmates l Read and understand short stories and other simple written material l Write simple sentences with the aid of examples or pictures l Take part in

37、 simple role plays and activities l Attempt to use suitable learning strategies to overcome difficulties encountered during study l Identify cultural differences that are present when communicating in a foreign language 4 Students can identify their own learning needs and targets and are fairly self

38、-confident about learning English. They can: l Listen to and understand dialogues and short stories in everyday communication l Communicate information and simple opinions about familiar everyday topics l Write brief and simple letters l Attempt to use different educational resources l Gain informat

39、ion from oral and written materials to extend their knowledge, solve simple problems and describe results l Help each other to overcome difficulties encountered during learning l Plan and arrange sensible learning activities l Actively explore learning strategies suitable for themselves l Take note

40、of cultural differences between China and other countries during study and communication 5 Students show clear motivation and a positive, active attitude towards learning English. They can: l Listen to and understand the teachers statements about familiar topics and take part in discussions l Exchan

41、ge information with others and express opinions about various topics in daily life l Read and understand texts, newspapers and magazines suitable for Grades 7 9, overcoming the barrier of unknown words to understand the main ideas l Use appropriate reading strategies according to the purpose of read

42、ing l Draft and edit short compositions according with the aid of prompts l Cooperate with others to complete tasks, solve problems and report results l Assess their own learning and summarize their own learning style l Make use of a wide variety of resources l Further increase their understanding a

43、nd awareness of cultural differences 6 Students show further motivation to study English and a growing awareness of autonomous learning. They can: l Understand the viewpoints expressed in oral or written materials and state their own view l Effectively use oral or written language to describe person

44、al experience l Plan, organize and carry out a variety of English learning activities with the teachers assistance l Take the initiative to exploit a range of learning resources and gain information through multiple channels l Adjust their own learning objectives and strategies according to the resu

45、lts of self-assessment l Understand the cultural background to and connotations of language during communication 7 Students show clear and sustained motivation to study English and a clear awareness of autonomous learning. They can: l Exchange information, ask questions, give opinions and advice abo

46、ut a fairly wide range of topics l Read and understand original texts and newspapers that have been adapted for senior middle school students l Show nascent skill in writing compositions such as notices and letters of information l Take the initiative to plan, organize and carry out a range of language practice activities l Take responsibility for using a wide variety of learning resources to promote study l Monitor their own learning to continue to form learning strategies suitable for themselves