高中英语课程标准-新课标-英文版

1、精选优质文档-倾情为你奉上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 English

2、 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 to m

3、eet 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     Ne

4、glecting to develop students ability to use language 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 cognitiv

5、e 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 abilities, cultural awarene

6、ss 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    

7、 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 skills However, at another level the curric

8、ulum 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,

9、investigative and thinking abilities l     Develop their memory, imagination and creativity  l     Adopt good study habits and effective learning strategies l     Develop as autonomous and lifelong learners l     Bu

10、ild 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

11、     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 promote quality education particular attention mus

12、t 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

13、language competence to include 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 holi

14、stic 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 divided into nine ability levels with descriptors provided for each level. The five general o

15、bjectives are: 1.       Language Skills 2.       Language Knowledge 3.       Attitudes to Learning 4.       Learning Strategies 5.       Cultural Awar

16、eness 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 curriculum. For example, the

17、ir 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 implem

18、enting 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 participatory learning The curriculum promotes task-based learning whereby, under the guidance of the teacher, the student

19、s 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     Participatory l  &#

20、160;  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 r

21、ecognizes 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 competence l    

22、; 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   

23、60; 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 on: l     Encouraging students active participation in learning l   

24、  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 availab

25、le 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 shoul

26、d be 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 D

27、esign 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 of language development l     The different ne

28、eds 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 sys

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

30、) 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 Level 7 Senior 3 Level 8 The required standard for senior middle school graduation Level 9 An extension lev

31、el 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 comprehensive language competence. This comprehensive language competence is achieved through the five gener

32、al 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 students attitudes to learning strongly influence their lear

33、ning 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 combination of a

34、ll 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 inst

35、ructions from the 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     Communica

36、te 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 le

37、arning 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 n

38、arrate 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 l

39、earning 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 simple stories about familiar topics that they hear l     Exchange

40、 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     T

41、ake part in 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 identi

42、fy their own learning needs and targets and are fairly self-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 everyd

43、ay topics l     Write brief and simple letters l     Attempt to use different educational resources l     Gain information from oral and written materials to extend their knowledge, solve simple problems and describe results l  &#

44、160;  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 of cultural differences b

45、etween 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 &#

46、160;   Exchange 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  

47、60;  Use appropriate reading strategies according to the purpose of reading 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    

48、; Assess their own learning and summarize their own learning style l     Make use of a wide variety of resources l     Further increase their understanding and awareness of cultural differences 6 Students show further motivation to study English and a growing

49、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 personal experience l     Plan, organize

50、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 acco

51、rding to the results 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    

52、Exchange information, ask questions, give opinions and advice about 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

53、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     Mon

54、itor their own learning to continue to form learning strategies suitable for themselves l     Understand cultural differences in communication and further form wide cultural awareness 8 Students show strong self-confidence and ability to learn autonomously. They can: l  

55、;   Communicate fairly naturally with other English speakers about familiar topics l     Express evaluative comments about the content of oral or written materials l     Write coherent and fully structured short compositions l    

56、 Take responsibility for planning, organizing and carrying out a range of language practice activities such as discussion, decision making, and reporting experiment and survey results l     Use the internet and various other resources to gather and process information effectively

57、 l     Consciously evaluate learning outcomes and form effective English learning strategies l     Understand the cultural connotations and background during communication and adopt a respectful and tolerant attitude towards cultures of different countries 9 S

58、tudents are autonomous learners. They can: l     Listen to and understand the main content of speeches, discussions, debates and reports on familiar topics l     Discuss and express their attitudes and opinions about topics of universal importance inside and o

59、utside China, such as the environment, population, peace, development, etc l     Act as an interpreter in everyday life l     Make the most of a variety of opportunities to use English for real communication l     Read popular science and l

60、iterature articles with fairly wide ranging subjects with the aid of a dictionary l     Use common genres/text types to complete ordinary writing tasks and have nascent ability to write in a literary way l     Expand and enrich learning resources autonomously

61、l     Display strong global awareness Table 1: The Overall Descriptors for Comprehensive Language CompetencePart 3: The General Objectives in Detail Detailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer

62、to the translation of the senior English curriculum (available from the VSO Programme Office) for Level 6 9 descriptors.   Level Skill Descriptors for Language Skills  2 Listening Students can: 1.       Understand simple live or recorded speech with the aid of

63、 pictures and images 2.       Understand simple stories with the aid of pictures 3.       Understand simple questions during classroom activities 4.       Understand common instructions and respond appropriatel

64、y Speaking Students can: 1.       Speak with clear pronunciation and can convey intonation 2.       Take part in simple dialogues about familiar personal and family information 3.       Use some common daily ex

65、pressions (e.g. greetings, farewells, thanks, apologies, etc.) 4.       Tell simple stories with the teachers help Reading Students can: 1.       Read and recognize all words studied 2.       Read aloud simple

66、words according to spelling rules 3.       Understand short and simple instructions in textbooks 4.       Understand information expressed in simple texts like greetings cards 5.       Understand simple stories

67、 or short passages with the aid of pictures and form the habit of reading for overall comprehension 6.       Read aloud accurately all the stories and passages studied Writing Students can: 1.       Copy example sentences 2.  

68、0;    Write simple greetings 3.       Write short and simple headings and descriptions to fit pictures or objects 4.       Use capitalization and punctuation with basic accuracy Other Students can: 1.    &

69、#160;  Use simple English to play games 2.       Perform short stories or fairy tales with the teachers help 3.       Say 30-40 simple nursery rhymes or chants 4.       Perform 30-40 English songs 5. 

70、      Understand English cartoons and programmes of a suitable level (on average 20-25 minutes per week)  5 Listening Students can: 1.       Understand speakers intentions according to their stress and intonation 2.    &

71、#160;  Understand and extract information and viewpoints from talk about familiar topics 3.       Understand the main ideas, using contextual clues to deal with unfamiliar words 4.       Understand stories and narratives spoken at near n