高中英語(yǔ)課程標(biāo)準(zhǔn)-新課標(biāo)-英文版

1、New Course Syllable for EnglishPart 1: IntroductionWith 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 a cornerstone

2、 of quality education when developing strategies for basic education.Since China ' s 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 meet the

3、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 vocabularyl Neglecting to develop students' ability to use language

4、 for realIn their place, the reforms aim to establish a curriculum that:l Develops students ' comprehenasnigvuealge competencel Motivates students, is relevant to their life experiences and cognitive levell Promotes task-based teaching methodsl Involves students in experiential, practical, parti

5、cipatory and cooperative learningl 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 studen

6、ts learn English. At one level learning English should involve helping students tl Develop a certain level of comprehensive language competence and the ability to use language for real communicationl Master certain basic language knowledgel Master listening, speaking, reading and writing skillsHowev

7、er, at another level the curriculum should also serve students-round developmen't, allproviding them with opportunities tl Strengthen their interest in studying Englishl Grow in self-discipline, perseverance and self-confidencel Improve their cooperative, investigative and thinking abilitiesl De

8、velop their memory, imagination and creativityl Adopt good study habits and effective learning strategiesl 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 Broade

9、n their horizons and enrich their life experiencel Take part in cultural lifelDevelop as individuals2. 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 studentsTo promote quality educati

10、on particular attention must be paid tl Valuing each student ' s 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

11、areas such as:l Improving studentsability to contribute to cultural and social lifel Developing studentspractical abilitiesl Fostering studentscreativity2.2The curriculum objectives are holistic and prehensiveThe fundamental aim of the new English curriculum is to develop students langua

12、ge 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. Language Knowledge3. Attitudes to Learning4. Learning Strategies5. Cultural A

13、warenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum' s 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 curriucmul. For

14、 example, their developmental needs must be the central consideration when developing:l Curriculum objectivesl The teaching and learning processl The assessment processl Teaching and learning resourcesWhen implementing the curriculum each student must be allowed to develop individually under the gui

15、dance 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 completion will inv

16、olve the following types of learning:l Sensoryl Experientiall Hands on ' /practicall Participatoryl CooperativeIn order to improve their ability to use language for real communication, students should also be able tl Adjust their learning strategies and control their emotionsl Form positive atti

17、tudes towards learning2.5The curriculum recogni zes the important role of formative assessment in promoting student developmentThe assessment system should combine formative with summative assessment. The purposes of assessment should be tl Promote students ' comprehensive language competencel E

18、ncourage and motivate studentsl Help students become more autonomous learnersl Benefit students ' healthy personal developmentl Give teachers useful feedback from which to develop teaching and learningl Inform the ongoing development and perfection of the English curriculumFormative assessment s

19、hould be an important part of the English teaching and learning process with a particular emphasis on:l Encouraging students ' active participation in learningl Improving stu dents ' s-eclofnfidence Summative assessment should focus on:l Testing students' integrated language skillsl Test

20、ing students' ability to use language2.6The curriculum expands the range of learning resources and opportunities available The curriculum should strive to use and develop resources whose content is:l Realisticl Close to the students ' livesl Contemporaryl Healthyl Rich and variedActive use s

21、hould be made of:l Audio visual materiall Print medial The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3. The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into di

22、fferent 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 ChinaThe 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 SchoolWork towards:NotesGrade 3Level 1Stude nts should start study ing En glish in Grade 3Grade 4Level 1Grade 5Level 2Grade 6Level 2The required sta n

24、dard for the end of primary schoolJunior Middle SchoolWork towards:NotesGrade 7 (= Junior 1)Level 3Grade 8 (= Junior 2)Level 4Grade 9 (= Junior 3)Level 5The required sta ndard for the end of junior middleschoolSenior Middle SchoolWork towards:NotesSenior 1Level 6Senior 2Level 7Senior 3Level 8The req

25、uired sta ndard for senior middle school graduati onLevel 9An exte nsion level for specialist schools and ablestude ntsDiagram 1: The Levels and the GradesPart 2: In troduct ion to the Gen eral ObjectivesThe fun dame ntal aim of the new curriculum is to develop stude nts ' comprehe nsive Ian gua

26、ge compete nee. This comprehe nsive Ian guage compete nee is achieved through the five gen eral objectives as shown in the following diagram:Diagram 3: Comparison of the Old and New CurriculumslLan guage skills and kno wledge form the basis of comprehe nsive Ian guage compete neelThe stude nts '

27、 attitudes to lear ning stron gly in flue nee their lear ning and developme ntl Successful lear ning strategies improve the effect iven ess of stude nts' lear ningl Cultural aware ness en sures stude nts use Ian guage appropriatelyThe overall descriptors for comprehe nsive Ian guage compete nee

28、(i.e. a comb in ati on of all fivegen eral objectives) for Levels 1 to 9 are prese nted below:evelDescriptors1Students are curious about En glish and enjoy liste ning to people speak ing En glish. They ean:Play games, do actions and activities (e.g. colouri ng, jo ining lin es) accord ing to simple

29、in struct ions from the teacherPerform simple role playsSing simple En glish songsSay simple rhymes and cha ntsUn dersta nd simple stories by with the aid of picturesCommun icate simple pers onal in formatio nExpress simple feeli ngs and attitudesWrite letters and wordsTake in terest i n foreig n cu

30、ltural customs met duri ng lear ning En glish2Students show a susta ined in terest i n and enjoyme nt of lear ning En glish. They can: Use simple En glish greet ings and excha nge pers onal in formati on and in formati on about family and friendsPerform dialogues, son gs, rhymes and cha nts about co

31、ntent they have studied Un dersta nd and n arrate simple stories with the aid of picturesWrite simple sentences with the aid of pictures or promptsParticipate and cooperate actively and happilyTake the in itiative to ask for helpEnjoy lear ning about other coun tries' cultures and customs3Studen

32、ts show a positive attitude and the begi nnings of self-c on fide nee towards lear ning En glish. They can:Un dersta nd short and simple stories about familiar topics that they hearExchange information about familiar topics (e.g. school, family life) with the teacher or classmatesRead and un dersta

33、nd short stories and other simple writte n materialWrite simple sentences with the aid of examples or picturesTake part in simple role plays and activitiesAttempt to use suitable lear ning strategies to overcome difficulties encoun tered during studyIdentify cultural differences that are present whe

34、n com municating in a foreig nanguage4Students can ide ntify their own lear ning n eeds and targets and are fairly self-c on fide nt about lear ning En glish. They can:Liste n to and un dersta nd dialogues and short stories in everyday com muni cati on Commun icate in formatio n and simple opinions

35、about familiar everyday topics Write brief and simple lettersAttempt to use differe nt educati onal resourcesGain in formatio n from oral and writte n materials to exte nd their kno wledge, solve simple problems and describe resultsHelp each other to overcome difficulties encoun tered duri ng lear n

36、ingPla n and arrange sen sible lear ning activitiesActively explore lear ning strategies suitable for themselvesTake note of cultural differe nces betwee n China and other coun tries duri ng study and commun icati on5Students show clear motivati on and a positive, active attitude towards lear ning E

37、n glish. They can:Listen to and understand the teacher' s statemelnts topoul Oarclitake partn discussi onsExcha nge in formati on with others and express opinions about various topics in daily ifeRead and un dersta nd texts, n ewspapers and magaz ines suitable for Grades 7 -9, overcoming the bar

38、rier of unknown words to un dersta nd the main ideasUse appropriate readi ng strategies accord ing to the purpose of readi ngDraft and edit short compositi ons accord ing with the aid of prompts Cooperate with others to complete tasks, solve problems and report results Assess their own lear ning and

39、 summarize their own lear ning style Make use of a wide variety of resourcesFurther in crease their un dersta nding and aware ness of cultural differe nces6Students show further motivati on to study En glish and a grow ing aware ness of autonom ous lear ning. They can:Un dersta nd the viewpoi nts ex

40、pressed in oral or written materials and state their own viewEffectively use oral or writte n Ian guage to describe pers onal experie neePlan, organize and carry out a variety of English learning activities with the teacher assistanceTake the initiative to exploit a range of learning resources and g

41、ain information through multiple cha nn elsAdjust their own lear ning objectives and strategies accord ing to the results of self-assessmentUn dersta nd the cultural backgro und to and conno tati ons of Ian guage duri ng commun icati on7Students show clear and susta ined motivati on to study En glis

42、h and a clear aware ness of autonom ous lear ning. They can:Exchange information, ask questions, give opinions and advice about a fairly wide range of topicsRead and un dersta nd orig inal texts and n ewspapers that have bee n adapted for senior middle school stude ntsShow nascent skill in writing c

43、ompositions such as notices and letters of informationTake the in itiative to pla n, orga nize and carry out a range of Ian guage practice activitiesTake resp on sibility for using a wide variety of lear ning resources to promote studyMonitor their own learning to continue to form learning strategie

44、s suitable for themselvesUn dersta nd cultural differe nces in com muni cati on and further form wide culturalawaren ess8Students show strong self-c on fide nee and ability to learn aut onom ously. They can: Commun icate fairly n aturally with other En glish speakers about familiar topics Express ev

45、aluative comme nts about the content of oral or written materials Write cohere nt and fully structured short compositi onsTake resp on sibility for pla nning, orga nizing and carry ing out a range of Ian guage practice activities such as discussi on, decisi on making, and report ing experime nt and

46、survey resultsUse the internet and various other resources to gather and process in formati on effectivelyCon sciously evaluate lear ning outcomes and form effective En glish lear ning strategiesUn dersta nd the cultural conno tati ons and backgro und duri ng com mun icati on andadopt a respectful a

47、nd tolera nt attitude towards cultures of differe nt coun tries9Students are aut onom ous lear ners. They can:Liste n to and un dersta nd the main content of speeches, discussi ons, debates and reports on familiar topicsDiscuss and express their attitudes and opinions about topics of uni versal impo

48、rta nee n side and outside China, such as the en viro nment, populati on, peace, developme nt, etcAct as an in terpreter in everyday lifeMake the most of a variety of opportunities to use English for real communicationRead popular science and literature articles with fairly wide ranging subjects wit

49、h the aid of a dict ionaryUse com mon gen res/text types to complete ordi nary writ ing tasks and have n asce nt ability to write in a literary wayExpa nd and en rich lear ning resources aut onom ouslyDisplay strong global aware nessTable 1: The Overall Descriptors for Comprehe nsive Lan guage Compe

50、te neePart 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSO Programme Office) for Level 69 descriptors.Leve

51、lSkillDescriptors for Lan guage Skills2ste ningStude nts can:1. Un dersta nd simple live or recorded speech with the aid of pictures and images2. Un dersta nd simple stories with the aid of pictures3. Un dersta nd simple questi ons duri ng classroom activities4. Un dersta nd com mon in structi ons a

52、nd resp ond appropriatelySpeak ingStude nts can:1. Speak with clear pronun ciati on and can convey inton ati on2. Take part in simple dialogues about familiar pers onal and familyin formatio n3. Use some com mon daily expressi ons (e.g. greeti ngs, farewells, tha nks,apologies, etc.)4. Tell simple s

53、tories with the teacher' s helpReadi ngStude nts can:1. Read and recog nize all words studied2. Read aloud simple words accord ing to spelli ng rules3. Un dersta nd short and simple in structi ons in textbooks4. Un dersta nd in formati on expressed in simple texts like greet ings cards5. Un ders

54、ta nd simple stories or short passages with the aid of pictures and form the habit of readi ng for overall comprehe nsion6. Read aloud accurately all the stories and passages studiedWritingStude nts can:1. Copy example sentences2. Write simple greeti ngs3. Write short and simple headi ngs and descri

55、ptio ns to fit pictures or objects4. Use capitalizati on and pun ctuatio n with basic accuracyOtherStude nts can:1. Use simple En glish to play games2. Perform short stories or fairy tales with the teacher' s3. Say 30-40 simple nu rsery rhymes or cha nts4. Perform 30-40 En glish songs5. Un derst

56、a nd En glish carto ons and programmes of a suitable leve 1 (on average 20-25 minu tes per week)5ste ningStude nts can:1. Un dersta nd speakers' inten ti ons accctodthgir stress and inton ati on2. Un dersta nd and extract in formatio n and viewpoi nts from talk about familiar topics3. Un dersta

57、nd the main ideas, using con textual clues to deal with un familiar words4. Un dersta nd stories and n arratives spoke n at n ear n atural speed, in cludi ng their cause and effect structures5. React in a suitable way to what is heard6. Take simple no tes about what is heardSpeak ingStude nts can:1.

58、 Provide in formati on, express simple views and opinions and take part in discussi ons about simple topics2. Excha nge in formati on and cooperate with others to complete tasks3. Correct on eself appropriately duri ng speech4. Inquire for in formatio n and ask for help effectively5. Carry out situati onal dialogues accord ing to differe nt topics6. Perform short pla