《英语课程标准英文版(版译文).doc》由会员分享，可在线阅读，更多相关《英语课程标准英文版(版译文).doc（197页珍藏版）》请在taowenge.com淘文阁网|工程机械CAD图纸|机械工程制图|CAD装配图下载|SolidWorks_CaTia_CAD_UG_PROE_设计图分享下载上搜索。
1、YOUR LOGO原 创 文 档 请 勿 盗 版英语课程标准英文版New English Curriculum for Chinese Primary Schools and Junior/Senior Middle SchoolsExperimental Version drafted by the Education Ministry of the PRCNote on this translationThis English version of China s new curriculum for English is inten ded for VSO volunteerswho w
2、ould like to feel better 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 m
3、astered, has been omitted, 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 (
4、but still not completely official!) translation of the new English curriculum specifically for senior middle schools available from the Programme Office. Any feedback on this version would bewelcome.Tim MartinShaanxi Institute of Education, October 2005Part 1: IntroductionWith the advent of the info
5、rmation 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 of qualityeducation when developing strategies for basic education.Since Chin
6、a s reform and opening, the scale ofits 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 t
7、he English curriculum aim to end the following practices:lOver-emphasizing the transmission and explanation of knowledge about grammar andvocabularylNeglecting to develop students ability to use language for realIn their place, the reforms aim to establish a curriculum that:lDevelops students compre
8、hensive language competence名师资料精品学习资料第 1 页，共 197 页l l llMotivates students, is relevant to their life experiences and cognitive level Promotes task-based teaching methodsInvolves students in experiential, practical, participatory and cooperative learningDevelops students positive attitudes, thinking
9、 skills, practical abilities, culturalawareness 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 learnEnglish. At one level learning English should involve helping students tlDevelop
10、a certain level of comprehensive language competence and the ability to uselanguage for real communicationllMaster certain basic language knowledgeMaster listening, speaking, reading and writing skillsHowever, at another level the curriculum should also serve studentsdevelopment, providing them with
11、 opportunities t-roundalll l l l l l l l l llStrengthen their interest in studying EnglishGrow in self-discipline, perseverance and self-confidence Improve their cooperative, investigative and thinking abilities Develop their memory, imagination and creativityAdopt good study habits and effective le
12、arning strategiesDevelop as autonomous and lifelong learners Build moral integrity and a healthy outlook on lifeEstablish both national spirit and an awareness of and respect for cultural differencesBroaden their horizons and enrich their life experience Take part in cultural lifeDevelop as individu
13、als2.Basic Principles of the New Curriculum2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid tll lValuing each studentStimulating students s feelings inter
14、est in studying EnglishHelping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing studentscompetence to include areas such as: comprehensive languagellImproving studentsDeveloping students ability to contribute to cultural and social life practical abili
15、ties名师资料精品学习资料第 2 页，共 197 页lFostering students creativity2.2The curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students language competence. This aim is broken down into five general objectives. Theseobjectives are then divided into ni
16、ne ability levels with descriptors provided for each level.The five general objectives are:comprehensive1.2.3.4.5.Language Skills Language Knowledge Attitudes to Learning Learning StrategiesCultural AwarenessThis design allows students to progress systematically through each level whilst meetingthe
17、full range of the curriculum s demands.2.3Students are put at the centre of the curriculum and individual differences are respectedStudents must be at the heart of the new curriculum. For example, their developmentalneeds must be the central consideration when developing:l l llCurriculum objectivesT
18、he teaching and learning process The assessment processTeaching and learning resourcesWhen 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 participatory learningThe
19、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. Taskcompletion will involve the following types of learning:l l l llSensory Experiential Hands on ParticipatoryCooperative /practicalIn orde
20、r to improve their ability to use language for real communication, students shouldalso be able tllAdjust their learning strategies and control their emotionsForm positive attitudes towards learning2.5The curriculum recognizes the important role of formative assessment in promotingstudent development
21、名师资料精品学习资料第 3 页，共 197 页The assessment system should combine formative with summative assessment. Thepurposes of assessment should be tl l l l llPromote students comprehensive language competenceEncourage and motivate studentsHelp students become more autonomous learnersBenefit students healthy perso
22、nal developmentGive teachers useful feedback from which to develop teaching and learningInform the ongoing development and perfection of the English curriculumFormative assessment should be an important part of the English teaching and learningprocess with a particular emphasis on:llEncouraging stud
23、entsImproving students active participation in learning s-ecolfnfidenceSummative assessment should focus on:llTesting studentsTesting students integrated language skills ability to use language2.6The curriculum expands the range of learning resources and opportunities availableThe curriculum should
24、strive to use and develop resources whose content is:l l l llRealisticClose to the students Contemporary HealthyRich and varied livesActive use should be made of:l llAudio visual material Print mediaThe InternetStudents should be encouraged to take responsibility for finding, using and developinglea
25、rning resources themselves.3.The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives intodifferent ability levels. When designing these nine levels consideration was given to the following:l l llThe nature of language developmentThe different needs o
26、f different age groupsThe needs of different ethnic groups and areas The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.The correspondence between the level system and the grade system is shown in the following diagram:名师资料精品学习资料第 4 页，共 197
27、页Primary SchoolWork towards:NotesGrade 3Level 1Students should start studying English in Grade 3Grade 4Level 1Grade 5Level 2Grade 6Level 2The required standard for the end of primary schoolJunior Middle SchoolWork towards:NotesGrade 7 (= Junior 1)Level 3Grade 8 (= Junior 2)Level 4Grade 9 (= Junior 3
28、)Level 5The required standard for the end of junior middle schoolNotesSenior Middle SchoolW ork towards:Senior 1Level 6Senior 2Level 7Senior 3Level 8The required standard for senior middle school graduationAn extension level for specialist schools and ablestudentsLevel 9Diagram 1: The Levels and the
29、 GradesPart 2: Introduction to The General ObjectivesThe fundamental aim of the new curriculum is to develop studentslanguage 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
30、Curriculumscomprehensivel l llLanguage skills and knowledge form the basis of comprehensive language competenceThe studentsSuccessful attitudes to learning strongly influence their learning and developmentlearning strategies improve the effectiveness of students learningCultural awareness ensures st
31、udents use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of allfive general objectives) for Levels 1 to 9 are presented below:LevelDescriptors1Students are curious about English and enjoy listening to people speaking English.They can:lPlay ga
32、mes, do actions and activities (e.g. colouring, joining lines) accordingto simple instructions from the teacherllPerform simple role playsSing simple English songs名师资料精品学习资料第 5 页，共 197 页l l l l llSay simple rhymes and chantsUnderstand simple stories by with the aid of pictures Communicate simple per
33、sonal informationExpress simple feelings and attitudes Write letters and wordsTake interest in foreign cultural customs met during learning English2Students show a sustained interest in and enjoyment of learning English. Theycan:lUse simple English greetings and exchange personal information andinfo
34、rmation about family and friendsl l l l llPerform dialogues, songs, rhymes and chants about content they have studied Understand and narrate simple stories with the aid of picturesWrite simple sentences with the aid of pictures or promptsParticipate and cooperate actively and happily Take the initia
35、tive to ask for helpEnjoy learning about other countries cultures and customs3Students show a positive attitude and the beginnings of self-confidence towardslearning English. They can:llUnderstand short and simple stories about familiar topics that they hearExchange information about familiar topics
36、 (e.g. school, family life) with theteacher or classmatesl l llRead and understand short stories and other simple written material Write simple sentences with the aid of examples or picturesTake part in simple role plays and activitiesAttempt to use suitable learning strategies to overcome difficult
37、iesencountered during studylIdentify cultural differences that are present when communicating in a foreignlanguage4Students can identify their own learning needs and targets and are fairlyself-confident about learning English. They can:lListen to and understand dialogues and short stories in everyda
38、ycommunicationl l llCommunicate information and simple opinions about familiar everyday topics Write brief and simple lettersAttempt to use different educational resourcesGain information from oral and written materials to extend their knowledge,solve simple problems and describe resultsllHelp each
39、other to overcome difficulties encountered during learningPlan and arrange sensible learning activities名师资料精品学习资料第 6 页，共 197 页llActively explore learning strategies suitable for themselvesTake note of cultural differences between China and other countries duringstudy and communication5Students show
40、clear motivation and a positive, active attitude towards learningEnglish. They can:lListen to and understand the teacher s statements about familiar topics andtake part in discussionslExchange information with others and express opinions about various topics indaily lifelRead and understand texts, n
41、ewspapers and magazines suitable for Grades 79, overcoming the barrier of unknown words to understand the main ideasl l l l llUse appropriate reading strategies according to the purpose of reading Draft and edit short compositions according with the aid of prompts Cooperate with others to complete t
42、asks, solve problems and report results Assess their own learning and summarize their own learning styleMake use of a wide variety of resourcesFurther increase their understanding and awareness of cultural differences6Students show further motivation to study English and a growing awareness ofautono
43、mous learning. They can:lUnderstand the viewpoints expressed in oral or written materials and statetheir own viewllEffectively use oral or written language to describe personal experiencePlan, organize and carry out a variety of English learning activities with theteacher s assistancelTake the initi
44、ative to exploit a range of learning resources and gaininformation through multiple channelslAdjust their own learning objectives and strategies according to the results ofself-assessmentlUnderstand the cultural background to and connotations of language duringcommunication7Students show clear and s
45、ustained motivation to study English and a clearawareness of autonomous learning. They can:lExchange information, ask questions, give opinions and advice about a fairlywide range of topicslRead and understand original texts and newspapers that have been adaptedfor senior middle school studentslShow
46、nascent skill in writing compositions such as notices and letters ofinformationlTake the initiative to plan, organize and carry out a range of language practice名师资料精品学习资料第 7 页，共 197 页activitieslTake responsibility for using a wide variety of learning resources to promotestudylMonitor their own learn
47、ing to continue to form learning strategies suitable forthemselveslUnderstand cultural differences in communication and further form widecultural awareness8Students show strong self-confidence and ability to learn autonomously. They can:l l llCommunicate fairly naturally with other English speakers about fa