New English Curriculum for Chinese Primary Schools and JuniorSenior Middle SchoolsWord文档格式.docx
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New English Curriculum for Chinese Primary Schools and JuniorSenior Middle SchoolsWord文档格式.docx
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Part1:
Introduction
Withtheadventoftheinformationageandtheglobaleconomy,Englishhasbecomeincreasinglyimportant.Englishisthedominantcarrierofinformationandthemostwidelyspokenlanguageintheworld.ManycountrieshavemadeEnglishacornerstoneofqualityeducationwhendevelopingstrategiesforbasiceducation.
SinceChina’sreformandopening,thescaleofitsEnglisheducationhascontinuallygrown,attendedbysignificantachievementsinteachingandlearning.However,Englisheducationinitscurrentformisfailingtomeettheneedsofcontemporarysocialandeconomicdevelopment.
ThecurrentroundofreformstotheEnglishcurriculumaimtoendthefollowingpractices:
l
Over-emphasizingthetransmissionandexplanationofknowledgeaboutgrammarandvocabulary
Neglectingtodevelopstudents’abilitytouselanguageforreal
Intheirplace,thereformsaimtoestablishacurriculumthat:
Developsstudents’comprehensivelanguagecompetence
Motivatesstudents,isrelevanttotheirlifeexperiencesandcognitivelevel
Promotestask-basedteachingmethods
Involvesstudentsinexperiential,practical,participatoryandcooperativelearning
Developsstudents’positiveattitudes,thinkingskills,practicalabilities,culturalawarenessandautonomythroughthelanguagelearningprocess
1.
TheNatureoftheNewCurriculum
ThenewEnglishcurriculumstrivestoaccomplishfarmorethanjusthelpstudentslearnEnglish.AtonelevellearningEnglishshouldinvolvehelpingstudentsto:
Developacertainlevelofcomprehensivelanguagecompetenceandtheabilitytouselanguageforrealcommunication
Mastercertainbasiclanguageknowledge
Masterlistening,speaking,readingandwritingskills
However,atanotherlevelthecurriculumshouldalsoservestudents’all-rounddevelopment,providingthemwithopportunitiesto:
StrengthentheirinterestinstudyingEnglish
Growinself-discipline,perseveranceandself-confidence
Improvetheircooperative,investigativeandthinkingabilities
Developtheirmemory,imaginationandcreativity
Adoptgoodstudyhabitsandeffectivelearningstrategies
Developasautonomousandlifelonglearners
Buildmoralintegrityandahealthyoutlookonlife
Establishbothnationalspiritandanawarenessofandrespectforculturaldifferences
Broadentheirhorizonsandenrichtheirlifeexperience
Takepartinculturallife
Developasindividuals
2.
BasicPrinciplesoftheNewCurriculum
2.1Thecurriculumpromotesqualityeducation(asopposedtoexam-orientatededucation)andtheall-rounddevelopmentofthestudents
Topromotequalityeducationparticularattentionmustbepaidto:
Valuingeachstudent’sfeelings
Stimulatingstudents’interestinstudyingEnglish
Helpingstudentsgainasenseofachievementandself-confidence
Thecurriculummustgobeyonddevelopingstudents’comprehensivelanguagecompetencetoincludeareassuchas:
Improvingstudents’abilitytocontributetoculturalandsociallife
Developingstudents’practicalabilities
Fosteringstudents’creativity
2.2Thecurriculumobjectivesareholisticandflexible.
ThefundamentalaimofthenewEnglishcurriculumistodevelopstudents’comprehensivelanguagecompetence.Thisaimisbrokendownintofivegeneralobjectives.Theseobjectivesarethendividedintonineabilitylevelswithdescriptorsprovidedforeachlevel.Thefivegeneralobjectivesare:
LanguageSkills
LanguageKnowledge
3.
AttitudestoLearning
4.
LearningStrategies
5.
CulturalAwareness
Thisdesignallowsstudentstoprogresssystematicallythrougheachlevelwhilstmeetingthefullrangeofthecurriculum’sdemands.
2.3Studentsareputatthecentreofthecurriculumandindividualdifferencesarerespected
Students’mustbeattheheartofthenewcurriculum.Forexample,theirdevelopmentalneedsmustbethecentralconsiderationwhendeveloping:
Curriculumobjectives
Theteachingandlearningprocess
Theassessmentprocess
Teachingandlearningresources
Whenimplementingthecurriculumeachstudentmustbeallowedtodevelopindividuallyundertheguidanceoftheteacher:
2.4Thecurriculumpromotesactivity-basedmethods,experientialandparticipatorylearning
Thecurriculumpromotestask-basedlearningwhereby,undertheguidanceoftheteacher,thestudentsgainasenseofachievementbyreachingthegoalsofthetask.Taskcompletionwillinvolvethefollowingtypesoflearning:
Sensory
Experiential
‘Handson’/practical
Participatory
Cooperative
Inordertoimprovetheirabilitytouselanguageforrealcommunication,studentsshouldalsobeableto:
Adjusttheirlearningstrategiesandcontroltheiremotions
Formpositiveattitudestowardslearning
2.5Thecurriculumrecognizestheimportantroleofformativeassessmentinpromotingstudent’development
Theassessmentsystemshouldcombineformativewithsummativeassessment.Thepurposesofassessmentshouldbeto:
Promotestudents’comprehensivelanguagecompetence
Encourageandmotivatestudents
Helpstudentsbecomemoreautonomouslearners
Benefitstudents’healthypersonaldevelopment
Giveteachersusefulfeedbackfromwhichtodevelopteachingandlearning
InformtheongoingdevelopmentandperfectionoftheEnglishcurriculum
FormativeassessmentshouldbeanimportantpartoftheEnglishteachingandlearningprocesswithaparticularemphasison:
Encouragingstudents’activeparticipationinlearning
Improvingstudents’self-confidence
Summativeassessmentshouldfocuson:
Testingstudents’integratedlanguageskills
Testingstudents’abilitytouselanguage
2.6Thecurriculumexpandstherangeoflearningresourcesandopportunitiesavailable
Thecurriculumshouldstrivetouseanddevelopresourceswhosecontentis:
Realistic
Closetothestudents’lives
Contemporary
Healthy
Richandvaried
Activeuseshouldbemadeof:
Audiovisualmaterial
Printmedia
TheInternet
Studentsshouldbeencouragedtotakeresponsibilityforfinding,usinganddevelopinglearningresourcesthemselves.
TheCurriculumDesign
Thecurriculumfollowstheinternationalpracticeofdividingthegeneralobjectivesintodifferentabilitylevels.Whendesigningtheseninelevelsconsiderationwasgiventothefollowing:
Thenatureoflanguagedevelopment
Thedifferentneedsofdifferentagegroups
Theneedsofdifferentethnicgroupsandareas
TheeconomicimbalancesthatexistinChina
Theaimistohavedesignedasystemthatisholisticandflexible.
Thecorrespondencebetweenthelevelsystemandthegradesystemisshowninthefollowingdiagram:
PrimarySchool
Worktowards:
Notes
Grade3
Level1
StudentsshouldstartstudyingEnglishinGrade3
Grade4
Grade5
Level2
Grade6
Therequiredstandardfortheendofprimaryschool
JuniorMiddleSchool
Grade7(=Junior1)
Level3
Grade8(=Junior2)
Level4
Grade9(=Junior3)
Level5
Therequiredstandardfortheendofjuniormiddleschool
SeniorMiddleSchool
Senior1
Level6
Senior2
Level7
Senior3
Level8
Therequiredstandardforseniormiddleschoolgraduation
Level9
Anextensionlevelforspecialistschoolsandablestudents
Diagram1:
TheLevelsandtheGrades
Part2:
IntroductiontoTheGeneralObjectives
Thefundamentalaimofthenewcurriculumistodevelopstudents’comprehensivelanguagecompetence.Thiscomprehensivelanguagecompetenceisachievedthroughthefivegeneralobjectivesasshowninthefollowingdiagram:
Diagram3:
ComparisonoftheOldandNewCurriculums
Languageskillsandknowledgeformthebasisofcomprehensivelanguagecompetence
Thestudents’attitudestolearningstronglyinfluencetheirlearninganddevelopment
Successfullearningstrategiesimprovetheeffectivenessofstudents’learning
Culturalawarenessensuresstudentsuselanguageappropriately
Theoveralldescriptorsforcomprehensivelanguagecompetence(i.e.acombinationofallfivegeneralobjectives)forLevels1to9arepresentedbelow:
Level
Descriptors
1
Studentsarecuriousabout
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