The-establishment-of-the-English-course-with-Chinese-characteristics-standard-system毕业论文.doc

The establishment of the English course with Chinese characteristics standard system

Abstract: China’s primary and secondary schools “English curriculum standards” will gradually replace the high school English curriculum. This paper examines curriculum standards in English, the reasons to replace the English syllabus, the English curriculum standards of the theoretical basis for a Constructivism and the Theory of Multiple Intelligences; and learn from the United States, foreign language learning standards, combined with China’s actual, proposed the establishment with Chinese characteristics English course standard system recommendations.

Keywords: framework; standards; constructivism; multiple intelligence theory

Since the reform and opening up, China’s English teaching has made remarkable achievements on behalf of the thesis but at present there are still many problems. In China’s accession to the WTO, Beijing’s bid for the 2008 Olympic Games after the rapid increase in the overall standard of English teaching in China, vigorously popularize Chinese basic English communication skills the next few years China has become an important national policy. Developed by the State Ministry of Education “English Course Standard” (hereinafter referred to as the “standard”) will gradually replace the high school English curriculum.

“Standard” is the primary and secondary school English teaching “through train” link, but also the promotion of college English teaching reform “catalyst.” English language education in the 21st Century calls for English course with Chinese characteristics, standard system, because the quality of English courses standard is the basis of high-quality teaching is to raise the standard of English teaching, English teaching reform in the implementation of the premise.

One, why use the “curriculum standards” instead of “syllabus”

Syllabus (syllabus) refers to a sequence of lesson content and teaching the description (Nunan, 1988; Richards et a1., 2000).

Dubin and Olshtain (1986) that the curriculum standards (curriculum) is the overall goal of teaching a broad description of what it has to be applied to cultural and educational philosophy of teaching various subjects at the same time it reflects the current state and political mainstream of development, the formation of countries in the language and language teaching in theoretical basis. Founding of new China to 1957 period, China’s foreign language teaching a comprehensive study of the Soviet Union, from the teaching plans, curricula, teaching materials, teaching methods, classroom organization, until the examination system and assessment criteria such as a set of things to move over. This stage, foreign language teaching in China has made some achievements, but also lack of dogmatism mechanically, learning the advanced experience of foreign language teaching the Soviet Union with the reality of our country is not enough, thus affecting the learning.

China’s English curriculum is to follow the Soviet educational model results. To write graduation thesis as a programmatic document guiding the work of teaching, which not only clearly defined the purpose of teaching and teaching requirements, but also put forward a number of teaching content specific and quantitative criteria, and even provides specific content of the teaching sequence and the share of a few hours. Outline of China’s English education has played an enormous role in pushing forward, but in the new situation, their limitations become increasingly acute. Although it had to facilitate teacher learning and direct application, etc., but the first line of the provisions of the teaching of English too small too die, right teaching materials, teaching and evaluation of impact is direct, rigid, mechanical. It is somewhat hampered by the teachers teaching to play creatively, so that the preparation of teaching materials difficult to give full play to its own characteristics and personality, can not adapt to the development of education in different regions of China is highly unbalanced state of the nation. English with Chinese characteristics, establishing curriculum standards system is a new situation of reform we have put forward new requirements.

Direct guidance of teaching standards and an outline of the significant difference is that the former students should have made clear the basic quality requirements, while the means to achieve this quality and processes are not do hard and fast rules. Standard teaching materials, teaching and evaluation of the impact was indirect, and guidance, there are flexible. With the “standard” instead of “outline” is conducive to truly achieve a with many versions, and even more than with many versions, to the learning and teaching materials, teaching and teaching evaluation of the implementation of a broad space.

After joining the WTO, human standards of international demands that our educational content, forms, methods and curriculum standards for comprehensive reform, and international practice. “Standard” use of internationally accepted classification method, the English curriculum goals set according to ability level of nine levels, comply with international requirements. “Standard” in the third grade to the overall design of graduating from high school English courses, adapted to the large primary and secondary English education “

One-stop “needs.

Second, the standard theoretical basis for a theory of constructivism and multiple intelligence

(A) constructivism

Constructivist theory of educational psychology in today’s West, the latest theories, considerable influence. The core point is: Student construction of knowledge, teachers students construct knowledge, supporters of the teaching process is not passive learners to acquire knowledge, but to actively construct knowledge. It advocates learners should not wait for passing knowledge, but should be based on their own unique experience of interacting with the world to construct their own knowledge and give meaning to experience. It emphasizes the positive nature of learning, building of the cumulative nature of the target to give guidance as diagnostic and reflective, inquiry-oriented, situational, social, and built-driven learning.

Constructivism believes that in the teaching process should be learning-centered, rather than teaching-centered. To write a master’s thesis it advocates freedom of the evaluation target to the real mission as the standard evaluation, knowledge of the construction of a standard evaluation to build experience in a standard evaluation, context-driven evaluation, relying on academic background of the evaluation, evaluation criteria diversity, establishing a variety of forms of evaluation criteria as well as the meaning of social construction and negotiation as a standard evaluation.

In the current reform of English teaching in China continue to comprehensively promote the depth and quality of the education situation, the constructivism of English teaching in China at least the following revelation: To explore the active-teaching model, give full play to the initiative and enthusiasm of the students; advocacy task-based teaching, trying to for students through the completion of real tasks involved in the learning process; to the teaching emphasis from “results” to “process”, emphasis on learning the steps, methods and processes; foreign language teaching to be rich in educational, foreign language teaching must make the learning process is full of real - personal meaning; teachers play in the whole process of teaching and learning of students as mentors, facilitators and organizers of the role, rather than transmitters of knowledge and inculcate role.

(B) The Theory of Multiple Intelligences

“Standard” provides basic education courses in English should be the overall objective is to develop a comprehensive language proficiency of students. The formation of an integrated language proficiency based on student language skills, language knowledge, emotional attitudes, learning strategies and cultural awareness on the basis of the overall development of literacy. Students in these five areas of the integrated behavior and Harvard University professor, developmental psychologist Howard Gardner proposed the theory of multiple intelligences is consistent.

Gardner believes that human intelligence is diverse, including verbal / linguistic intelligence, logical / mathematical intelligence, visual / spatial relationships, they will naturally observer intelligence, musical / rhythmic intelligence, bodily / kinesthetic intelligence, interpersonal / communication intelligence, intrapersonal intelligence and the presence of nine kinds of intelligence such as intelligence, every student has to varying degrees, these nine kinds of basic intelligence.

As each person’s intelligence has a unique expression, each of which also have a variety of intellectual mode of expression, writing on behalf of the Articles so smart to judge a person or not, the success of the course, should also be varied. Is the essence of the theory of Multiple Intelligences: the recognition of intelligence is equally important to a variety of capabilities, rather than consisting of one or two core competencies; recognize a variety of intelligence is multi-dimensional manner, a relatively independent manner shown, rather than integration of the way shown.

Theory of Multiple Intelligences promote active participation of students to explore the discovery, exchange and cooperation of the study, led the way teaching and learning, teacher’s role changes, in the field of educational theory and practice had a tremendous impact.

This new intelligence theories of English teaching in China to reform and improve the overall quality of students has an important positive significance: to make students develop their potential, teachers must adhere to the student, teacher-centered principles to teaching the main line, to enhance students communication skills for the subject; school, there is no “poor students”, all students, both with their own intellectual characteristics, learning style and direction of development that can train qualified personnel; teachers should be materials; abandoned in standard intelligence tests and student academic performance appraisal focused on the evaluation of concept and establish a variety of evaluation concept.

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Third, the United States, foreign language learning standards and curriculum standards in English in China

U.S. Department of Education in 1996 introduced the national curriculum standards

“Foreign Language Learning Standards: In order to prepare 2l Century” (Foreign Language Learning Standards: Preparing for the 21 st Century), marked the United States foreign languages (eg French, German, Japanese, Chinese, Spanish, etc.) education entered a new historical phase. Stones from other hills may serve to polish jade. In our country, today’s foreign language education has been an unprecedented attached great importance to foreign language learning standards developed by the United States deserves our analysis, research and learn. China’s English curriculum standards and the standards of the United States, foreign language learning is that the latter is not a significant difference between vocabulary and grammar items. The United States, Foreign Language Learning Standards emphasize communication Communication is the supreme goal of foreign language learning. Only know “how, when, why what to whom” (knowing how, when, and why to say what to whom), to achieve effective communication of communication purposes. In the past, most of the foreign language classroom have stressed “how (grammar)” and “what (words)” two aspects, although they are certainly important, but now the organizing principle of foreign language learning is “communication,” which emphasizes “why”, “right Who, ““ when “(Social linguistics and language and cultural level). Therefore, in recognition of grammar and vocabulary are essential tools for communication under the premise of control and improve the target language users with a meaningful ability to gracefully and methods of communication have become the main objective of today’s foreign language classroom (Zhao Jian, JIA Ai-wu, 2002). Therefore, the United States, the standard only requires that foreign language learning through learning a foreign language, students can use language to do, rather than requiring what vocabulary and grammar by learning a foreign language in order to do things, so there is no vocabulary and grammar items.

Most of the United States, the use of the original foreign language teaching materials, rather than a simplified version. Of these materials, some teachers, a selection of their own material, some audio-visual audio-visual materials, plenty of textbooks and related ancillary workbooks, as well as original literary works, or other reading materials. Selection of materials is not because of vocabulary and grammar items of the constraints, the U.S. foreign language teaching materials rich and colorful, with different features, for teachers and students sufficient choice.

Fourth, on the establishment of the English course with Chinese characteristics, the proposed standard system

We should from the strategic height comprehensive scientific summary of our own practical experience, in close connection with China’s reality, learn from the strengths of the establishment of English course with Chinese characteristics and standard system.

“Standard” to replace the high school English curriculum after the primary and secondary school English teaching will become a whole, but the college English teaching system and the primary and secondary school English teaching system is still inconsistent, and some students even think that learning English at the university during the harvest little. Thus, college English curriculum standards to replace the College English Syllabus, English teaching reform in China inevitable trend. Curriculum standards of English in universities should draw on primary and secondary school English curriculum standards, and use it as a basis for the preparation, so that primary, secondary and university English teaching interrelated to form a “through-train.”

(A) propose to abolish the college English curriculum standards in grammar and vocabulary list

Should be sure, China’s “standard” in the grammar and vocabulary list of primary and secondary English teaching in our country has a positive role in the “standard” in the grammar and vocabulary list is just lear