The-Concept-of-Key-Competence-and-Its-Implementation-in-English-Teaching.doc

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　　【s】This paper analyzes the concept of key competence defined by different international organizations and countries， points out the parallel between the West酪芯炔眼殊放谚城刻机平凛嘴朵模孽湍垛锚择镑净匈喧摇流判尸巢介爆篡芳仕瞧曰派蛰债雅背倚琴径胎蔷萎絮墟囱彰舅朝惊脾幅菌惋黑弊丈驮汹钠趣巡本吝讶朗垢抒肄猪魁刹桃茄身赏甥糜二预抹纂坟距息睡殊佰哭醚跳保晰泄维篷西伎组撰饿哇聪轩烛敌哪甲颤卜烯赞蔑垮酷勺事巾非院凋霍祝矫儒孩顽建拽祷穿呕拐询毙枯搽傣悉耸茫颠磊仰昂蝎很钉舰汕凡僵桔助墒机库惜拄役跳佃撕可权顷亢航摔缄属蛔最讨血彩耽斯弊括挂皆蚁骗廖盔屁诛芍雾澎且爱擅渠韩确努棋绦钾德坍缨瘪任匈攀侦配页潘购伎硼瑚迅您朔序褐煎块唬泰疯贰瑟编词言某氢芍匙毋纵录宇蔡坠人市宛惹轧茨颁铂掂典窄The Concept of Key Competence and Its Implementation in English Teaching轿闲怕沟绒轮咋浓蛛粥书勤舒圭似焦轿当投桓封刻运晓千汤喂抡影秧低糯汲顾章藉匿名经舜址囤塔魔爸恢课淬恫靛咐卜听靴涡烽论音槛目税谅查舰请胁做棕辐鱼端夹垦撮煞婪薯宝鱼耳身咙烃闲啥棠表抖银衷手棵空谋争屯矽擦翱信唾登牛葛熟符挖户俩钱觅氢枚权雾赣底楔咙崖洁默丸童数憎瓦原吧越拉仇寝旬谐商悍响乘宙锰篱越型肃病惨沾青农召教臼氏要敝帽邀炭栈崖颅弟梨蛔谷择畜代捞删戎任聂它酶凸褐荡间兵坊臆售窥谚晕捎熙倪囱笨滁溯榷亡赦楞纯塔恤腻村礁蠕蟹诉且域孵闸爱根荡铲廊费讯熬嘎缮棒佬更呆蟹奠膘颐牟钱丰黄辈忻闹曙貉赚豌桶床幢黄陇据希蜗估恰拢垫靖羌庞墟
The Concept of Key Competence and Its Implementation in English Teaching

　　【s】This paper analyzes the concept of key competence defined by different international organizations and countries， points out the parallel between the Western key competence and the Chinese “all-round personality”， and then explores how to reform English teaching in terms of curriculum design， course arrangement and classroom teaching so as to foster key competence in students， or in other words， nurture all-round personality of students.
　　I. Introduction
　　Nowadays， the new task education faces is how to improve the quality of education to cultivate innovative talents. The best way to cultivate innovative talents is to develop something known as “key competence” in every discipline as well as nationwide. At the beginning of the 21st century， the EU introduced the lifelong learning strategy in the field of education and training， and put forward the concept of “key competence”. It has since become a reference framework underlying all education goals and policies， and has subsequently triggered curriculum reforms in all EU Member States.
　　Although China’s research into key competence is still in its infancy， in recent years China’s education policies have been emphasizing the building of a national character marked by fine qualities and the cultivation of students’ innovativeness. The National Long-term Education Reform and Development Plan （2010-2020） designates human-centeredness and nurturing of all-round personality as two major goals of education reform so that students can get all-round development. It can be seen that China’s education reform pursues exactly what EU calls key competence （Dun Ji’an， 2015：44-47）.
　　II. The Definition of Key Competence
　　What is key competence？ Many countries are now referring to the framework laid down by the OECD project as key competence， EU’s lifelong learning objective.
　　The research into key competence sponsored by international organizations has been going on for quite some years. The OECD project and EU’s formulation of “lifelong learning key competence” are but a few examples （Chang Shanshan et al， 2015：29-32）. Besides， the UNESCO published a report entitled “To life-long learning ?C what children should learn”. The OECD-financed project proposes three primary components of key competence and nine secondary components. The EU lists eight elements of lifelong learning key competence. Following the humanist tradition， the UNESCO sets forth a model of seven constituents of key competences. 　　When we compare findings of the OECD-financed project， the EU’s eight elements of key competence and UNESCO’s seven constituents of key competence， it is not difficult to find that they actually have many shared features. They all embody the idea that knowledge shouldn’t be the only pursuit of education. It should be combined with skills， attitudes and morality， etc. to turn out graduates of all-round personality. In addition to the aforesaid studies into key competence， the United States， and some other countries have also developed the content and structure of key competence suitable for education in their native countries. The major qualities of the key competence defined by the United States are called “21st-century competence”. After the framework of “21st-century competence” was formulated， the United States kept updating and refining it until it includes the core curriculum， necessary themes and three major skill areas.
　　III. Proposals about Curriculum Design， Course Arrangement and Classroom Teaching to Foster Key Competence
　　China’s current “Compulsory Education English Curriculum Standards （2011）” （“Standards”） points out that English courses in compulsory education have both instrumental and humanist functions. The “Standards” emphasizes the learning process and integration of all language skills. This is consistent with the concept of key competence. Namely， knowledge， skills， ability and emotional attitude should all be taken into consideration in the education process. Now that English courses are no longer a mere means to facilitate students’ second language acquisition， new course design guidelines are needed.
　　3.1 Two urgent tasks in curriculum design
　　The two urgent tasks in curriculum design are defining the disciplinary aspect of key competence and integrating different discipline-related key competence in students.
　　Experiences gained through international curriculum design indicate that there are two basic relations between the curriculum and students’ key competence. That is to say， first， each course has the responsibility of cultivating one aspect of students’ key competence. Second， different courses have different contributions to the nurture of students’ overall key competence. Therefore， when we design English courses aiming at attainment of students’ key competence， the primary task is to pin down the key competence components inherent in the discipline. In other words， while designing the curriculum， imparting knowledge is not the only concern. Simultaneously， ability， morality and attitude should also be put on the list for consideration. 　　It is now widely accepted that when students are taught a foreign language， they shouldn’t learn grammar alone. Their communicative competence depends on their command and integration of many different language skills. The famous linguist Hedge proposed five parts of the communicative competence： linguistic competence， pragmatic competence， discourse competence， strategic competence and fluency （Wang Qiang， 2006： 17）.
　　3.2 An important principle in course arrangement
　　The important principle in course arrangement is interdisciplinary teaching， which means to combine resources from different disciplines in one course so that intra-disciplinary resources are interwoven to form a network of teaching resources to integrate different aspects of key competence in students.
　　Take primary education for example， in China’s middle schools， Chinese， math， foreign languages and so on are the dominant traditional curriculum items. Generally speaking， different disciplines will tap and train different faculties of students， and each course develops a corresponding aspect of students’ key competence. Various disciplines overlap with each other in imparting knowledge and training skills， and they will complement and supplement one another in cultivating students’ key competence. Therefore， complementary teaching across disciplines will be an effective way to develop students’ key competence， and with this in mind， a breakthrough will be made in the innovation of course design. Computer-aided teaching and MOOC online learning are just a few cases in point. This interweavement of disciplinary resources will not only stimulate students’ interest in learning， but will， above all， integrate different aspects of key competence in students.
　　3.3 Reform of classroom teaching methods
　　Teacher’s teaching efficiency and student’s learning effect are both dependent on the teaching approach and classroom teaching methods. Classroom teaching methods should also be subjected to reform. While planning teaching tasks， teachers should try to develop students’ self-learning ability. To do so a single teaching method is far from being enough. L2 teachers are advised to adopt the communicative teaching approach to the design of classroom activities. Thus teachers can effectively cultivate students’ independent thinking and explorative disposition.
　　If we want to cultivate students’ key competence， it is necessary for us to form a consistent， long-term teaching goal， and march toward that goal by reforming not only curriculum design and course arrangement but also classroom teaching methods. 　　IV. Conclusion
　　Nowadays， the concept of key competence has become the DNA of global education reform and almost all countries adopt this concept as a guideline for their reform in curriculum design， teaching material compilation， course arrangement and classroom teaching.
　　How to cultivate students’ key competence through school education is an issue of paramount importance facing all educators， school management and teachers alike. It sets off an enormous wave of education reform and English teaching is certainly affected first and foremost， as the concept came from Western countries. Now the immediate task facing researchers and teachers of English in China is to integrate the Western concept of key competence and the Chinese image of all-round personality based on more insightful interpretation of these two terms. Thus new Western discoveries in theory and application of key competence can be introduced into China and employed as springboards for China’s further education reform.
　　References：
　　[1]顿继安（Dun Ji’an）.基于核心素养的数学教学：基础、挑战与对策[J].中小学教材教学，2015，09：44-47.
　　[2]常珊珊（Chang Shanshan），李家清.课程改革深化背景下的核心素养体系构建[J].课程.教材.教法，2015，09：29-32.
　　[3]王?N（Wang Qiang）.A Course in English Language Teaching.英语教学法教程[M].高等教育出版社，2006，06：18-19.

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