新课标英文版.doc

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 Chinas new curriculum for English is intended for VSO volunteers who would 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 mastered, 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 (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 be welcome.Tim MartinShaanxi Institute of Education, October 2005 Part 1: Introduction With 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 of quality education when developing strategies for basic education. Since Chinas 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 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 for realIn their place, the reforms aim to establish a curriculum that: l Develops students comprehensive language competencel Motivates students, is relevant to their life experiences and cognitive levell Promotes task-based teaching methodsl Involves students in experiential, practical, participatory 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 students learn English. At one level learning English should involve helping students to:l 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 skillsHowever, at another level the curriculum should also serve students all-round development, providing them with opportunities to:l Strengthen their interest in studying Englishl Grow in self-discipline, perseverance and self-confidencel Improve their cooperative, investigative and thinking abilities l Develop their memory, imagination and creativity l 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 Broaden their horizons and enrich their life experiencel Take part in cultural lifel Develop as individuals2. Basic Principles of the New CurriculumThe 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 to:l Valuing each students 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 areas such as: l Improving students ability to contribute to cultural and social lifel Developing students practical abilitiesl Fostering students creativityThe curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students comprehensive language 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 AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculums demands. Students 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 developmental needs must be the central consideration when developing:l Curriculum objectives l 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 guidance of the teacher:The curriculum promotes activity-based methods, experiential and participatory learningThe 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 involve the following types of learning: l Sensoryl Experientiall Hands on/practical l Participatoryl CooperativeIn order to improve their ability to use language for real communication, students should also be able to:l Adjust their learning strategies and control their emotionsl Form positive attitudes towards learningThe curriculum recognizes the important role of formative assessment in promoting student developmentThe assessment system should combine formative with summative assessment. The purposes of assessment should be to:l Promote students comprehensive language competencel Encourage 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 curriculum Formative assessment should be an important part of the English teaching and learning process with a particular emphasis on:l Encouraging students active participation in learningl Improving students self-confidenceSummative assessment should focus on:l Testing students integrated language skillsl Testing students ability to use languageThe curriculum expands the range of learning resources and opportunities availableThe curriculum should strive to use and develop resources whose content is: l Realisticl Close to the students livesl Contemporaryl Healthyl Rich and variedActive use should 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 different ability levels. When designing these nine levels consideration was given to the following: l The nature of language developmentl The different needs of different age groupsl The needs of different ethnic groups and areasl 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: 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)Level 5The required standard for the end of junior middle schoolSenior Middle SchoolWork towards:NotesSenior 1Level 6Senior 2Level 7Senior 3Level 8The required standard for senior middle school graduationLevel 9An extension level for specialist schools and able studentsDiagram 1: The Levels and the GradesPart 2: Introduction to The General ObjectivesThe fundamental aim of the new curriculum is to develop students comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram: 2. Language Knowledgel Phoneticsl Vocabularyl Grammarl Functionsl Topics1. Language Skillsl Listeningl Speakingl Readingl WritingCOMPREHENSIVELANGUAGECOMPETENCE3. Attitudes to Learningl Motivation and interestl Self-confidence and perseverancel Cooperative spiritl National awarenessl international view5. Cultural Awarenessl Cultural knowledgel Cultural understandingl Awareness of and ability in cross-cultural communication4. Learning Strategiesl Cognitive strategiesl Metacognitive strategiesl Communicative strategiesl Resource strategiesDiagram 2: The General ObjectivesA further diagram illustrates the more comprehensive nature of the new curriculum compared to the old one: New CurriculumAttitudes to LearningLanguage SkillsLanguage KnowledgeLearning StrategiesCultural AwarenessLanguage KnowledgeOld CurriculumphoneticsLanguage SkillsvocabularygrammarfunctionstopicsComprehensive Language CompetenceDiagram 3: Comparison of the Old and New Curriculumsl Language skills and knowledge form the basis of comprehensive language competencel The students attitudes to learning strongly influence their learning and development l Successful learning strategies improve the effectiveness of students learningl Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all five general objectives) for Levels 1 to 9 are presented below:LevelDescriptors1Students are curious about English and enjoy listening to people speaking English. They can:l Play games, do actions and activities (e.g. colouring, joining lines) according to simple instructions from the teacherl Perform simple role playsl Sing simple English songsl Say simple rhymes and chantsl Understand simple stories by with the aid of picturesl Communicate simple personal informationl Express simple feelings and attitudesl Write letters and wordsl Take interest in foreign cultural customs met during learning English2Students show a sustained interest in and enjoyment of learning English. They can:l Use simple English greetings and exchange personal information and information about family and friendsl Perform dialogues, songs, rhymes and chants about content they have studiedl Understand and narrate simple stories with the aid of picturesl Write simple sentences with the aid of pictures or promptsl Participate and cooperate actively and happilyl Take the initiative to ask for helpl Enjoy learning about other countries cultures and customs3Students show a positive attitude and the beginnings of self-confidence towards learning English. They can: l Understand short and simple stories about familiar topics that they hearl Exchange information about familiar topics (e.g. school, family life) with the teacher or classmatesl Read and understand short stories and other simple written materiall Write simple sentences with the aid of examples or picturesl Take part in simple role plays and activitiesl Attempt to use suitable learning strategies to overcome difficulties encountered during studyl Identify cultural differences that are present when communicating in a foreign language4Students can identify their own learning needs and targets and are fairly self-confident about learning English. They can:l Listen to and understand dialogues and short stories in everyday communicationl Communicate information and simple opinions about familiar everyday topicsl Write brief and simple lettersl Attempt to use different educational resourcesl Gain information from oral and written materials to extend their knowledge, solve simple problems and describe resultsl Help each other to overcome difficulties encountered during learningl Plan and arrange sensible learning activitiesl Actively explore learning strategies suitable for themselvesl Take note of cultural differences between China and other countries during study and communication5Students show clear motivation and a positive, active attitude towards learning English. They can: l Listen to and understand the teachers statements about familiar topics and take part in discussionsl Exchange information with others and express opinions about various topics in daily lifel Read and understand texts, newspapers and magazines suitable for Grades 7 9, overcoming the barrier of unknown words to understand the main ideas l Use appropriate reading strategies according to the purpose of readingl Draft and edit short compositions according with the aid of promptsl Cooperate with others to complete tasks, solve problems and report resultsl Assess their own learning and summarize their own learning stylel Make use of a wide variety of resourcesl Further increase their understanding and awareness of cultural differences6Students show further motivation to study English and a growing awareness of autonomous learning. They can: l Understand the viewpoints expressed in oral or written materials and state their own viewl Effectively use oral or written language to describe personal experiencel Plan, organize and carry out a variety of English learning activities with the teachers assistancel Take the initiative to exploit a range of learning resources and gain information through multiple channelsl Adjust their own learning objectives and strategies according to the results of self-assessmentl Understand the cultural background to and connotations of language during communication7Students show clear and sustained motivation to study English and a clear awareness of autonomous learning. They can: l Exchange information, ask questions, give opinions and advice about a fairly wide range of topicsl Read and understand original texts and newspapers th