课程英语

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NewEnglishCurriculumforandJunior/SeniorMiddleSchools

ExperimentalVersiondraftedbytheEducationMinistryofthePRC

Noteonthistranslation

TimMartin

ShaanxiInstituteofEducation,October2005

Part1:Introduction

Since’sreformandopening,thescaleofitsEnglisheducationhascontinually

grown,r,

Englisheducationinitscurrentformisfailingtomeettheneedsofcontemporary

socialandeconomicdevelopment.

ThecurrentroundofreformstotheEnglishcurriculumaimtoendthefollowing

practices:

Over-emphasizingthetransmissionandexplanationofknowledgeabout

grammarandvocabulary

Neglectingtodevelopstudents’abilitytoulanguageforreal

Intheirplace,thereformsaimtoestablishacurriculumthat:

Motivatesstudents,isrelevanttotheirlifeexperiencesandcognitivelevel

Promotestask-badteachingmethods

Involvesstudentsinexperiential,practical,participatoryandcooperative

learning

Developsstudents’positiveattitudes,thinkingskills,practicalabilities,cultural

awarenessandautonomythroughthelanguagelearningprocess

TheNatureoftheNewCurriculum

Mastercertainbasiclanguageknowledge

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Masterlistening,speaking,readingandwritingskills

However,atanotherlevelthecurriculumshouldalsorvestudents’all-round

development,providingthemwithopportunitiesto:

StrengthentheirinterestinstudyingEnglish

Growinlf-discipline,perveranceandlf-confidence

Improvetheircooperative,investigativeandthinkingabilities

Developtheirmemory,imaginationandcreativity

Adoptgoodstudyhabitsandeffectivelearningstrategies

Developasautonomousandlifelonglearners

Buildmoralintegrityandahealthyoutlookonlife

Establishbothnationalspiritandanawarenessofandrespectforcultural

differences

Broadentheirhorizonsandenrichtheirlifeexperience

Takepartinculturallife

Developasindividuals

BasicPrinciplesoftheNewCurriculum

Thecurriculumpromotesqualityeducation(asoppodtoexam-orientated

education)andtheall-rounddevelopmentofthestudents

Topromotequalityeducationparticularattentionmustbepaidto:

Valuingeachstudent’sfeelings

Stimulatingstudents’interestinstudyingEnglish

Helpingstudentsgainanofachievementandlf-confidence

Improvingstudents’abilitytocontributetoculturalandsociallife

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Developingstudents’practicalabilities

Fosteringstudents’creativity

Thecurriculumobjectivesareholisticandflexible.

LanguageSkills

LanguageKnowledge

AttitudestoLearning

LearningStrategies

CulturalAwareness

Thisdesignallowsstudentstoprogresssystematicallythrougheachlevelwhilst

meetingthefullrangeofthecurriculum’sdemands.

Studentsareputatthecentreofthecurriculumandindividualdifferencesare

respected

Students’mple,their

developmentalneedsmustbethecentralconsiderationwhendeveloping:

Curriculumobjectives

Theteachingandlearningprocess

Theasssmentprocess

Teachingandlearningresources

Whenimplementingthecurriculumeachstudentmustbeallowedtodevelop

individuallyundertheguidanceoftheteacher:

Thecurriculumpromotesactivity-badmethods,experientialandparticipatory

learning

Sensory

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Experiential

‘Handson’/practical

Participatory

Cooperative

Adjusttheirlearningstrategiesandcontroltheiremotions

Formpositiveattitudestowardslearning

Thecurriculumrecognizestheimportantroleofformativeasssmentin

promotingstudent’development

Encourageandmotivatestudents

Benefitstudents’healthypersonaldevelopment

Giveteachersufulfeedbackfromwhichtodevelopteachingandlearning

InformtheongoingdevelopmentandperfectionoftheEnglishcurriculum

FormativeasssmentshouldbeanimportantpartoftheEnglishteachingand

learningprocesswithaparticularemphasison:

Encouragingstudents’activeparticipationinlearning

Improvingstudents’lf-confidence

Summativeasssmentshouldfocuson:

Testingstudents’integratedlanguageskills

Testingstudents’abilitytoulanguage

Thecurriculumexpandstherangeoflearningresourcesandopportunities

available

Thecurriculumshouldstrivetouanddevelopresourceswhocontentis:

Realistic

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Clotothestudents’lives

Contemporary

Healthy

Richandvaried

Activeushouldbemadeof:

Audiovisualmaterial

Printmedia

TheInternet

Studentsshouldbeencouragedtotakeresponsibilityforfinding,usingand

developinglearningresourcesthemlves.

TheCurriculumDesign

Thecurriculumfollowstheinternationalpracticeofdividingthegeneral

signingtheninelevelsconsideration

wasgiventothefollowing:

Thenatureoflanguagedevelopment

Thedifferentneedsofdifferentagegroups

Theneedsofdifferentethnicgroupsandareas

Theeconomicimbalancesthatexistin

Theaimistohavedesignedasystemthatisholisticandflexible.

Thecorrespondencebetweenthelevelsystemandthegradesystemisshownin

thefollowingdiagram:

Diagram1:TheLevelsandtheGrades

Part2:IntroductiontoTheGeneralObjectives

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Diagram2:TheGeneralObjectives

Diagram3:ComparisonoftheOldandNewCurriculums

Thestudents’attitudestolearningstronglyinfluencetheirlearningand

development

Successfullearningstrategiesimprovetheeffectivenessofstudents’learning

Culturalawarenesnsuresstudentsulanguageappropriately

Table1:TheOverallDescriptorsforComprehensiveLanguageCompetence

Part3:TheGeneralObjectivesinDetail

DetaileddescriptorsforLevels2and5ofeachofthefivegeneralobjectivesare

refertothetranslationoftheniorEnglish

curriculum(availablefromtheVSOProgrammeOffice)forLevel6–9descriptors.

Table2:LevelDescriptorsforLanguageSkillsObjective

ginalincludesLanguageSkillsdescriptorsforLevels1,3,4,6,7,8and9

Table3:LevelDescriptorsforLanguageKnowledgeObjective

Table4:LevelDescriptorsforAffectiveAttitudesObjective

Table5:LevelDescriptorsforLearningStrategiesObjective

Table6:LevelDescriptorsforCulturalAwareness

Part4:GuidelinesforImplementation

SuggestionsforTeachingandLearning

Laythegroundworkforstudents’all-roundandlifelongdevelopment

Teachingandlearningshouldmeetthediverneedsofallstudents,ensuring

iculartheteachershouldpay

attentiontothefollowing:

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EncouragestudentstouEnglishbravely,takingalenientattitudetowards

mistakestheymakeduringthelearningprocess.

Givestudentsplentyofspaceforlf-development.

Encouragestudentstodeveloptheirlanguageskillsinanintegratedway

throughexperiential,practical,cooperativeandinquiry-badlearning.

Createconditionsthatallowstudentstoexplorequestionstheyarepersonally

interestedinandsolveproblemsbythemlves.

Createarelaxed,democraticandharmoniouslearningenvironment

ve

attitudescannotonlyreducetheeffectivenessofstudybutalsoadverlyaffect

students’icular,teachersshouldheedthefollowing:

Respecteachindividualstudent,activelyencouragingeveryonetotryand

safeguardingtheirlf-esteemandenthusiasm.

Integratestudents’p

cooperativespiritbyorganizinglearningactivitiesthatletstudentsworktogether,

helpeachotherandexperiencegrouprecognitionandachievement.

Payparticularattentiontointrovertedstudentsorweaklearners,tryingtogive

themasmanylanguagepracticeopportunitiesaspossible.

Activitiesmusthaveclearandachievableaimsandobjectives.

Activitiesmustberelevanttostudents’lifeexperiencesandinterests;the

contentandstyleshouldbeastruetolifeaspossible.

Activitiesshouldbeofacross-curricularnature,promotingtheintegrated

developmentofstudents’thinkingandimagination,aestheticandartisticn,

cooperativeandcreativespirit.

Activitiesshouldnotpurelybelimitedtotheclassroombutalsoextendtooutof

schoollearning.

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2005VSO’scurriculumadvisor,ProfessorZhangLianzhong,

mentionedthatthisctionofthecurriculumwillberevidsuchthat“wewilltake

theTBL(Task-BadLearning)approachasoneoftheufultoolswithinthebigbox

ofCommunicativeLanguageLearning.”

eincreadguidanceaboutlearningstrategies

Helpingstudentstoadoptgoodstudyhabitsandeffectivelearningstrategiesis

rsshouldconsciouslygive

studentsguidanceaboutlearningstrategiessothat,throughlearningandusing

English,endtheteachershouldobrvethe

following:

Givestudentschancestoestablishtheirownstudytargetsandthemeansof

fulfillingthe.

Helpstudentstouinference,rearchandinquirystylemethodstocarryout

theirlearning.

Developstudents’practicalabilitiesandcreativethinkingbydesigninginquiry

badactivities.

Encouragestudentstouobrvation,discoveryandinductiontoacquire

languageknowledgeandgrasplanguagefunctions.

Helpstudentstocarryoutlf-asssmentduringthelearningprocessand

adjusttheirownlearningobjectivesandstrategiesappropriatelyaccordingtothe

results.

Languageandcultureareclolyrelated,languagebeingthemaintransmitter

rsshouldworkhardtohelpstudentsachievethe

followingduringtheEnglishlearningprocess:

Understandforeigncultures,especiallythoofEnglishspeakingcountries

UEnglishappropriately

Constantlybroadentheirculturalhorizons

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Deepentheirunderstandingoftheirownculture

Umodernteachingtechnologyandexpandlearningopportunities

Inordertoincreatheeffectivenessofteachingandlearning,teachersshould

makegooduofmoderntechnology,expandtherangeresourcesandopportunities

throughwhichstudentscanlearn,ions

permitting,teachersshouldtryto:

Createconditionsforstudentstostudymoreindependentlythroughnsible

uofavarietyoflearningresources,suchasbroadcasts,printmedia,librariesand

theInternet.

Organizelivelyandactiveextracurricularactivitiestopromotestudents’English

learning

Teachersshouldarrangeavarietyofextracurricularactivitiesaccordingtothe

students’ageandintereststohelpthemexpandtheirknowledge,broadentheir

horizons,

contentandformofthecarefullyplannedactivitiesshouldberichandvaried.

Suggestionsinclude:

Recitals

Songs

Storytelling

Speeches

Performances

Englishcorner

Englishwalldisplays

Cclassdiscussions

Exhibitions

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Theteachershouldbegoodatleadingtheactivitiestomaintainstudents’

interestandfostertheircreativityandinitiative.

Continuetodevelopprofessionally

Teachersshouldaimto:

Familiarizethemlveswiththeprinciples,objectives,content,teachingand

learningmethods,psychologicaltheoriesandlanguagelearningrearchfindingsof

thiscurriculum

SelectandadjustEnglishteachingandlearningstrategiesaccordingtotheir

students’psychologicalcharacteristics

Developtheirabilitytoorganizeandmonitoractivities

Uavarietyofteachingskillsandmethodsflexibly

Mastertheuofmoderneducationaltechnology,usingitincreasinglyintheir

owncontinuingstudyandrealclassroompractice

ConsciouslydeepentheirknowledgeofChineandforeigncultures

Activelyandcreativelyexplorewhichteachingandlearningmethodsbestsuit

theirstudents’needs,localconditionsandtheobjectives

Followhighfrequencyprinciplestoensureeffectiveteachingandlearning

InGrades3-6thereshouldbeaminimumoffourteachingandlearningperiods

perweek,des5and6class

rtoensuretheeffectivenessof

teachingandlearning,7–9

andniorschoolstudentsshouldhaveaminimumoffourlessonsaweek.

ginalprovidesfivesamplelearningactivitiesherethathavenotbeen

translated.

SuggestionsforAsssmentandEvaluation

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Letstudentscontinuouslyexperienceprogressandsuccessduringthelearning

process

Letstudentsknowtheirownprogressandbuildconfidence

Providetheteacherwithfeedbackontheteachingandlearningprocess

Helptheteacherreflectontheirownteachingpracticeandadjustitaccordingly

Helptheteachercontinuouslyimprovethequalityoftheirteaching

Providetheschoolwithpromptfeedbackontheimplementationofthe

curriculum

Helpimproveeducationalmanagement

InformtheongoingdevelopmentandperfectionofthenewEnglishcurriculum

Ensurethatstudentsarethesubjects(notobjects)ofasssment

Asssmentshouldhelpstudentsknowtheirownprogress,developlf-

confidence,reflectonandadjusttheirownstudyprocess,therebyensuringthe

continuousdevelopmentoftheirlanguageability.

Teachersshouldhelpstudentscarryoutlf-asssment.

Studentsshouldbeactiveparticipantsandcollaboratorsinavarietyof

asssmentactivities.

Asssmentshouldbeanorganicpartofteachingandlearningactivities.

Makesureformativeasssmentplaysaroleinstudentdevelopment

Establishanopenandrelaxedatmosphereforasssment

Ubothtestsandothermethods

Encouragestudents,classmates,teachersandparentstocollectivelyparticipate

inasssment,therebydiversifyingthesubjectsofasssment

Formativeasssmentcantakemanyforms,suchas:

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Comparisonandasssmentofclassroomlearningactivities

Alearningportfolio

Questionnaires

Interviews

Feedbackfromparents

Everydayquizzesandtests

Formativeasssmentcanberecordedintheformofdescriptions,levelsor

erwhatmethodisud,theroleofasssmentinencouraging

ingtotheasssmentresults,teachersshould

givestudentsindividualfeedback,ensuringtheirsteadyprogressandencouraging

themtoreflectonandbetterthemlves.

Makesureasssmentmethodsarevariedandflexible

Teachersmustlectasssmentmethodssuitablefortheageofthestudents

formalasssmentteachersshouldpermit

studentst

studentsgetunsatisfactoryresultsduringacertaintesttheyshouldbeallowedto

negotiatewiththeteachertoretakethetestaftersufficientpreparation.

Makesureasssmentfeedbackisudtoincreatheeffectivenessofteaching

andlearning

Theteachershouldaskthemlvesthefollowingquestions:

Doestheasssmenthelppromoteautonomouslearningandlf-confidence?

Doestheasssmentreflectthestudents’achievements?

Doestheasssmentreflecttheteachers’strengthsandweakness?

Doestheasssmentreflectproblemsinthestudents’learningprocess?

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Teachersshouldpromptlyadjusttheirteachingmethodsandplansaccordingto

asssmentfeedback.

Listeningtestsmustaccountforaminimumoftwentypercentoftermly,yearly

andgraduationexams.

Listeningtestsshouldcheckstudents’understandingandabilitytogain

informationratherthanaskingthemtodistinguishbetweendifferentpronunciations.

Writingexamsshouldavoidtestingknowledgeofphoneticsorgrammarin

isolation.

ThereshouldbeanincreainquestionsthatrequirestudentstouEnglishin

aspecificlanguagecontext.

Objectivequestionswithasinglecorrectanswershouldbereducedinfavourof

moresubjectivequestionswithveralcorrectanswers.

Examresultsshouldnotbepubliclydisplayednorstudentsrankedinorderof

theirresults.

RecognizethespecialcharacteristicsofasssmentforGrades3–6

Themainpurpoofasssmentatprimarylevelshouldbetoencourage

students’mentmethods

iveasssmentshouldbethe

maintype,focusingmainlyonstudents’performanceandabilitytocooperateduring

avarietyofeverydayteachingandlearningactivities.

InGrades3and4endoftermorendofyearasssmentshoulduasssment

hobrving

students’behaviouranddiscussingwiththemteachersshouldassstheirabilityto

uEnglishtodothings.

Payattentiontotherelationshipbetweenasssmentandteachingandlearning

Theasssmentofeachlevelshouldbefoundedonthegeneralobjectives

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he

asssmentofLevel2willbeorganizedbyindividualplacesandschools,formative

eappliestoallotherlevelsapart

fromLevels5and8,whoasssmentisorganizedbynationalandprovincial

ionexamsshouldunitetherequirementsofthiscurriculum

withthooflocalconditionstoestablishsuitablelevelsandtestdemands.

e

justlistedhere.

Example1:SelfasssmentquestionnaireforGrade7-9studentsaboutlearning

strategies

Includesstatementssuchas:

Icanconcentrateduringstudy.

Ioftenuassociationstohelpstudyandremembernewwords

Studentschoobetween‘never’,‘rarely’,‘sometimes’,‘often’and‘always’.

Example2:AsssmentreferencesheetforGrade3-6forEnglish‘playing,

performing,watching,speakingandlistening’

Example3:FormativeasssmentschemeforGrade3-6listeningatLevel2

Example4:Guidelinesforusingstudentportfolios

Portfoliosmightinclude:

Somekindofbalineasssment

Arecordofthestudents’classroomperformance–ipationinrole-

plays,volunteeringtoreadsomethingaloud,etc.

Examplesofthestudents’bestwrittenhomework,aslectedbythemlves

Teachers’andparents’obrvationsonthestudents’studysituation

Example5:Guidelinesfororaltests

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Isinformationcoherentandeasilyexpresd?(Studentsmaymakegrammar

andvocabularymistakesthataffecttheaccuracybutthebasicinformationisstill

transmittedeffectively.)

Arethepronunciation,intonationandrhythmnatural?Canthespeakerbe

understood?

Example6:ReferencesheetfortheasssmentofwritingforLevels3–8.

ExploitationandUofCurricularResources

ranslationofthefinaltwoctionsisincorporatedinthe

translationoftheniorEnglishcurriculumavailablefromtheProgrammeOffice.

Sourceofthistranslation:

英语课程标准教师读本（修订本），华中师范大学出版社，2003，武

汉，

ISBN7-5622-2557-5/G.1317