New English Curriculum for Chinese Primary Schools and
Junior/Senior Middle Schools
Experimental Version drafted by the Education Ministry of the PRC
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.
Sin ce China’s 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:
Over-emphasizing the transmission and explanation of knowledge about grammar and vocabulary
Neglecting to develop students’ abilit y to use language for real In their place, the reforms aim to establish a curriculum that:
Develops students’ comprehensive language competence
Motivates students, is relevant to their life experiences and cognitive level
Promotes task-based teaching methods
Involves students in experiential, practical, participatory and cooperative learning
Develops students’ positive attitudes, thinking skills, practical abilities, cultural awareness and autonomy through the language learning process
1.The Nature of the New Curriculum
The new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students to:
Develop a certain level of comprehensive language competence and the ability to use language for real communication
Master certain basic language knowledge
Master listening, speaking, reading and writing skills
However, at another level the curriculum should also serve students’ all-round development, providing them with opportunities to:
Strengthen their interest in studying English
Grow in self-discipline, perseverance and self-confidence
Improve their cooperative, investigative and thinking abilities
Develop their memory, imagination and creativity
Adopt good study habits and effective learning strategies
Develop as autonomous and lifelong learners赵如珍
Build moral integrity and a healthy outlook on life
Establish both national spirit and an awareness of and respect for cultural differences
Broaden their horizons and enrich their life experience
南通
虹桥医院Take part in cultural life
Develop as individuals
2. Basic Principles of the New Curriculum苏州蓝缨学校
2.1 The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the students To promote quality education particular attention must be paid to:
Valuing each student’ s feelings
Stimulating students’ interest in studying Engli sh
Helping students gain a sense of achievement and self-confidence The curriculum must go beyond d
eveloping students’ comprehensive language competence to include areas such as:
Improving students’ ability to contribute to cultural and soc ial life
Developing students’ practical abilities
Fostering students’ creativity
2.2 The 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:
•
征服者1453•Participatory - as opposed to passive中间偃麦草
•Experiential1[3] as opposed to rote
•Flexible as opposed to pre-determined
They will encourage:
•Deductive and inductive reasoning;
•Critical thinking
•Interpersonal skills
•Learning how to learn (learning skills) rather than just cramming
•Co-operative learning
•Use-value - in other words, the knowledge the students gain will be expected to help them practically, rather than remain theoretical knowledge that they can't use.
•Participation
•Negotiation
•Self-discovery
Evaluation:
科学幻想之父
The New Curriculum will also encourage varied forms of evaluation: •Self- and peer-evaluation;
•Summative and formative;
•Judgements on language performance rather than passive knowledge. This suggests a much greater emphasis on speaking as well as the other skills of listening, reading and writing. The phrase you're going to read again and again in this Handbook (see the title page, for example) is: students must move from competence to performance.
1[3] See Glossary
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