Wang Qiang: Clarify the four major changes in the new English curriculum standards

Recently, the new version of the "English Curriculum Standards for Compulsory Education" was officially promulgated. This revision of the curriculum standards is carried out in the context of socialism with Chinese characteristics entering a new era. It is of great importance and importance to the construction of English courses in compulsory education. profound meaning. Under the new situation, as an important carrier in education, teaching and talent training, the revision of curriculum plans and curriculum standards will undoubtedly play an important role in the preparation of textbooks, teacher teaching, student learning and educational evaluation.

? Recently, Professor Wang Qiang made suggestions on the selection of course content, teaching research and teacher training in the new version of the free teaching curriculum standards in the article "Comprehensive and accurate grasp of English course content is the prerequisite for implementing course objectives" The key points are interpreted in a simple and in-depth manner, providing enlightenment and powerful help for teachers to learn new curriculum standards and practice new concepts. Through its interpretation, we can also capture the "four major changes" in the new version of the "English Curriculum Standards for Compulsory Education".

One of the changes

Change the curriculum objectives of the "Free Education Curriculum Standards 2011 Edition" to highlight subject-based and ignore the functions of the whole person, and change the curriculum objectives from comprehensive language application ability to The core literacy goals composed of four aspects: language ability, cultural awareness, thinking quality and learning ability, highlight the new educational values. It emphasizes that through the study of English courses, on the basis of developing students' international vision and a certain degree of cross-cultural communication and communication skills, they can enhance their awareness of Chinese culture, cultivate patriotism, strengthen cultural self-confidence, and cultivate their initial human destiny* **The same body and all mankind have the same value consciousness and develop core competencies.

Two Changes 2

Change the five aspects proposed in the "Free Education Curriculum Standards 2011 Edition" which consist of language skills, language knowledge, cultural awareness, emotional attitude and learning strategies The course content has shifted from five contents that lacked correlation with each other to a course content that integrates six elements (i.e., theme, discourse, language knowledge, cultural knowledge, language skills and learning strategies) aimed at cultivating core competencies. Focusing on these elements, through activities such as learning and understanding, application practice, transfer and innovation, we will promote the sustainable development of students' core competencies throughout the compulsory education process. These six elements are closely related and no longer fragmented.

Theme has the function of connecting and guiding other content elements, providing contextual categories for language learning and curriculum education; the discourse carries the language knowledge and cultural knowledge that expresses the theme, providing students with diverse stylistic materials ;Language knowledge provides language elements for the composition of discourse and expression of meaning; cultural knowledge provides content resources for students to lay a humanistic foundation, cultivate scientific spirit, and form good character and correct values; language skills help students obtain information, construct knowledge, and express ideas , provide ways to communicate emotions; learning strategies provide specific ways and means for students to improve learning efficiency and improve learning effects. The reconstructed course content highlights the theme as the guide, focusing on life, society, science, nature and other topics that are closely related to students' growth. It relies on discourse and selects various types of common styles and scenes in daily life. Learning language knowledge, cultural knowledge, language skills and learning strategies are the core contents. Teachers can explore the educational value contained in the text, guide students to learn and use language skills and learning strategies around the theme, and learn language knowledge and cultural knowledge in an integrated manner to form a knowledge structure, in order to transform knowledge into abilities and abilities into literacy. Lay the foundation.

In order to avoid fragmented teaching and effectively implement the goal of cultivating core competencies, the "new curriculum standards" require that course content be presented in the form of units to give full play to the comprehensive educational function of unit teaching. Teachers should implement curriculum concepts and requirements into teaching design and classroom implementation, change the traditional knowledge-oriented teaching that focuses on isolated memory and practicing language points, and move away from the superficial, fragmented and test-oriented teaching model, and explore The overall teaching practice of the unit is centered on student development and directed towards literacy cultivation. Because only through the overall teaching of the unit to continuously educate students on emotions, attitudes and values ??in a subtle and silent way, can the curriculum goal of subject education be implemented well.

Therefore, overall planning of the unit education blueprint and the design and implementation of education-oriented overall unit teaching will become the direction of reform and innovation of compulsory education English courses in the new era.

Three Changes 3

Change the fragmented, superficial, and modular teaching methods that are out of context, and advocate the practice of the activity concept of English learning. The concept of English learning activities advocates the concepts of learning through experience, application in practice, and innovation in transfer. It emphasizes that language learning should take students as the main body and aim at literacy development, through a series of mutual interactions such as learning understanding, application practice, transfer innovation, etc. Relevant, cyclic and progressive language practice activities guide students to focus on the meaning of the theme and rely on the text content to develop core competencies in the process of solving problems. It is emphasized that the learning of English courses must be carefully designed to achieve the goal of cultivating students' core competencies through the organic interaction and integration of the six elements of learning activities and content that reflect the integrated development of language, culture, thinking and learning abilities. Specifically, students acquire information, learn language and cultural knowledge, develop language skills and learning strategies, and form a knowledge structure through activities such as acquisition and sorting, generalization and integration; through application and practical activities, they internalize the language and knowledge structure they have learned, Understand the deep meaning behind the language; through transfer and innovative activities, guide students to analyze, compare and critically evaluate the theme and main content, broaden their cultural horizons, form concepts of right and wrong, and develop thinking quality; use the language, knowledge, opinions, and strategies they have learned and methods, etc. to solve problems in new situations and reflect the correct outlook on life, world view and values. This change emphasizes that the interaction between course content and teaching methods is the key to continuously promoting the development of students' core competencies.

The fourth of the four changes

Change the single evaluation method that focuses on tests and examinations and ignores classroom evaluation, and build a literacy-oriented, diverse subject, organic formative evaluation and summative evaluation Combined and diverse evaluation systems. Daily teaching must adhere to the integrated design and implementation of "teaching, learning, and assessment" to promote learning through assessment and teaching through assessment to ensure a high degree of consistency in teaching objectives, teaching activities, and classroom evaluation. Teachers must implement overall planning from aspects such as teaching content selection, teaching goal determination, teaching activity design, and student learning effect evaluation. Among them, evaluation design: should include not only the evaluation of students' learning performance and learning effects in class, but also the design and evaluation of after-class homework; include both continuous evaluation during the unit learning process and the results after the unit learning is completed. Evaluation; includes both stage testing and final assessment; in form, it requires not only teacher evaluation, but also peer evaluation and self-evaluation. No matter what evaluation method is used, the focus should be on students' ability to comprehensively use the language, knowledge, methods and strategies they have learned to solve problems and their academic achievements, and pay attention to students' cultural awareness, thinking quality, correct outlook on life and values. comprehensive performance.