Changes in the 2022 version of the new English curriculum standards

The changes in the 2022 version of the new English curriculum standards are reflected in the following aspects:

The first change: English accounts for a small proportion of class hours, and the amount of class hours is ranked third from the bottom. Chinese accounts for 20-22 of the total class hours; mathematics accounts for 13-15 of the total class hours; physical education and health account for 10-11 of the total class hours; art accounts for 9-11 of the total class hours; science accounts for 8-10 of the total class hours; English accounts for 6-8 of the class hours;

Morality and rule of law account for 6-8 of the total class hours; history and geography account for 3-4 of the total class hours. Information technology accounts for 1-3 of the total class hours. As one of the three major subjects, English is still worth 150 points in the high school and college entrance examination, and there are relatively few class hours in school. It seems that if you want to learn English well in a short period of time, the requirements for children's learning ability and learning efficiency will be further improved.

The second change: the classification has changed. The new English curriculum standard in 2011 is divided into five levels across the country: primary school students study levels one and two in six years, and junior high schools study three levels three, four and five in three years. The new curriculum standards for 2022 are divided into four levels. The first and second grade students study the preparatory level, focusing on audio and video; Ninth grade students study Level 3 content; while Level 1, 2 and 3 content also has “Level +” content, which can be learned by children who are capable of learning, thus realizing the purpose of stratified education in school.

The third change: the requirements have become higher. The vocabulary of the English high school entrance examination has changed from the original 1,600 words to 2,000 words, and children need to master 400 more words; the reading difficulty has increased a lot, including requiring children to use certain reading strategies and use tables, mind maps, etc. Tools that can infer implicit information, understand explicit or implicit logical relationships in discourse, understand the meaning conveyed by non-textual resources in multi-modal discourse, etc., thus increasing the requirements for children's reading ability