Experiences on the interpretation of the new primary school English curriculum standards 2022 (selected 6 articles)

The new curriculum standards for compulsory education have been implemented. All teachers and friends should be studying and interpreting the new curriculum standards! How to write your experience in interpreting the new primary school English curriculum standards 2022? The following is what I have compiled for you. "Experiences on the Interpretation of the New Primary School English Curriculum Standards 2022 (Selected 6 Articles)" is for reference only. Everyone is welcome to read this article. Chapter 1: Thoughts on the interpretation of the new primary school English curriculum standard 2022

The new version of the free teaching curriculum standard clearly states in the first paragraph of the chapter on curriculum content: English curriculum content consists of theme, discourse, language knowledge, and cultural knowledge , language skills and learning strategies. 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.

Faced with the new requirements of reform, especially the design concept of the overall unit teaching, teachers must thoroughly study the new concepts and new requirements proposed by the curriculum standards, deeply understand the essence of their content, and research and think about the core literacy goals. Issues about the implementation of the classroom, how to integrate the six elements of course content, how to design and organize teaching based on the English learning activity concept, and how to implement the integration of "teaching-learning-assessment" at the classroom level, etc. These problems are all problems that teachers need to face and solve. Based on the new curriculum reform, I put forward the following points of my understanding and thinking about the overall unit assignment design of primary school English:

In the new curriculum reform, especially to strengthen the research on the overall unit assignment design and innovative assignment methods, It is a foothold to promote the development of students' core competencies and an important link in improving the quality of education and teaching under the background of the "double reduction" policy. At present, we have the following problems in the overall design process of the unit: 1. Unknown target and lost position 2. Randomly pieced together missing connections. 3. There is no gradient in difficulty. The exercise form is single and lacks thinking content.

There are problems such as deviation in difficulty differentiation of test questions and lack of language scaffolding. Such assignment design cannot promote students' subsequent development, resulting in a lack of development in unit assignments.

So based on the new curriculum reform and the overall concept of the unit, how do we design the overall unit assignment?

1. Integrate and accurately analyze the content of the unit assignment based on the unit topic.

The overall teaching of English units is based on teaching materials. Under the guidance of a holistic view of teaching, the content with inherent logical connections in the teaching materials is analyzed, reorganized, and integrated to optimize the teaching effect. Designing overall unit assignments aimed at the development of core competencies is the feedback and evaluation of the overall unit teaching effect. Before assigning unit homework, teachers should analyze the unit text content based on the topic as a whole, sort out and summarize the language knowledge, cultural knowledge, language skills and learning strategies that students have learned in class and related to the unit topic, and refer to different versions of the same topic. The discourse on relevant unit topics determines the overall unit assignment goal that points to core competencies and reflects the advanced learning process of students. That is, through the assignments in this unit, students can acquire the key abilities and core competencies of the subject through the training and consolidation of language knowledge and skills. Essential character to achieve effective connection between unit assignment goals and literacy goals.

2. Carefully plan the main line of the overall unit assignment based on the theme meaning exploration.

Unit homework is a useful supplement to the overall teaching of the unit based on the exploration of the theme's meaning. Teachers can set homework tasks for different types of discourse based on the main line of unit teaching that explores the meaning of the theme. In this way, students can develop listening, speaking, reading, viewing and writing skills in homework tasks, and finally can creatively construct meaning. Therefore, teachers should conduct an overall analysis of the unit assignment content, determine the foothold of the theme meaning exploration in the assignment and the development points of students' language and skills, and let the main thread of the situation based on the theme meaning and develop students' understanding and expression ability run through the unit assignment. , enable students to form an overall understanding of the meaning of the theme in activities in new situations, and at the same time develop comprehensive expression skills, thereby realizing the value of comprehensive education in homework evaluation.

3. Based on the concept of English learning activities, carefully design the tasks of the overall unit assignment.

Designing worksheets that are comprehensive, relevant, and practical with integrated output learning and evaluation activities can achieve the integrated development of students’ core competencies.

In order to effectively cultivate students’ core subject competencies, teachers must consciously improve their assessment literacy and effectively play the diagnostic, guiding and motivating role of homework evaluation.

In exploring the core competency-oriented overall assignment design of primary school English units, it is necessary to establish scientific and rigorous unit content evaluation objectives, design assignments that reflect the rationality, diversity and effectiveness of the view of English learning activities, and pay attention to the needs of students at different ability levels. The development of character and key competencies, thereby enabling teachers to teach better and students to learn more effectively. Chapter 2: Thoughts on the Interpretation of the New Primary School English Curriculum Standards 2022

After carefully reading the 2022 version of the "Compulsory Education English Curriculum Standards", I saw that in the current new era and new environment, English learning methods are equally diverse. Changes have taken place, which have strengthened the education orientation of the curriculum, optimized the content structure of the curriculum, developed academic quality standards, enhanced guidance, and strengthened the connection between academic stages.

The new curriculum standard emphasizes the unity of the instrumental and humanistic aspects of English courses. It focuses on the connotation of the four aspects of core competencies, embodies the nature of the curriculum, reflects the concepts of the six aspects of the curriculum, and establishes the curriculum objectives. The specific performance is as follows:

First, the curriculum education orientation has been strengthened, the training objectives have been improved, and General Secretary Xi Jinping’s requirements for cultivating new people in the era of national rejuvenation have been fully implemented, and efforts have been made to cultivate core competencies.

The second is to optimize the course content structure, select important concepts, subject content and basic knowledge to strengthen practicality.

The third is to develop academic quality standards to guide and help teachers grasp the depth and breadth of teaching, and provide a basis for teaching implementation and examination evaluation.

Fourth, the guidance has been enhanced. Based on academic requirements and teaching tips, evaluation and examination proposition suggestions have been refined, and teaching and evaluation cases have been added.

The fifth is to strengthen the connection between school stages, insist on being oriented to all students, take into account differences, fully consider the differences in learning starting point, learning time limit and learning conditions, and establish a gradual and sustainable compulsory education English grading system.

In order to implement the concept of the new curriculum standards, as front-line teachers, in teaching practice, we should strive to do the following:

1. Pay attention to the status of English

In the new curriculum standards, the proportion of foreign languages ??in the three traditional main courses is only (6%-8%), which is the same as morality and rule of law, ranking third from the bottom among all subjects. Although English classes only account for a small proportion, it still has a great impact on further studies. The full score for English is 150 points. Learning English well is very helpful for children’s further studies. Moreover, new policies are now aimed at improving students' English proficiency, and many areas conduct oral classes and oral exams, so learning English well is very important.

2. Strengthen extracurricular reading

The 2022 version of the compulsory education English curriculum is divided into three learning stages. The first level is for grades 3-4 and the target should be achieved, and the second level is for grades 5-6. The goals should be achieved at each school stage; the goals of each school stage should be continuous, sequential and progressive. The course content also includes a preparatory level and three "level +" levels. The preparatory level mainly meets the teaching needs of grades 1-2, focusing on audio-visual and listening. "Level+" provides options for students who have room for learning. This means that the state encourages students who are capable of learning to make certain improvements based on a solid study of the textbook content to meet the ability needs of the "" part. The new curriculum standards require extracurricular reading of 1,500-2,000 words for third- to fourth-grade students, 4,000-5,000 words for fifth- to sixth-grade students, and 150,000 words for junior middle school students. The new curriculum standards require more words and more difficulty in reading, highlighting the need for children to have a deeper understanding of English articles.

In addition to higher reading requirements, the English writing standards of the new curriculum require students to think critically and express their own opinions, so as to "speak with substance, reason, and order." . Therefore, strengthening extracurricular reading should start from an early age and persist for a long time.

3. Cultivate application skills

From double reduction to new curriculum standards, domestic English teaching is undergoing tremendous changes. Whether inside or outside school, or at home and abroad, the concepts and methods of English teaching are changing towards the idea of ????"real classroom", embodying the concept of quality education. Chapter 3: Thoughts on the Interpretation of the New Primary School English Curriculum Standards 2022

On April 21, 2022, the "Compulsory Education English Curriculum Standards (2022 Edition)" was officially promulgated, confirming that English education in the next ten years will be more Focus on the core competencies of the subject.

The new English curriculum standards will be implemented in the second half of 2022. As a front-line teacher, we should learn in depth what changes the new standards have and how to deal with them.

By studying the new curriculum standards and listening to the interpretations of experts, compared with the 2011 version, the 2022 version of the "Compulsory Education English Curriculum Standards" has strengthened the education orientation of the curriculum, optimized the course content structure, and developed academic Quality standards enhance the guidance while strengthening the connection between academic stages.

1. New content in the 2022 version of the curriculum standards

1. Core competencies. The core competencies of the English subject mainly include four aspects: language ability, cultural awareness, thinking quality and learning ability. Language ability is the basic element of core literacy, emphasizing the improvement of language understanding and expression ability; cultural awareness reflects the value orientation of core literacy, cultivating students' understanding of Chinese and foreign cultures and the cross-cultural cognition and attitude displayed by their appreciation of excellent culture. and behavioral choices; thinking quality reflects the mental characteristics of core competencies, reflecting students' levels and levels in understanding, analysis, comparison, inference, criticism, evaluation, creation, etc.; learning ability is a key element in the development of core competencies, focusing on cultivating students English learning strategies, awareness and ability to expand English learning channels and improve learning efficiency. These four aspects penetrate each other, integrate and interact, and develop collaboratively.

2. Course content. Establish a system with units as the basic carrier, promote the integration of the six elements of theme, discourse, language knowledge, cultural knowledge, language skills and learning strategies, and reflect the characteristics of the times, basicity, practicality, growth and comprehensiveness as the basic requirements English course content. 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.

3. Quality of learning. The new curriculum standards put forward academic quality standards and strengthen the integration of "teaching-learning-evaluation". New academic quality descriptions and academic quality standards have been added; the evaluation concept of combining formative evaluation and summative evaluation is advocated, and an evaluation system with multiple evaluation subjects, diverse methods, and literacy-oriented evaluation is established.

2. How to cope with changes

1. Strengthen extracurricular reading. The new curriculum standards require junior high school extracurricular reading to reach 150,000 words. The new curriculum standards also require students to analyze the author's point of view, understand the author's attitude, and understand the structure of the entire text during the reading process, thereby improving the overall logical level. The new curriculum standards require more words and more difficulty in reading, highlighting the need for children to have a deeper understanding of English articles. In addition to higher reading requirements, the English writing in the new curriculum requires students to think critically and express their own opinions so that they can "speak with substance, reason, and order." Therefore, strengthening extracurricular reading should start from an early age and persist for a long time.

2. Cultivate application capabilities. Professor Cheng Xiaotang of Beijing Normal University said: “English teaching will shift from learning English knowledge to cultivating practical application abilities.” He pointed out that "real classrooms" are particularly important. We should go beyond textbooks and use more real-life corpus, requiring students to use English to understand information and express themselves. From “double reduction” to new curriculum standards, domestic English teaching is undergoing tremendous changes. Whether inside or outside school, or at home or abroad, the concepts and methods of English teaching are changing towards the idea of ??"real classroom", embodying the concept of quality education.

In short, the changes in the new curriculum standards mean that the requirements are higher and the exams are more difficult. In the future, English education will place more emphasis on the core competencies of the subject. The era of rote memorization is over, and good optical textbooks are not enough. , how to learn English efficiently will be the focus of every front-line teacher. Chapter 4: My thoughts on the interpretation of the new primary school English curriculum standards 2022

I participated in the training meeting for the new primary school English curriculum standards. I benefited a lot from attending the lectures. I learned a lot from the experts. At the same time, I realized my own shortcomings in the subject. I will take this as an opportunity to further strengthen my study so that I can better assume my job. .

Through studying, I have realized the following points:

1. Pay attention to the cultivation of students' comprehensive abilities.

The "English Curriculum Standards" clearly point out that English courses should be open to all students and focus on quality education. The course places special emphasis on paying attention to each student's emotions, stimulating their interest in learning, and helping them build self-confidence.

In the process of learning English, develop effective learning strategies, strengthen the awareness of the motherland, open up an international perspective, and develop certain comprehensive language application abilities. The curriculum standards have a strong instrumental and humanistic nature. With this characteristic, we as teachers must establish the idea of ??lifelong development for students, adhere to the people-oriented approach, and be student-oriented, which means taking students as the main body of teaching and treating students as the main body of teaching. People with thoughts and emotions should not be regarded as containers for learning, because they also have joys and sorrows, personal pursuits, views on things, and their own emotional experiences. These are the basis for good teaching. . This requires us to consider students' experiences, emotions, thoughts and understandings when preparing lessons, so as to activate their practical experience and let them actively participate in teaching activities, thereby maximizing their main role. , change the "I want to learn" in the old classroom into the "I want to learn" in the new classroom, stimulate their enthusiasm for learning in a timely manner, cultivate their interest in learning, and make the classroom truly an interesting, orderly and effective classroom.

2. Advocate learning methods of communication and cooperation.

In my usual classroom teaching, I failed to make good use of the communication and cooperation learning model. According to the main line of "being able to do something" described in the curriculum standard, students are expected to be able to do things in the language they have learned, and develop their language, thinking, communication and cooperation abilities in the process of doing things. An important teaching concept should be implemented in teaching design: overall concept, main idea, personality development, and harmonious relationship. At the same time, we adhere to the principle of "development-oriented", provide students with sufficient conditions in terms of time and space, and guide students to think more, speak more, and practice more, so that students can achieve more information exchanges in a more relaxed and pleasant environment, and truly Learn English happily and lay a solid foundation.

3. The positive effect of appropriate evaluation on students.

The "English Curriculum Standards" emphasize that evaluation should be beneficial to help students understand themselves, build self-confidence, help students develop effective learning strategies, and promote the development of each student at his or her existing level. The "English Curriculum Standards" propose that the evaluation system of English courses should focus on reflecting students' dominant position in evaluation and strive to diversify evaluation methods. A combination of formative assessment and summative assessment should be used to focus on both the learning process and the learning results. In order to evaluate students comprehensively and fairly, not only the forms of evaluation must be diversified, but also the diversification of evaluation subjects must be ensured, and students, peers, teachers, parents, etc. should be encouraged to participate in evaluation. Establish a course evaluation system that “combines formative and summative”, focusing on both process and results.

The new curriculum standards provide a more detailed explanation of course evaluation. The core concept is to change the traditional curriculum to a lifelong final evaluation system based on examinations. The new evaluation system reflects the characteristics of diversified evaluation subjects, diversified evaluation forms, and multi-level evaluation objectives. The new curriculum standards particularly emphasize that evaluation should be conducive to helping students understand themselves, build self-confidence, form effective learning strategies, and promote the development of each student at his or her existing level. The new curriculum standards propose a variety of evaluation methods such as the combination of formative evaluation and summative evaluation, the combination of qualitative evaluation and quantitative evaluation, the combination of other evaluation and self-evaluation, the combination of comprehensive evaluation and individual evaluation, etc., which not only focus on learning results, but also Focus on the learning process. The introduction of formative evaluation helps to change the practice of evaluating students only by test scores in traditional teaching. In addition to the basic inspection, selection and screening functions, the evaluation system also has the function of feedback adjustment and display. Functions of motivation, reflection and summary, growth recording, and positive orientation. In our teaching process, in order to comprehensively and objectively evaluate the progress made by students, we must respect individual differences. In addition to emphasizing the dominant position of students in evaluation, we also advocate the students themselves, teachers, classmates, schools, parents and other parties* **Same as participating in the evaluation. Achieve diversification of evaluation subjects. The above is my experience of this study. I think more needs to be done in actual teaching, accumulating experience bit by bit, better improving the quality of teaching, and better improving the communicative ability of language learning. Chapter 5: Thoughts on the interpretation of the new 2022 primary school English curriculum standards

On April 21, 2022, the Ministry of Education officially issued the "Compulsory Education English Curriculum Standards (2022 Edition)" [referred to as the "Standards"]. The official release of the new version of the "Standards" determines the development route of English education in the next ten years. In the future, English education will focus more on the core competencies of the subject.

The new version of the "Standards" will be implemented from the second half of the year. As front-line English teachers, we must be clear about the changes in the new version of the "Standards" compared to the old version, and how we should make adjustments and changes in the teaching process.

Part One, Changes in Primary School English

The new version of the "Standards" first strengthens the education orientation of the curriculum, emphasizing the cultivation of children. Second, the course content structure is optimized and the course content is more scientific. Third, academic quality standards have been developed, which are helpful for learning quality assessment. Fourth, it strengthens the guidance and the connection between school stages, making primary school English education more rational, refining the evaluation and test proposition suggestions, adding teaching and evaluation cases, insisting on being oriented to all students, taking into account differences, and fully considering the starting point of learning. , learning time limit and learning conditions, establish a gradual and sustainable compulsory education English grading system.

Part 2: New content in the new version of the "Standards"

The first new content in the new version of the "Standards" is the cultivation of core competencies. The core competencies of the English subject consist of language ability, cultural awareness, thinking quality and learning ability.

We can call it the four aspects of core literacy, which emphasize the relationship of integration, penetration, interaction, and coordinated development. Through this course, students can develop language skills, cultivate cultural awareness, improve their thinking quality, and improve their learning ability. Language ability is the basic element of core literacy. The new version of the "Standards" emphasizes the cultivation of language understanding ability and expression ability; cultural awareness reflects the value orientation of core literacy, which is important for cultivating students' understanding of Chinese and foreign cultures and their appreciation of excellent culture. The appreciation ability, cross-cultural cognition, attitude and behavioral choices displayed by students play a significant role; the quality of thinking reflects the mental characteristics of core competencies, which is important for cultivating students' understanding, analysis, comparison, inference, criticism, evaluation, creation, etc. Levels and levels are helpful; learning ability is a key element in the development of core competencies, focusing on cultivating students' English learning strategies, expanding English learning channels, and improving the awareness and ability of learning efficiency.

The new version of the "Standards" coordinates, integrates and helps each other in the cultivation of these four aspects. It plays a great role in cultivating children's all-round qualities.

The second new content in the new version of the "Standards" is course content. The new version of the "Standards" has established units as the basic carrier to promote unit integration of six major elements: theme, discourse, language knowledge, cultural knowledge, language skills and learning strategies, objectively reflecting the contemporary and fundamental nature of English education. , practicality, growth, comprehensiveness and other characteristics. Focusing on these six elements, through activities such as learning and understanding, application practice, transfer and innovation, we will promote the comprehensive and sustainable development of students' core competencies throughout the compulsory education process.

The third new content in the new version of the "Standards" is learning quality. The new version of the "Standards" proposes standardization of academic quality and strengthens the integration of "teaching-learning-evaluation", which is a new experience for teachers and students. At the same time, academic quality descriptions and academic quality standards have been added, advocating the evaluation concept of combining formative evaluation with summative evaluation, and establishing an evaluation system with multiple evaluation subjects, diverse methods, and literacy-oriented evaluation to make teaching evaluation more objective and comprehensive. .

Part 3: How front-line teachers should respond

The new version of the "Standards" embodies the people-oriented approach and focuses on children's sustainable development, improving the past education syllabus that only focused on imparting knowledge and skills. point of view, this is also an important task that we should make adjustments and changes.

Changes 1. Changes in thinking

The new version of the "Standards" has fundamentally changed education, from teaching knowledge to cultivating talents now, and has a positive impact on children's various aspects. The cultivation of comprehensive quality should also be paid more attention to.

Change 2. Changes in methods

The new version of the "Standards" pays more attention to the integrity of unit teaching and the integration of "teaching-learning-evaluation", and should pay more attention to evaluation. Pay attention to the improvement of children's comprehensive abilities, such as the practical use of English, the strengthening of visual, listening, and speaking abilities, etc. It is also important to understand that the significance of evaluation is not to eliminate and attack students with poor learning, but to discover the progress of all students.

Change 3. Change in action

The new version of the "Standards" pays more attention to the all-round development of children. This is not a task that can be accomplished by just talking about paying attention. It also requires us Front-line teachers use down-to-earth actions to achieve this one by one, such as what methods can be used to better involve children in the teaching process, and what methods can be used to better improve the knowledge that children discover during the learning process. Short board. These are problems that need to be solved in practice.

In short, as a front-line English teacher, we need to constantly accept new concepts, learn new knowledge, explore new educational methods, and improve our educational methods so that every child can be better There is a long road ahead for us to receive education and grow up healthily. We should ride the wind and waves and move forward indomitably. Chapter 6: Thoughts on the Interpretation of the New Primary School English Curriculum Standards 2022

Recently, I have repeatedly read the "Compulsory Education Subject Curriculum Standards (2022 Edition)" released by the Ministry of Education, and I have a lot of feelings. Since the release of the new curriculum standards, interpretations have been aroused on various platforms. Among them, the English subject has become the center of a larger topic. In this new curriculum standard, the total English class time arrangement has dropped to 6%-8%, which seems to confirm the previous rumors that the English exam may be cancelled. As English teachers, we are all still worried about being "unemployed."

After carefully understanding the new curriculum standards, you will find that English still needs attention. First of all, the "new curriculum standards" tell us that a future-oriented child must have strong English application ability. We compare the 2011 curriculum standard version with the new 2022 curriculum standard. It is not difficult to find that the proportion of class hours in subjects such as language and mathematics has not changed much, because the national curriculum only offers English in the third grade of primary school. There are naturally not that many classes. In urban primary schools, especially in some developed areas, English classes are offered from the first grade, and the proportion of class hours is much higher than the total class hours. After carefully studying the specific content of the "new curriculum standards", I found that not only has the status of English not declined, but the difficulty has actually increased. It can be clearly seen from the following three aspects: First, the vocabulary requirement has increased, from 1600 vocabulary + to 2000 vocabulary +. Second, in grade 9, extracurricular “audio-visual” activities are added, that is, improving English proficiency by watching videos and listening to audio, and the cumulative amount of extracurricular reading must reach more than 150,000 words, which obviously places more emphasis on English listening and reading abilities. promote. Third, the new English curriculum standard reduces the course content from the original five levels to three levels, but there is a + sign after each level to provide choices for students who have room to learn. If a child's English ability is not bad, then we will encourage him to learn more. As the saying goes, "reduce time and increase efficiency" and "reduce quantity and improve quality." Therefore, we should pay more attention to the application ability of English as a language course. So as English teachers, should we think more about how to improve students' ability in daily teaching?

1. Ideological awareness

Children's future goals are higher Those with academic qualifications and more international-oriented jobs, such as scientific research, diplomacy, international trade, etc., require more in-depth learning of English. If you want to understand the world and understand the most cutting-edge theories and technologies, English is a necessary communication tool for you. You can only strengthen it, not abandon it.

2. Comprehensibility of curriculum standards

Read through the new curriculum standards for primary school and see the new changes: 1. The connotation of core literacy includes language ability, cultural awareness, thinking quality, learning ability, etc. 2. Course content includes content requirements and teaching tips. Among them, "content requirements" are described from the learning scope and learning requirements of six elements: theme, discourse, language knowledge, cultural knowledge, language skills and learning strategies. They are an interrelated organic whole and together constitute core competencies. Content basis for development. 3. Academic quality includes the connotation and description of academic quality. Among them, the academic quality standard takes core competencies as the main dimension, combined with course content, to comprehensively describe the specific performance characteristics of students' academic achievements. The English academic quality standards are based on students' core competencies in language proficiency, cultural awareness, thinking quality and learning ability and their academic goals, combined with the content of English courses and students' progress in English learning, from the perspective of learning outcomes. Describe typical performance of academic achievement at each school stage.

3. Decrease and increase the degree of teaching

English is no longer just about learning words and grammar, but about learning useful things.

For example, learn the basic etiquette of treating people in major countries in the world, holiday table manners, daily greetings, and interactive communication; understand the living customs, food culture, cultural traditions, etc. of major countries in the world; initially compare cultural similarities and differences, communicate around themes, and express your emotions clearly , attitudes and opinions; use English to show our Chinese culture to the world, tell Chinese stories well, etc.

Combined with "double reduction" to reduce excessive academic burden, reduce in-school class hours and off-campus tutoring; increase vocabulary, increase reading volume, and increase writing and listening difficulty. Of course, the English test itself won't be more difficult, but the test questions will be more flexible, which means that various test-taking skills will gradually become ineffective over the years.

As an English teacher, you should learn more, understand the goals and requirements of English learning, and understand the integration of multiple disciplines and practical application in real life. English learning can no longer be limited to textbooks and schools, but is like a major Chinese language. We must pay attention to a large amount of extracurricular reading, that is, focus on reading and multi-output, so as to cultivate children's ability to think deeply and learn. The learning content should have breadth and span, be closely related to life, reflect the characteristics of the times, reflect new social developments and new scientific and technological achievements, and focus on the three major themes of man and self, man and society, and man and nature.

Finally, through our xx platform, let us gather together to study the new English curriculum standards, gain together, and grow together!