_大学英语课程教学要求_试行_的衔接性和前瞻性
大学英语课程教学要求(中英双语版)College English Curriculum Requirements
College English Curriculum Requirements With a view to keeping up with the new developments of higher education in China, deepening teaching reform, improving teaching quality, and meeting the needs of the country and society for qualified personnel in the new era, College English Curriculum Requirements (Requirements hereafter) has been drawn up to provide colleges and universities with the guidelines for English instruction to non-English major students.Because institutions of higher learning differ from each other in terms of teaching resources, students’ level of English upon entering college, and the social demands they face, colleges and universities should formulate, in accordance with the Requirements and in the light of their specific circumstances, a scientific, systematic and individualized College English syllabus to guide their own College English teaching.I. Character and Objectives of College EnglishCollege English, an integral part of higher learning, is a required basic course for undergraduate students. Under the guidance of theories of foreign language teaching, College English has as its main components knowledge and practical skills of the English language, learning strategies and intercultural communication. It is a systematic whole, incorporating different teaching models and approaches.The objective of College English is to develop students’ ability to use English in a well-rounded way, especially in listening and speaking, so that in their future studies and careers as well as social interactions they will be able to communicate effectively, and at the same time enhance their ability to study independently and improve their general cultural awareness so as to meet the needs of China’s social development and international exchanges.Ⅱ.Teaching RequirementsAs China is a large country with conditions that vary from region to region and from college to college, the teaching of College English should follow the principle of providing different guidance for different groups of students and instructing them in accordance with their aptitude so as to meet the specific needs of individualized teaching.The requirements for undergraduate College English teaching are set at three levels, i.e., basic requirements, intermediate requirements, and advanced requirements. Non-English majors are required to attain to one of the three levels of requirements after studying and practicing English at school. The basic requirements are the minimum level that all non-English majors have to reach before graduation. Intermediate and advanced requirements are recommended for those colleges and universities which have more favorable conditions; they should select their levels according to the school’s status, types and education goals.Institutions of higher learning should set their own objectives in the light of their specific circumstances, strive to create favorable conditions, and enable those students who have a relatively higher English proficiency and stronger capacity for learning to meet the intermediate or advanced requirements.The three levels of requirements are set as follows:Basic Requirements:1. Listening: Students should be able to follow classroom instructions, everydayconversations, and lectures on general topics conducted in English. They should be able to understand English radio and TV programs spoken at a speed of about 130 to 150 words per minute (wpm)~ grasping the main ideas and key points. They are expected to be able to employ basic listening strategies to facilitate comprehension.2. Speaking: Students should be able to communicate in English in the course oflearning, to conduct discussions on a given theme, and to talk about everyday topics in English. They should be able to give, after some preparation, short talks on familiar topics with clear articulation and basically correct pronunciation and intonation. They are expected to be able to use basic conversational strategies in dialogue.3. Reading: Students should generally be able to read English texts on generaltopics at a speed of 70 wpm. With longer yet less difficult texts, the reading speed should be 100 wpm. Students should be able to do skimming and scanning.With the help of dictionaries, they should be able to read textbooks in their areas of specialty, and newspaper and magazine articles on familiar topics, grasping the main ideas and understanding major facts and relevant details. They should be able to understand texts of practical styles commonly used in work and daily life. They are expected to be able to employ effective reading strategies while reading.4. Writing:Students should be able to complete writing tasks for generalpurposes, e.g., describing personal experiences, impressions, feelings, or some events, and to undertake practical writing. They should be able to write within 30 minutes a short composition of no less than 120 words on a general topic, or an outline. The composition should be basically complete in content, clear in main idea, appropriate in diction and coherent in discourse. Students are expected to be able to have a command of basic writing strategies.5. Translation: With the help of dictionaries, students should be able to translateessays on familiar topics from English into Chinese and vice versa. The speed of translation from English into Chinese should be about 300 English words per hour whereas the speed of translation from Chinese into English should be around 250 Chinese characters per hour. The translation should be basically accurate, free from serious mistakes in comprehension or expression.6. Recommended Vocabulary: Students should acquire a total of 4,795 wordsand 700 phrases (including those that are covered in high school English courses), among which 2,000 are active words. (See Appendix III: College English Vocabulary.) Students should not only be able to comprehend the active wordsbut be proficient in using them when expressing themselves in speaking or writing.Intermediate Requirements:1. Listening: Students should generally be able to follow talks and lectures in English, to understand longer English radio and TV programs on familiar topics spoken at a speed of around 150 to 180 wpm, grasping the main ideas, key points and relevant details. They should be able to understand, by and large, courses in their areas of specialty taught in English.2. Speaking: Students should be able to hold conversations in fairly fluent English. They should, by and large, be able to express their personal opinions, feelings and views, to state facts and reasons, and to describe events with clear articulation and basically correct pronunciation and intonation.3. Reading: Students should generally be able to read essays on general topics in popular newspapers and magazines published in English-speaking countries at a speed of 70 to 90 wpm. With longer texts for fast reading, the reading speed should be 120 wpm. Students should be able to skim or scan reading materials. When reading summary literature in their areas of specialty, students should be able to get a correct understanding of the main ideas, major facts and relevant details.4. Writing: Students should be able to express, by and large, personal views on general topics, compose English abstracts for theses in their own specialization, and write short English papers on topics in their field. They should be able to describe charts and graphs, and to complete within 30 minutes a short composition of no less than 160 words. The composition should be complete in content, clear in idea, well-organized in presentation and coherent in discourse.5. Translation: With the help of dictionaries, students should be able to translate on a selective basis English literature in their field, and to translate texts on familiar topics in popular newspapers and magazines published in English speaking countries. The speed of translation from English into Chinese should be about 350 English words per hour, whereas the speed of translation from Chinese into English should be around 300 Chinese characters per hour. The translation should read smoothly, convey the original meaning and be, in the main, free from mistakes in understanding or expression. Students are expected to be able to use appropriate translation techniques.6. Recommended Vocabulary:Students should acquire a total of 6,395 words and 1,200 phrases (including those that are covered in high school English courses and the Basic Requirements), among which 2,200 are active words (including the active words that have been covered in the Basic Requirements). (See Appendix III: College English Vocabulary.)Advanced Requirements:I. Listening: Students should, by and large, be able to understand radio and TV programs produced in English-speaking countries and grasp the gist and key points. They should be able to follow talks by people from English-speakingcountries given at normal speed, and to understand courses in their areas of specialty and lectures in English.2. Speaking: Students should be able to conduct dialogues or discussions with acertain degree of fluency and accuracy on general or specialized topics, and to make concise summaries of extended texts or speeches in fairly difficult language.They should be able to deliver papers at academic conferences and participate in discussions.3. Reading: Students should be able to read rather difficult texts, and understandtheir main ideas and details. They should be able to read English articles in newspapers and magazines published abroad, and to read English literature related to their areas of specialty without much difficulty.4. Writing: Students should be able to write brief reports and papers in their areasof specialty, to express their opinions freely, and to write within 30 minutes expository or argumentative essays of no less than 200 words on a given topic.The text should be characterized by clear expression of ideas, rich content, neat structure, and good logic.5. Translation: With the help of dictionaries, students should be able to translate into Chinese fairly difficult English texts in literature related to their areas of specialty and in newspapers and magazines published in English-speaking countries; they should also be able to translate Chinese introductory texts on the conditions of China or Chinese culture into English. The speed of translation from English into Chinese should be about 400 English words per hour whereas the speed of translation from Chinese into English should be around 350 Chinese characters per hour. The translation should convey the idea with accuracy and smoothness and be basically free from misinterpretation, omission and mistakes in expression.6. Recommended Vocabulary: Students should acquire a total of 7,675 words and 1,870 phrases (including those that are covered in high school English courses, the Basic Requirements and Intermediate Requirements), among which 2,360 are active words (including the active words that have been covered in the Basic Requirements and Intermediate Requirements). (See Appendix III: College English Vocabulary.)The above-mentioned three requirements serve as reference standards for colleges and universities in preparing their own College English teaching documents. They could, in the light of their respective circumstances, make due adjustments to the specific requirements for listening, speaking, reading, writing and translation at the three levels. In doing so they should place more emphasis on the cultivation and training of listening and speaking abilities.III. Course DesignTaking into account the school’s circumstances, colleges and universities should follow the guidelines of the Requirements and the goals of their College English teaching in designing their College English course systems. A course system,which is a combination of required and elective courses in comprehensive English, language skills, English for practical uses, language and culture, and English of specialty, should ensure that students at different levels receive adequate training and make improvement in their ability to use English.In designing College English courses, requirements for cultivating competence in listening and speaking should be fully considered, and corresponding teaching hours and credits should be adequately allocated. Moreover, the extensive use of advanced information technology should be encouraged, computer- and Web-based courses should be developed, and students should be provided with favorable environment and facilities for language learning.College English is not only a language course that provides basic knowledge about English, but also a capacity enhancement course that helps students to broaden their horizons and learn about different cultures in the world. It not only serves as a tool, but also has humanistic values. When designing College English courses, therefore, it is necessary to take into full consideration the development of students’ cultural capacity and the teaching of knowledge about different cultures in the world.All the courses, whether computer-based or classroom-based, should be fully individual-oriented, taking into account students with different starting points, so that students who start from lower levels will be well taken care of while students whose English is better will find room for further development. College English course design should help students to have a solid foundation in the English language while developing their ability to use English, especially their ability to listen and speak in English. It should ensure that students make steady progress in English proficiency throughout their undergraduate studies, and it should encourage students’ individualized learning so as to meet the needs of their development in different specialties.IV. Teaching ModelIn view of the marked increase in student enrolments and the relatively limited resources, colleges and universities should remold the existing unitary teacher- centered pattern of language teaching by introducing computer- and classroom- based teaching models. The new model should be built on modern information technology, particularly network technology, so that English language teaching and learning will be, to a certain extent, free from the constraints of time or place and geared towards students’ individualized and autonomous learning. The new model should combine the principles of practicality, knowledge and interest, facilitate mobilizing the initiative of both teachers and students, and attach particular importance to the central position of students and the leading role of teachers in the teaching and learning process. This model should incorporate into it the strengths of the current model and give play to the advantages of traditional classroom teaching while fully employing modern information technology.Colleges and universities should explore and establish a Web-based listening and speaking teaching model that suits their own needs in line with their own conditions and students’ English proficiency, and deliver listening and speakingcourses via the intranet or campus network. The teaching of reading, writing and translation can be conducted either in the classroom or online. With regard to computer- and Web-based courses, face-to-face coaching should be provided in order to guarantee the effects of learning.The network-based teaching system developed in an attempt to implement the new teaching model should cover the complete process of teaching, learning, feedback and management, including such modules as students’ learning and self-assessment, t eachers’ lectures, and online coaching, as well as the monitoring and management of learning and coaching. It should be able to track down, record and check the progress of learning in addition to teaching and coaching, and attain to a high level of interactivity, multimedia use and operability. Colleges and universities should adopt good teaching software and encourage teachers to make effective use of Web multimedia and other teaching resources.One of the objectives of the reform of the teaching model is to promote the development of individualized study methods and the autonomous learning ability on the part of students. The new model should enable students to select materials and methods suited to their individual needs, Obtain guidance in learning strategies, and gradually improve their autonomous learning ability.Changes in the teaching model by no means call for changes in teaching methods and approaches only, but, more importantly, consist of changes in teaching philosophy and practice, and in a shift from a teacher-centered pattern, in which knowledge of the language and skills are imparted by the teacher in class only, to a student-centered pattern, in which the ability to use the language and the ability to learn independently are cultivated in addition to language knowledge and skills, and also to lifelong education, geared towards cultivating students’ lifelong learning ability.For the implementation of the new model, refer to Appendix 1: Computer- and Classroom-Based College English Teaching Model.Ⅴ. EvaluationEvaluation is a key component in College English teaching. A comprehensive, objective, scientific and accurate evaluation system is of vital importance to the achievement of course goals. It not only helps teachers obtain feedback, improve the administration of teaching, and ensure teaching quality but also provides students with an effective means to adjust their learning strategies and methods, improve their learning efficiency and achieve the desired learning effects.The evaluation of students’ learning consists of formative assessment and summative assessmentFormative assessment refers to procedural and developmental assessment conducted in the teaching process, i.e., tracking the teaching process, providing feedback and promoting an all-round development of the students, in accordance with the teaching objectives and by means of various evaluative methods. It facilitates the effective monitoring of students’ autonomous learning, and is particularly impor tant in implementing the computer- and classroom-based teaching model. It includesstudents’ self-assessment, peer assessment, and assessment conducted by teachers and school administrators. Formative assessment takes such forms as keeping a record of stud ents’ in and outside of classroom activities and online self-learning data, keeping files on students’ study results, and conducting interviews and holding meetings. This allows students’ learning processes to be subjected to observation, evaluation and supervision, thus contributing to the enhancement of their learning efficiency. (See the recommended Self’-Assessment/ Peer Assessment Forms for Students’ English Competence in Appendix Il.)Summative assessment is conducted at the end of a teaching phase. It mainly consists of final tests and proficiency tests, designed to evaluate students’ all-round ability to use English. These tests aim to assess not only students’ competence in reading, writing and translation, but also their competence in listening and speaking.To make a summative assessment of teaching, colleges and universities may administer tests of their own, run tests at the intercollegiate or regional level, or let students take the national test after meeting the different standards set by the Requirements. Whatever form the tests may take, the focus should be on the assessment of students’ ability to use English in communication, particularly their ability to listen and speak in English.Evaluation also includes that of the teachers, i.e., the assessment of their teaching processes and effects. This should not be merely based on students’ test scores, but take into account teachers’ attitudes, approaches, and methods; it should also consider the content and organization of their courses, a nd the effects’ of their teaching.Government education administrative offices at different levels and colleges and universities should regard the evaluation of College English teaching as an important part of the evaluation of the overall undergraduate education of the school.VI. Teaching AdministrationTeaching administration should cover the whole process of College English teaching. To ensure that the set teaching objectives can be achieved, efforts should be made to strengthen the guidance for and supervision of the teaching process. For this purpose, the following measures should be taken:1. A system for teaching and teaching administration documentation should be established. Documents of teaching include College English Curriculum of the colleges and universities concerned, as well as the documents stipulating the teaching objectives, course description, teaching arrangement, content of teaching, teaching progress, and methods of assessment for all the courses within the program. Documents of teaching administration include documents registering students’ status and their academic credits, regulations of assessment, students’ academic scores and records, analyses of exam papers, guidelines for teaching and records of teaching and research activities.2. The College English program should adapt itself to the overall credit system of the colleges and universities concerned and should account for 10% (around 16) of the total undergraduate credits. The credits students acquire via computer-based courses should be equally acknowledged once students pass the exams. It is suggested thatthese credits should account for no less than 30% of the total credits in College English learning.3. Faculty employment and management should be improved in order to guarantee a reasonable teacher-student ratio. In addition to classroom teaching, the hours spent on face-to-face coaching, instructions on network usage and on extracurricular activities should be counted in the teachers’ teaching load.4. A system of faculty development should be established. The quality of teachers is the key to the improvement of the teaching quality, and to the development of the College English program. Colleges and universities should build a faculty team with a good structure of age, educational backgrounds and professional titles, lay emphasis on the training and development of College English teachers, encourage them to conduct teaching and research with a focus on the improvement of teaching quality, create conditions for them to carry out relevant activities in various forms, and promote effective cooperation among them, so that they can better adapt to the new teaching model. Meanwhile, opportunities should be created so that the teachers can enjoy sabbaticals and engage in advanced studies, thus ensuring sustainable improvement in their academic performance and methods of teaching.Appendix ⅠComputer- and Classroom-Based CollegeEnglish Teaching ModelThe new College English teaching model based on the computer and the classroom is designed to help Chinese students achieve the objectives set by the Requirements. The model places a premium on individualized teaching and independent learning and makes full use of the special function of computers in assisting learners with repeated language practice, especially with training in listening, and speaking abilities. While taking advantage of the teachers’ lectures and coaching, students can be assisted by computers in choosing the appropriate content and methods of learning according to their specific needs, proficiency and schedules under the guidance of teachers, so that their all-round ability to use English can be improved and the best effects of learning achieved.To implement the computer-based English learning, the teacher’s role of face-to-face coaching should be stressed. It could take the form of group work, focusing on checking students’ independent learning, and providing due guidance a nd assistance for students. In principle, at least one hour of coaching should be offered after every 16 to 20 hours of student learning.1.Structure of the ModelInstructions:Teaching activities such as practice in English listening, speaking, reading, writing and translation can be conducted via either the computer or classroom teaching. The solid arrow indicates the main form of a certain environment ofteaching, while the dotted arrow the supplementary form of a certain environment of teaching. Specifically, listening ability is trained mainly in a computer- and Web-based environment, supplemented by classroom teaching: writing and translation are trained mainly in the classroom, supplemented by a computer- and Web-based environment. Speaking and reading, on the other hand, are trained by both means. In the process of teaching, teachers serve as organizers of teaching activities, and teaching administration is implemented by the administrative office of teaching affaires, teachers, and teaching management software.Instructions:Freshmen take a computer-based placement test upon entering college to measure their respective starting levels, such as Grade 1, Grade 2 or Grade 3. After the teachers determine the grade and establish an account for all students based on their test results via the management system, students can start to study courses according to teachers’ arrangement. After learning continues for a certain period of time (set by the universities and colleges), students can take the Web-based unit test designed by the teachers. Then students automatically enter the next unit if they pass the test. If they fail, students then return to the current unit and repeat the whole learning process. When they are ready (after studying a few units), students should receive tutoring. After individualized tutoring, teachers can check the students’ online learning by means of either oral or written tests, and then decide whether the students can pass. If they pass, students can go on to the next stage; if they fail, the students should be required by teachers to go back to a certain unit and re-study it until they pass.Appendix ⅡSelf-Assessment/Peer Assessment Form for Students’ English Competence Instructions:1.The Self-Assessment/Peer Assessment Form for Students’ EnglishCompetencespecifies and lists various linguistic skills covered in the Basic Requirements, Intermediate Requirements and Advanced Requirements. It can help teachers better understand teaching requirements at different levels, thus adding direct relevance to teaching. In addition, teachers can either supplement or modify related skills according to the school’s College English syllabus.2.Teachers can introduce to students the skills listed in theSelf-Assessment/PeerAssessment Form at the beginning of their teaching, in order to acquaint them with the teaching requirements.3. Teachers should require students to do self-assessment and peer assessmentat regular intervals, and in doing so, help them to know about their own mastery of linguistic skills and regulate their learning behaviors on a timely basis.4. Stud ents are expected to assess their own or their classmates’ Englishcompetence in the "Assessment" column on the right of the form,giving a tick (√) to what they are able to achieve. Then based on the results ofself-assessment or peer assessment, and with reference to the directions givenbelow, students can arrange for learning at the next stage.《大学英语教学指南》1 前言为了全面贯彻党的教育方针，进一步深化大学英语教学改革，提高教学质量，根据《国家中长期教育改革和发展规划纲要（2010-2020）》和教育部《关于全面提高高等教育质量的若干意见》等文件的精神，在总结大学英语课程建设和教学改革经验的基础上，特制订本指南。
《大学英语》课程教学基本要求
《大学英语》课程教学基本要求课程编号062301总学时：126（其中实训学时：）总学分：8.5一、课程定位大学英语课程是高等职业教育的一个有机组成部分，是为培养面向生产、建设、服务和管理第一线需要的高技能人才的目标服务的。
从专业课程体系的角度看，该课程是高职学生必修的基础课程，不仅要帮助学生打好语言基础，更要注重培养学生实际应用语言的技能；从语言的本质和交际的角度看，该课程是一门工具性课程；从学生职业生涯的角度看，该课程特别重视培养学生用英语处理与未来职业相关业务的能力，提升其职业素养，是一门拓展性课程。
二、职业能力要求1、能基本听懂日常生活用语和与职业相关的简单对话；2、能就日常话题和与未来职业相关的话题进行简单的交谈；3、能基本读懂一般题材及与未来职业相关的浅易英文资料；4、能读懂常见的简短应用文，如信函、通知、图表及简单的使用说明，能填写和模拟套写常见的简短英语应用文，如表格、简历、通知、信函等；5、能借助词典将一般性题材的文字材料和与职业相关的一般性业务材料译成汉语；6、能应付英语面试。
三、学习目标本课程以职场交际为目标情境,以实际应用为学习目的,培养学生实际应用英语的能力，特别是听说能力，既使他们能在日常活动和与未来职业相关的业务活动中进行一般的口头交流，又使他们具备一定的读写译能力：能够读懂、翻译与专业有关的文字材料或应用文。
本课程同时关注学生的个性发展，帮助学生掌握有效的学习策略，增强自主学习能力，提高综合文化素养，为他们提升就业竞争力及今后的可持续发展打下良好的基础。
具体如下：1、知识与能力目标（1）词汇：掌握3500个英语单词（含在中学阶段已经掌握的词汇）以及由这些词构成的常用词组，对其中1800个积极词汇能在口头和书面表达时加以运用。
另需掌握400个与行业相关的英语词汇。
（2）语法：掌握基本的英语语法，能较正确地运用所学语法知识。
（3）听力理解：能基本听懂日常生活用语和与职业相关的的一般性对话或陈述, 语速为每分钟120词左右。
大学生英语课程教学要求001
大学英语课程教学要求（）为适应我国发展的新形势,深化教学，提高教学质量,满足新时期国家和对人才培养的需要,特制定《大学英语课程教学要求》（以下简称《课程要求》），作为各高等学校组织非英语专业本科生英语教学的主要依据。
鉴于全国高等学校的教学资源、学生入学水平以及所面临的需求等不尽相同,各高等学校应参照《课程要求》，根据本校的实际情况，制定科学的、系统的、个性化的大学英语教学大纲，指导本校的大学英语教学.一、教学性质和目标大学英语教学是的一个有机组成部分,大学英语课程是大学生的一门必修的基础课程.大学英语是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容,以外语教学理论为指导，并集多种教学模式和教学手段为一体的教学体系。
大学英语的教学目标是培养学生的英语综合应用能力，特别是听说能力，使他们在今后工作和交往中能用英语有效地进行口头和书面的信息交流,同时增强其自主学习能力，提高综合文化素养，以适应我国发展和国际交流的需要。
二、教学要求我国幅员辽阔，各地区以及各高校情况差异较大，大学英语教学应分类指导、因材施教的原则，以适应个性化教学的实际需要.大学阶段的英语教学要求分为三个层次，即一般要求、较高要求和更高要求.这是我国所有高等学校非英语专业本科生经过大学阶段的英语学习与应当选择达到的标准。
一般要求是每个大学毕业生必须达到的目标。
达到或未达到《高中英语课程标准》七级的大学新生可将一般要求作为大学阶段英语学习的目标.较高要求和更高要求是对那些学有余力、英语基础较好、达到《高中英语课程标准》八级或九级的大学新生分别设置的。
这三个要求包括英语语言知识、应用技能、学习策略和跨文化交际等方面的内容，并以定性和定量的描述体现大学英语教学目标。
一般要求是高等学校非英语专业本科毕业生应达到的基本要求。
各高等学校应根据本校实际情况，确定教学目标，并创造条件,鼓励学生根据自己的学习情况，向较高要求或更高要求调整自己的学习目标.三个层次的英语能力要求如下：一般要求:１。
大学英语课程要求
大学英语课程教学要求教育部网站26日公布《大学英语课程教学要求》(以下简称“教学要求”) 。
教学要求建议，大学英语课程要融入学校的学分制体系，尽量保证在本科总学分中占10%(16学分左右)。
教学要求指出，大学阶段的英语教学要求分为三个层次，即一般要求、较高要求和更高要求。
大学英语课程的设计应充分考虑听说能力培养的要求，并给予足够的学时和学分；应大量使用先进的信息技术，开发和建设各种基于计算机和网络的课程，为学生提供良好的语言学习环境与条件。
教学要求提出，高校应对英语教学开展形成性评估和终结性评估。
形成性评估可以采用课堂活动和课外活动记录、网上自学记录、学习档案记录、访谈和座谈等多种形式，以便对学生学习过程进行观察、评价和监督，促进学生有效地学习。
终结性评估主要包括期末课程考试和水平考试。
根据教学要求，大学英语教学评估还应包括对教师的评估。
应全面考核教师的教学态度、教学手段、教学方法、教学内容、教学组织和教学效果等。
教学要求建议，高校应建立完善的教学文件和教学管理文件；大学英语课程要融入学校的学分制体系，尽量保证在本科总学分中占10%(16学分左右)；完善教师的聘任管理，确保师生比合理；建设年龄、学历和职称结构合理的师资队伍。
教育部办公厅关于印发《大学英语课程教学要求》的通知教高厅〔2007〕3号各省、自治区、直辖市教育厅(教委)，新疆生产建设兵团教育局，有关部门(单位)教育司(局)，部属各高等学校：《大学英语课程教学要求(试行)》发布三年以来，推动了大学英语教学改革，提高了大学英语教学质量。
为全面实施大学英语教学改革，满足新时期国家和社会对人才培养的需要，我部组织有关专家，根据大学英语教学改革目标要求，结合大学英语教学改革实践，对《大学英语课程教学要求(试行)》进行了修订和完善。
现将修订后的《大学英语课程教学要求》印发给你们，请参照执行。
教育部办公厅二○○七年七月二十七日大学英语课程教学要求为适应我国高等教育发展的新形势，深化教学改革，提高教学质量，满足新时期国家和社会对人才培养的需要，特制订《大学英语课程教学要求》(以下简称《课程要求》)，作为各高等学校组织非英语专业本科生英语教学的主要依据。
大学英语课程教学要求(最新)
大学英语课程教学要求为适应我国高等教育发展的新形势，深化教学改革，提高教学质量，满足新时期国家和社会对人才培养的需要，特制订《大学英语课程教学要求》（以下简称《课程要求》），作为各高等学校组织非英语专业本科生英语教学的主要依据。
鉴于全国高等学校的教学资源、学生入学水平以及所面临的社会需求等不尽相同，各高等学校应参照《课程要求》，根据本校的实际情况，制订科学、系统、个性化的大学英语教学大纲，指导本校的大学英语教学。
一、教学性质和目标大学英语教学是高等教育的一个有机组成部分，大学英语课程是大学生的一门必修的基础课程。
大学英语是以外语教学理论为指导，以英语语言知识与应用技能、跨文化交际和学习策略为主要内容，并集多种教学模式和教学手段为一体的教学体系。
大学英语的教学目标是培养学生的英语综合应用能力，特别是听说能力，使他们在今后学习、工作和社会交往中能用英语有效地进行交际，同时增强其自主学习能力，提高综合文化素养，以适应我国社会发展和国际交流的需要。
二、教学要求我国幅员辽阔，各地区、各高校之间情况差异较大，大学英语教学应贯彻分类指导、因材施教的原则，以适应个性化教学的实际需要。
大学阶段的英语教学要求分为三个层次，即一般要求、较高要求和更高要求。
这是我国高等学校非英语专业本科生经过大学阶段的英语学习与实践应当选择达到的标准。
一般要求是高等学校非英语专业本科毕业生应达到的基本要求。
较高要求或更高要求是为有条件的学校根据自己的办学定位、类型和人才培养目标所选择的标准而推荐的。
各高等学校应根据本校实际情况确定教学目标，并创造条件，使那些英语起点水平较高、学有余力的学生能够达到较高要求或更高要求。
三个层次的英语能力要求如下：一般要求：1. 听力理解能力：能听懂英语授课，能听懂日常英语谈话和一般性题材的讲座，能听懂语速较慢（每分钟130 ~150词）的英语广播和电视节目，能掌握其中心大意，抓住要点。
能运用基本的听力技巧。
大学英语课程教学要求(中英文版)
附件：大学英语课程教学要求为适应我国高等教育发展的新形势，深化教学改革，提高教学质量，满足新时期国家和社会对人才培养的需要，特制订《大学英语课程教学要求》(以下简称《课程要求》)，作为各高等学校组织非英语专业本科生英语教学的主要依据。
鉴于全国高等学校的教学资源、学生入学水平以及所面临的社会需求等不尽相同，各高等学校应参照《课程要求》，根据本校的实际情况，制订科学、系统、个性化的大学英语教学大纲，指导本校的大学英语教学。
一、教学性质和目标大学英语教学是高等教育的一个有机组成部分，大学英语课程是大学生的一门必修的基础课程。
大学英语是以外语教学理论为指导，以英语语言知识与应用技能、跨文化交际和学习策略为主要内容，并集多种教学模式和教学手段为一体的教学体系。
大学英语的教学目标是培养学生的英语综合应用能力，特别是听说能力，使他们在今后学习、工作和社会交往中能用英语有效地进行交际，同时增强其自主学习能力，提高综合文化素养，以适应我国社会发展和国际交流的需要。
二、教学要求我国幅员辽阔，各地区、各高校之间情况差异较大，大学英语教学应贯彻分类指导、因材施教的原则，以适应个性化教学的实际需要。
大学阶段的英语教学要求分为三个层次，即一般要求、较高要求和更高要求。
这是我国高等学校非英语专业本科生经过大学阶段的英语学习与实践应当选择达到的标准。
一般要求是高等学校非英语专业本科毕业生应达到的基本要求。
较高要求或更高要求是为有条件的学校根据自己的办学定位、类型和人才培养目标所选择的标准而推荐的。
各高等学校应根据本校实际情况确定教学目标，并创造条件，使那些英语起点水平较高、学有余力的学生能够达到较高要求或更高要求。
三个层次的英语能力要求如下：一般要求：1. 听力理解能力：能听懂英语授课，能听懂日常英语谈话和一般性题材的讲座，能听懂语速较慢(每分钟130 ~150词)的英语广播和电视节目，能掌握其中心大意，抓住要点。
能运用基本的听力技巧。
解读《大学英语课程教学要求》（试行）
2004-2-27 《中国大学教学》，2004 年，第二期，高等教育出版社
南京大学 王守仁 我国的大学英语教学自上个世纪 80 年代起开始受到重视。经过 20多年的努力， 大学英 语在教 学水 平、教 材建设 、课 程设置 、教 学方法 、教 学环境 、教师 队伍 等各 个方面都 有了长 足的进 步与发 展，为 进一步 搞好大 学英 语教学 打下了 良好基 础。 在充分肯定成绩的同时，我们也应看到存在的问题以及大学英语教学不能满足 社会经 济和科 技文 化发展 需要的 现状 。为了 适应 高等教 育发 展的新 形势， 教育 部领 导提出了大学英语教学改革的任务。2003 年，教育部正式启动“高等学校教学质量 和教学改 革工程”，将大学 英语教 学改革 列为分 步实施 “质 量工程” 四项工 作中的 第二 项。教 育部决 定采取 三项措 施，大 力改革 大学英 语教学 :一 、广泛 采用先 进的信 息技 术，推动基于计算机的英语教学改革;二、制定《大学英语课程教学要求》;三、进一 步改革 大学四 、六 级英语 考试。 这三 项举措 各有 重点， 但相 互联系 ，其中 《大 学英 语课程 教学要 求》 的制定 具有全 局性 指导意 义， 尤为重 要， 需先行 一步。 为此 ，教 育部高教司于 2003 年 4 月成立了《大学英语课程教学要求》项目组。项目组由高等 学校大 学外语 教学 指导委 员会、 外语 专业教 学指 导委员 会、 大学外 语教学 研究 会中 的有关专 家组成 ，负责 起草《 大学英 语课 程教学 要求 》。项 目组在 高教司 领导的 直接 指导下，以改革的精神、实事求是的态度开展工作，顺利完成了任务。2003 年 12 月 2 日高教司下发《关于开展大学英语教学改革试点工作的通知》，决定选择部分高 校依据《 大学英 语课程 教学要 求》进 行大学 英语教 学改 革试点 。 一、制定《大学英语课程教学要求》的指导思想 1加. 强听说实用能力，重视阅读理解能力，训练基本的翻译和写作能力。把听 和说放 在英语 教学 的重要 位置， 并不 意味着 削弱 阅读。 大学 英语的 教学对 象是 非英 语专业 学生， 无论 是在校 学习还 是毕 业后在 工作 岗位上 ，大 部分人 接触英 语的 主要 方式是 阅读。 为了 适应信 息社会 的发 展需要 ，同 时为交 际打 下扎实 的基础 ，应 增加 英语语 言知识 的输 入，逐 步加大 学生 的阅读 量， 拓展阅 读的 广度和 深度。 但是 ，21 世纪的 中国， 英语 学习的 环境已 发生 很大变 化， 人们可 以通 过电视 、光碟 、网 络、 面对面 交流等 多种 途径、 多种方 式接 触、学 习和 使用英 语。 语言教 学的本 质不 仅仅 是传授知识， 而且要使学生能够用所学的语言进行交流。大学英语教学应注意听、 说、读 、写、 译等 技能的 协调发 展， 在加强 阅读 训练的 同时 ，注重 培养学 生的 表达 能力， 使其学 会用 英语来 获取信 息、 处理信 息和 交流信 息， 做到学 以致用 。听 和读 是获取 信息的 渠道 ，说和 写是传 递信 息、表 达思 想、交 流情 感的渠 道，它 们之 间是 相互关联的，不应分割和对立。 2抓. 住现代信息技术革命带来的契机，广泛采用多媒体和网络等现代信息技术， 促进教 学模式 的有 效改革 。设计 基于 计算机 和课 堂的英 语多 媒体教 学模式 ，改 变以 教师讲 授为主 的单 一课堂 教学模 式， 是大学 英语 教学改 革的 重要内 容。以 现代 信息 技术为 支撑的 新型 教学模 式应充 分发 挥新技 术在 资源和 人机 交互方 面的优 势， 同时 也要继 承传统 教学 模式中 的优秀 部分 ，从而 构建 立体化 、多 样化、 个性化 的大 学英 语教学体系。 3学. 生是学习的主体，大学英语教学应充分考虑到教学内容与社会及个人需求
教育部公布《大学英语课程教学要求》
教育部公布《大学英语课程教学要求》(全文)中新网9月26日电教育部网站26日公布《大学英语课程教学要求》(以下简称“教学要求”) 。
教学要求建议，大学英语课程要融入学校的学分制体系，尽量保证在本科总学分中占10%(16学分左右)。
教学要求指出，大学阶段的英语教学要求分为三个层次，即一般要求、较高要求和更高要求。
大学英语课程的设计应充分考虑听说能力培养的要求，并给予足够的学时和学分；应大量使用先进的信息技术，开发和建设各种基于计算机和网络的课程，为学生提供良好的语言学习环境与条件。
教学要求提出，高校应对英语教学开展形成性评估和终结性评估。
形成性评估可以采用课堂活动和课外活动记录、网上自学记录、学习档案记录、访谈和座谈等多种形式，以便对学生学习过程进行观察、评价和监督，促进学生有效地学习。
终结性评估主要包括期末课程考试和水平考试。
根据教学要求，大学英语教学评估还应包括对教师的评估。
应全面考核教师的教学态度、教学手段、教学方法、教学内容、教学组织和教学效果等。
教学要求建议，高校应建立完善的教学文件和教学管理文件；大学英语课程要融入学校的学分制体系，尽量保证在本科总学分中占10%(16学分左右)；完善教师的聘任管理，确保师生比合理；建设年龄、学历和职称结构合理的师资队伍。
教育部办公厅关于印发《大学英语课程教学要求》的通知教高厅…2007‟3号各省、自治区、直辖市教育厅(教委)，新疆生产建设兵团教育局，有关部门(单位)教育司(局)，部属各高等学校：《大学英语课程教学要求(试行)》发布三年以来，推动了大学英语教学改革，提高了大学英语教学质量。
为全面实施大学英语教学改革，满足新时期国家和社会对人才培养的需要，我部组织有关专家，根据大学英语教学改革目标要求，结合大学英语教学改革实践，对《大学英语课程教学要求(试行)》进行了修订和完善。
现将修订后的《大学英语课程教学要求》印发给你们，请参照执行。
教育部办公厅二○○七年七月二十七日大学英语课程教学要求为适应我国高等教育发展的新形势，深化教学改革，提高教学质量，满足新时期国家和社会对人才培养的需要，特制订《大学英语课程教学要求》(以下简称《课程要求》)，作为各高等学校组织非英语专业本科生英语教学的主要依据。
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《大学英语课程教学要求(试行)》的衔接性和前瞻性□蔡基刚提要:《大学英语课程教学要求(试行)》(以下简称《课程要求》)提出的新的教学目标,新的教学模式毫无疑问将促进大学英语教学的改革,起到其预期的积极作用。
但是《课程要求》在听说能力培养的目标、大学英语学分数、专业英语课程设置、词汇量要求以及多媒体教学模式等方面似乎缺少点衔接性、前瞻性和系统性。
关键词:《课程要求》;衔接性;前瞻性Abstract:The new objective of college English set up by College English Curriculum Requirements,together with its new teaching model will certainly deepen and contribute to the reform of college English teaching.But the Cur2 riculum Requirements still leave something to be desired in terms of consistency,foresight,and systematicity when the training of the listening and speaking abilities,English credits,ESP courses,the size of vocabulary and the mul2 timedia teaching model are concerned.K ey w ords:Curriculum Requirements;consistency;foresight中图分类号:H319 文献标识码:B 文章编号:1004-5112(2004)05-0010-08引言2004年1月,教育部正式颁发了新制订的《大学英语课程教学要求(试行)》,并宣布以此在全国开展大学英语教学改革试点工作。
《课程要求》制定了“培养学生的英语综合应用能力,特别是听说能力”这一新的大学英语教学目标,提出了一般要求、较高要求和更高要求三个适应不同层次学生的教学要求,并规定了如何利用现代化多媒体网络技术来达到这些目标和要求的基于计算机的教学模式。
应该说《课程要求》体现了与时俱进的改革精神,它对于深化大学英语教学改革,进一步提高学生英语综合应用能力,尤其听说能力,适应我国社会发展和国际交流的需要,满足我国高等教育的发展要求,将起到预期的积极作用。
但是,如果不是从一个应急性的措施,而是从一个在相当长一段时间内用来指导我国大学英语教学的教学大纲角度看,《课程要求》似乎还缺少点衔接性、前瞻性和系统性。
听说能力培养与教学目标《课程要求》最大的特点是突出听说能力的培养和教学。
第一部分“教学性质和目标”明确指出:“大学英语的教学目标是培养学生的英语综合应用能力,特别是听说能力。
”接着的第二部分“教学要求”、第三部分“课程设置”和第四部分“教学模式”都是围绕提高听说能力论述的:“在上述三个层次的听、说、读、写、译等五种能力的培养中,各高等院校要特别重视听说能力的培养和训练。
”“大学英语课程的设计应充分考虑听说能力的要求,并给予足够的学时和学分。
”“各高等学校应根据自身的条件和学生情况,设计出适合本校情况的基于单机或局域网以及校园网的多媒体听说教学模式,有条件的学校也可直接在互联网上进行听说教学和训练。
”在目前大学生的听说能力比较薄弱,而社会对大学毕业生的应用能力尤其是听说能力需求比较迫切的情况下,加强听说能力的训练,无论怎么强调也不为过分。
但是,从长远目光看,把大学英语的教学重点放在听说训练上是否妥当?首先,在分析听说能力时,应当把听和说分开。
不能笼统说大学生的听说不行,或笼统说要提高大学生的听说能力。
就听而言,目前大学生的水平并不是很差的。
二、三十年前英语音像资料极其匮乏,听的教学和训练又不很重视(当时的教学要求主要是“培养学生具有较强的阅读能力”,“以英语为工具,获取专业所需要的信息”),因此那时的大学生“聋子英语”是相当普遍的。
但是90年代以来,随着我国国际交往日益频繁,尤其是我国加入WTO以后,各类学校包括社会办班都加大了听说教学。
不仅从小学开始就有听说训练,而且各级英语考试都把听力记入总分,如中考、高考、研究生考试等。
更重要的是听的环境已初步形成:市场上各种外语音像制品,外语影片的大量涌现,外语电台电视频道的相继开播,这一切都使现代学生听的能力得以大大提高。
可以这样说,现在大学生听的能力仅次于读(李瑞芳等2004)。
根据王懿(2004)对上海交通大学3000多名2003级新生的调查,在听、说、读、写四种能力中,学生认为最容易学、学得最好的,第一是阅读,第二就是听力。
另一方面,如果我们比较一下《普通高中英语课程标准》(以下简称《课程标准》)和《课程要求》中对听的要求,就会发现前者的要求不比后者低,甚至超过后者的一般要求(即提出的要求是一般大学生在学完两年大学英语后达到的水平)。
《课程标准》8级要求:“能听懂有关熟悉话题的讨论和谈话并记住要点”,“能基本听懂广播或电视英语新闻的主题或大意”;9级要求:“能听懂有关熟悉话题的演讲、讨论、辩论和报告”,“能听懂国内外一般的英语新闻广播”,“能抓住较长发言的内容的态度、喜恶、立场及隐含意思等。
”《课程要求》一般要求:“能听懂英语授课,能听懂日常英语谈话和一般性题材讲座,能基本听懂慢速英语节目,……能掌握其中心大意,抓住要点”;较高要求:“能基本听懂英语国家人士的谈话和讲座,能听懂题材熟悉、篇幅较长的国内英语广播或电视节目,……能掌握其中心大意,抓住要点和相关细节。
”因此我们的疑问是:当大学新生听的能力有了很大的提高,当高中正在实现大学里提出的听的要求,大学还有必要花这样大的力气,花这样多的教学资源来训练听力吗?再来分析说的能力。
尽管现在大学生说的能力较之二、三十年前有了很大的提高,但“哑巴英语”还是较为普遍。
但即使这样,口语也不应该在大学里作为重点来抓。
原因有三:其一,没有足够的教学资源。
训练口语需要小班,最好一对一,而在目前普遍扩招的情况下根本无法做到。
在计算机上自主训练,只能是最简单的日常对话,而简单的日常口语在中学里已经或正在基本解决。
其二,缺少自然的语言环境。
口语是一种需要不断使用才能学好的技能,没有这样的环境,不仅难以学好,而且走出学校不用,这种能力也很快会丢掉。
其三,毕业后能够真正用到这种能力的,只是很小很小一部分人。
因此从投入和回报的经济价值角度分析,大规模口语训练也是不值得的。
我们认为较强的口语能力是个性化的要求。
个别大学生如认为自己的专业或今后的工作需要较强的口语,自己可以选修口语课程,可以到语言学习中心去训练,甚至可出钱到社会去培训。
而对于绝大多数学生,只要有一般的日常会话能力就可以了。
这种一般口语能力是在基础英语学习过程中自然习得的。
许多实例证明,一个人有了较好的听和读的基础,如今后工作需要口语,而且只要每天用,口语是很容易上去的。
因此,把大学英语教学重点放在听说基础能力培养上,放在大规模的听说训练上,这种做法,暂时性的、个别性的是可以的,而从发展和全面的眼光看,是不恰当的。
正如中国英语教育中心主任胡文仲教授指出的:外语应当在中学里基本过关,到大学还在打基础,是反常的(《北京大学英语研究会简报》第149期)。
学分制与基础英语长短《课程要求》指出,“大学英语课程要融入学校的学分制体系。
尽量保证在本科总学分中占到10%(16学分左右)”。
学分问题涉及大学英语这门基础课程开设时间的长短和整个教学。
1985年制定的《大学英语教学大纲》规定“基础阶段的教学时数应不少于280学时,安排在第一至第四学期。
每学期为一级,每级约70学时,以每周4学时为宜”。
1999年修订的《大学英语教学大纲》肯定了这一规定,并把“以每周4学时为宜”改为“每周应不低于4学时”,强调“基础阶段四个学期的英语课均为必修课”。
按照学分和学时一般折算法,1个周学时等于1个学分,4个周学时就是4个学分,四个学期就是16学分。
因此《课程要求》提出的16学分和20年前《大纲》提出的四个学期没有多大区别。
1985年时,我国的中小学英语教学发展还是比较缓慢。
当时不少大学新生的英语水平只有最基本的语法知识。
有的新生还要从最基本的语音开始教起。
用的起点教材,还没有今天初中一年级的英语教材难。
鉴于当时的新生水平,提出用四个学期的必修课程保证他们达到一定的英语水平还是合理的。
但是从1985年到2004年这20年间,我国大学新生的英语水平有了显著的提高。
随着小学英语开设的普遍提前,大量具有本科和硕士学位的英语教师充实中小学英语师资队伍,全国许多地方加大了对中小学英语教学改革的力度,中小学英语教学有了迅速的发展。
2002年制定的《普通高中英语课程标准》已经提出高中毕业生必须具有7级2500的词汇量,而考入大学的高中毕业生必须达到8级3300词汇,这已经直逼目前的大学英语四级的4200词汇水平或《课程要求》中一般要求的4500词汇水平。
因此问题就是:在这样的入学水平上,学生是否还有必要继续修读16学分、四个学期的大学英语?当然语言的学习和提高是无止境的。
我们可以在较高层次上学习英语,学习高级英语、高高级英语。
如根据复旦大学大学英语教学大纲,该校新进的一般学生(37%)起始级就是相当于原大纲的4级,好的学生(50%)从5级学起,少数优秀学生(13%)学完第一学期的大学英语就要求达到6级。
但这样做又涉及这样一个问题:打基础是否有一个度?我们是否有必要像培养英语专业学生那样来培养非英语专业的学生?四个学期的基础英语在我们大学已经开设了20多年,是否还要再开10年、20年,尽管今日新生的英语水平与当年根本不能同日而语?目前我国高等教育都在进行学分制的改革,推行全面学分制。
其意义是:1)压缩总学分,减轻学生负担;2)推行选修制,给学生更多的选择课程的自由(蔡基刚2002)。
这就需要大学英语基础课程进行相应的压缩,开出更多的选修课程,让有限的教学资源和课学时用在和学生专业相关的英语上。
就我们了解,我国许多大学的大学英语课程都感受到了压缩学分的压力。
我国一些重点大学率先进行了改革。
下面是几所重点大学的大学英语必修学分的情况:表1大 学学分数大 学学分数清华大学8北京大学8复旦大学12浙江大学12南京大学12上海交通大学12 清华大学和北京大学的大学英语课程周课时都降为2。
浙江大学从2005年起,大学英语基础课程也只有3个学分,其余都为选修学分。
我国内地前十所重点大学新生的英语水平和香港地区的一些大学新生的英语水平还有些差距,但差距不是很大。