英语：高中英语新课程标准
高中英语课程标准_新课标_英文版
New Course Syllable for EnglishPart 1: IntroductionWith 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.Since 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:l Over-emphasizing the transmission and explanation of knowledge about grammar and vocabularyl Neglecting to develop students’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:l Develops students’ comprehensive l anguage competencel Motivates students, is relevant to their life experiences and cognitive levell Promotes task-based teaching methodsl Involves students in experiential, practical, participatory and cooperative learningl Develops students’ positive attitudes, thinking skills, practical abilities, cultural awareness and autonomy through the language learning process1. The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students tl Develop a certain level of comprehensive language competence and the ability to use language for real communicationl Master certain basic language knowledgel Master listening, speaking, reading and writing skillsHowever, at another level the curriculum should also serve students’ all-round development, providing them with opportunities tl Strengthen their interest in studying Englishl Grow in self-discipline, perseverance and self-confidencel Improve their cooperative, investigative and thinking abilitiesl Develop their memory, imagination and creativityl Adopt good study habits and effective learning strategiesl Develop as autonomous and lifelong learnersl Build moral integrity and a healthy outlook on lifel Establish both national spirit and an awareness of and respect for cultural differencesl Broaden their horizons and enrich their life experiencel Take part in cultural lifel Develop as individuals2. Basic Principles of the New Curriculum2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid tl Valuing each student’s feelingsl Stimulating students’ interest in studying Englishl Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’ comprehensive language competence to include areas such as:l Improving students’ ability to contribute to cultural and social lifel Developing students’ practical abilitiesl Fostering students’ creativity2.2The 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:1. Language Skills2. Language Knowledge3. Attitudes to Learning4. Learning Strategies5. Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.2.3Students are put at the centre of the curriculum and individual differences are respectedStudents’ must be at the heart of the new curricul um. For example, their developmental needs must be the central consideration when developing:l Curriculum objectivesl The teaching and learning processl The assessment processl Teaching and learning resourcesWhen implementing the curriculum each student must be allowed to develop individually under the guidance of the teacher:2.4The curriculum promotes activity-based methods, experiential and participatory learningThe curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task completion will involve the following types of learning:l Sensoryl Experientiall ‘Hands on’/practicall Participatoryl CooperativeIn order to improve their ability to use language for real communication, students should also be able tl Adjust their learning strategies and control their emotionsl Form positive attitudes towards learning2.5The curriculum recognizes the important role of formative assessment in promoting student’ developmentThe assessment system should combine formative with summative assessment. The purposes of assessment should be tl Promote students’ comprehensive language competencel Encourage and motivate studentsl Help students become more autonomous learnersl Benefit students’ healthy personal developmentl Give teachers useful feedback from which to develop teaching and learningl Inform the ongoing development and perfection of the English curriculum Formative assessment should be an important part of the English teaching and learning process with a particular emphasis on:l Encouraging students’ active participation in learningl Improving stu dents’ self-confidenceSummative assessment should focus on:l Testing students’ integrated language skillsl Testing students’ ability to use language2.6The curriculum expands the range of learning resources and opportunities available The curriculum should strive to use and develop resources whose content is:l Realisticl Close to the students’ livesl Contemporaryl Healthyl Rich and variedActive use should be made of:l Audio visual materiall Print medial The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3. The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:l The nature of language developmentl The different needs of different age groupsl The needs of different ethnic groups and areasl The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.The correspondence between the level system and the grade system is shown in the following diagram:Diagram 1: The Levels and the GradesPart 2: Introduction to the General ObjectivesThe fundamental aim of the new curriculum is to develop students’ comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram:Diagram 3: Comparison of the Old and New Curriculumsl Language skills and knowledge form the basis of comprehensive language competencel The students’ attitudes to learning strongly influence their learning and developmentl Successful learning strategies improve the effectiveness of students’ learningl Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all five general objectives) for Levels 1 to 9 are presented below:Table 1: The Overall Descriptors for Comprehensive Language Competence Part 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSO Programme Office) for Level 6 – 9 descriptors.Table 2: Level Descriptors for Language Skills ObjectiveN.B. The original includes Language Skills descriptors for Levels 1,3,4,6,7,8 and 9Table 3: Level Descriptors for Language Knowledge ObjectiveTable 4: Level Descriptors for Affective Attitudes ObjectiveTable 5: Level Descriptors for Learning Strategies ObjectiveTable 6: Level Descriptors for Cultural Awareness Part 4: Guidelines for Implementation1. Suggestions for Teaching and Learning1.1 Lay the groundwork for students’ all-round and lifelong developmentTeaching and learning should meet the diverse needs of all students, ensuring the healthy development of their mind and body. In particular the teacher should pay attention to the following:l Encourage students to use English bravely, taking a lenient attitude towards mistakes they make during the learning process.l Provide students with ample opportunities to collaborate with others and to become autonomous learners.l Give students plenty of space for self-development.l Encourage students to develop their language skills in an integrated way through experiential, practical, cooperative and inquiry-based learning.l Create conditions that allow students to explore questions they are personally interested in and solve problems by themselves.1.2 Create a relaxed, democratic and harmonious learning environmentPositive attitudes are an essential condition for effective learning. Negative attitudes can not only reduce the effectiveness of study but also adversely affect students’ long-term development. In particular, teachers should heed the following:l Respect each individual student, actively encouraging everyone to try and safeguarding their self-esteem and enthusiasm.l Integrate students’ English education with their emotional education. Develop cooperative spirit by organizing learning activities that let students work together, help each other and experience group recognition and achievement.l Pay particular attention to introverted students or weak learners, trying to give them as many language practice opportunities as possible.l Establish a friendly and democratic channel of communication between students and teacher, frequently reflecting on the learning process and results together, and offering mutual help and support.1.3 Use task-based learning methods to promote students comprehensive language competenceTeachers should try to adopt task-based learning methods as much as possible. Teachers should creatively design learning activities that are relevant to the students’ real lives, according to the overall curriculum objectives and content. Teachers should engage students’ interest in the activity and organize them effectively so that they participate actively and complete the tasks, learning and using English through thinking, carrying out surveys, discussing, communicating and cooperating. Attention should be paid to the following points when designing tasks:l Activities must have clear and achievable aims and objectives.l Activities must be relevant to students’ life experie nces and interests; the content and style should be as true to life as possible.l Activities must benefit the development of students’ language knowledge, language skills and ability to use language for real communication.l Activities should be of a cross-curricular nature, promoting the integrated development of students’ thinking and imagination, aesthetic and artistic sense, cooperative and creative spirit.l Activities should make students gather, process and use information, using English to communicate with others in order to develop their ability to use English to solve real problems.l Activities should not purely be limited to the classroom but also extend to out of school learning.N.B. In July 2005 VSO’s curriculum adviso r, Professor Zhang Lianzhong, mentioned that this section of the curriculum will be revised such that “we will take the TBL (Task-Based Learning) approach as one of the useful tools within the big box of Communicative Language Learning.”1.4. Provide increased guidance about learning strategiesHelping students to adopt good study habits and effective learning strategies is one of the important tasks of the new curriculum. Teachers should consciously give students guidance about learning strategies so that, through learning and using English, they are learning how to learn. To this end the teacher should observe the following:l Give students chances to establish their own study targets and the means of fulfilling these.l Help students to use inference, research and inquiry style methods to carry out their learning.l Develop students’ practical abilities and creative thinking by designing inquiry based activities.l Encourage students to use observation, discovery and induction to acquire language knowledge and grasp language functions.l Help students to carry out self-assessment during the learning process and adjust their own learning objectives and strategies appropriately according to the results. 1.4 Develop students’ aware ness of and ability in cross-cultural communication Language and culture are closely related, language being the main transmitter and carrier of culture. Teachers should work hard to help students achieve the following during the English learning process:l Understand foreign cultures, especially those of English speaking countriesl Use English appropriatelyl Constantly broaden their cultural horizonsl Deepen their understanding of their own culturel Develop an awareness of and ability in cross-cultural communication1.5 Use modern teaching technology and expand learning opportunitiesIn order to increase the effectiveness of teaching and learning, teachers should make good use of modern technology, expand the range resources and opportunities through which students can learn, thereby modernizing learning ways. Conditions permitting, teachers should try tl Use audiovisual material and the Internet to enrich the learning content and form and improve outcomes.l Use computer and multi-media software to explore new teaching and learning methods and promote more individualized study.l Create conditions for students to study more independently through sensible use of a variety of learning resources, such as broadcasts, print media, libraries and the Internet.1.6 Organize lively and active extracurricular activities to promote students’ English learningTeachers should arrange a variety of extracurricular activities according to the students’ age and interests to help them expand their knowledge, broaden their horizons, strengthen their intellect and individuality and use their talents. The content and form of these carefully planned activities should be rich and varied. Suggestions include:l Recitalsl Songsl Story tellingl Speechesl Performancesl English cornerl English wall displaysl Cclass discussionsl ExhibitionsThe teacher should be good at leading these activities to maintain students’ interest and foster their creativity and initiative.1.7 Continue to develop professionallyTeachers should aim tl Familiarize themselves with the principles, objectives, content, teaching and learning methods, psychological theories and language learning research findings of this curriculuml Select and adjust English teaching and learning strategies according to their students’ psychological characteristicsl Develop their ability to organize and monitor activitiesl Use a variety of teaching skills and methods flexiblyl Master the use of modern educational technology, using it increasingly in their own continuing study and real classroom practicel Consciously deepen their knowledge of Chinese and foreign culturesl Actively and creatively explore which teaching and learning methods best suit their students’ needs, local conditions and the objectivesl Continuously reflect on their own practice, endeavouring to become a creative and research driven teacher1.8 Follow high frequency principles to ensure effective teaching and learningIn Grades 3-6 there should be a minimum of four teaching and learning periods per week, with shorter periods for the younger years. For Grades 5 and 6 classes should not exceed two periods in length. In order to ensure the effectiveness of teaching and learning, class sizes should not exceed 40 at primary level. Grades 7 –9 and senior school students should have a minimum of four lessons a week.N.B. The original provides five sample learning activities here that have not been translated.2. Suggestions for Assessment and EvaluationAssessment and evaluation is an important component of the new curriculum. Assessment should be carried out according to the requirements of the curriculum standards, focusing not only on the results but also the process of learning. The primary purposes of assessment are tl Let students continuously experience progress and success during the learning processl Let students know their own progress and build confidencel Promote all aspects of students’ comprehensive language competencel Provide the teacher with feedback on the teaching and learning processl Help the teacher reflect on their own teaching practice and adjust it accordingly l Help the teacher continuously improve the quality of their teachingl Provide the school with prompt feedback on the implementation of the curriculum l Help improve educational managementl Inform the ongoing development and perfection of the new English curriculum The assessment system should diversify both the subjects and forms of assessment. Assessment should focus on students’ comprehensive language competence, combining both formative assessment (concentrating on the study process) and summative assessment (concentrating on the learning outcomes).2.1 Ensure that students are the subjects (not objects) of assessmentStudents are at the centre of learning. The development of their comprehensive language competence should be the starting point for both teaching and learning and assessment.l Assessment should help students know their own progress, develop self-confidence, reflect on and adjust their own study process, thereby ensuring the continuous development of their language ability.l Teachers should help students carry out self-assessment.l Students should be active participants and collaborators in a variety of assessment activities.l Assessment should be an organic part of teaching and learning activities.l Assessment should help students to analyse their own successes and shortcomings, clarifying the direction in which they need to work.2.2 Make sure formative assessment plays a role in student development Formative assessment is an important component and driving element of teaching and learning. Formative assessment should check the students’ learning outcomes, attitudes and strategies during the everyday learning process. The purpose of formative assessment is to encourage students, help students adjust the learning process effectively, help students gain a sense of achievement, strengthen their self-confidence, and improve their cooperative spirit. Formative assessment helps students develop from passive objects of assessment to active participants in the assessment process. In order to let formative assessment become an organic part of the study process its important tl Establish an open and relaxed atmosphere for assessmentl Use both tests and other methodsl Use a combination of individual and small group assessmentl Encourage students, classmates, teachers and parents to collectively participate in assessment, thereby diversifying the subjects of assessmentFormative assessment can take many forms, such as:l Comparison and assessment of classroom learning activitiesl Self assessment of learning outcomesl A learning portfoliol Questionnairesl Interviewsl Feedback from parentsl Everyday quizzes and testsFormative assessment can be recorded in the form of descriptions, levels or marks. No matter what method is used, the role of assessment in encouraging learners must not be forgotten. According to the assessment results, teachers should give students individual feedback, ensuring their steady progress and encouraging them to reflect on and better themselves.2.3 Make sure assessment methods are varied and flexibleTeachers must select assessment methods suitable for the age of the students and the learning conditions. During formal assessment teachers should permit students to select assessment methods that suit their characteristics or strengths. If students getunsatisfactory results during a certain test they should be allowed to negotiate with the teacher to retake the test after sufficient preparation.2.4 Make sure assessment feedback is used to increase the effectiveness of teaching and learningThe teacher should ask themselves the following questions:l Does the assessment help promote autonomous learning and self-confidence?l Does the assessment reflect the students’ achievements?l Does the assessment reflect the teachers’ strengths and weaknesses?l Does the assessment reflect problems in the students’ learning process? Teachers should promptly adjust their teaching methods and plans according to assessment feedback.2.5 Summative assessment should focus on checking students’ comprehensive language competenceSummative assessment (such as end of term exams and graduation exams) is the main means of measuring the level of students’ comprehensive language competence. It also reflects the effectiveness of the teaching and learning process and is a major indicator of the schools’ quality in managing teaching and learning. Summative assessment must have the target of assessing students’ comprehensive language competence, striving to scientifically and comprehensively check students’ language level at the end of a particular stage of learning. The following should be observed:l Exams should include oral, listening and writing amongst other components in assessing students’ comprehensive language competence.l Listening tests must account for a minimum of twenty percent of termly, yearly and graduation exams.l Listening tests shoul d check students’ understanding and ability to gain information rather than asking them to distinguish between different pronunciations. l Writing exams should avoid testing knowledge of phonetics or grammar in isolation.l There should be an increase in questions that require students to use English in a specific language context.l Objective questions with a single correct answer should be reduced in favour of more subjective questions with several correct answers.l Exam results should not be publicly displayed nor students ranked in order of their results.2.6 Recognize the special characteristics of assessment for Grades 3 – 6The main purpose of assessment at primary level should be to encourage students’ interest and active participation in learning English. Assessment methods should be varied and choice should be offered. Formative assessment should be the main type, focusing mainly on students’ performance and ability to cooperate during a variety of everyday teaching and learning activities.l In Grades 3 and 4 end of term or end of year assessment should use assessment activities similar to normal teaching and learning activities. Through observing students’ behaviour and discussing with them teachers should assess their ability to use English to do things.l For end of term or year assessment in Grades 5 and 6 a combination of oral and written tests can be used. Oral tests should check students’ ability to use language to communicate about content close to their real lives. Written tests should focus on checking their listening and reading skills, using methods that are as active and lively as possible.2.7 Pay attention to the relationship between assessment and teaching and learning Pay attention to the proportion of teaching and learning time spent on assessment. Only carry out assessment that has useful results. Avoid over-elaborate and time-consuming assessment processes. Don’t let assessment become the sole end of teaching and learning.2.8 The assessment of each level should be founded on the general objectivesThe general objectives should be the basis for all assessment. Since the assessment of Level 2 will be organized by individual places and schools, formative assessment should be the main means. The same applies to all other levels apart from Levels 5 and 8, whose assessment is organized by national and provincial education bodies. Selection exams should unite the requirements of this curriculum with those of local conditions to establish suitable levels and test demands.N.B. Six examples of assessment documents are provide in the original. They are just listed here.Example 1: Self assessment questionnaire for Grade 7-9 students about learning strategiesIncludes statements such as:l I can concentrate during study.l During communication I use gestures and facial expressions to help express myself. l I often use associations to help study and remember new wordsStudents choose between ‘never’, ‘rarely’, ‘sometimes’, ‘often’ and ‘always’. Example 2: Assessment reference sheet for Grade 3-6 for English ‘playing, performing, watching, speaking and listening’Example 3: Formative assessment scheme for Grade 3-6 listening at Level 2 Example 4: Guidelines for using student portfoliosPortfolios might include:l Some kind of baseline assessmentl A record of the students’ classroom performance – e.g. participation in role-plays, volunteering to read something aloud, etc.l Examples of the students’ best written homework, a s selected by themselvesl Teachers’ and parents’ observations on the students’ study situationl Results of tests and quizzes marked by the teacher, student or students’ classmates, either as grades or written commentsl Students’ self-assessments and reflections on their own attitude, methods and outcomesExample 5: Guidelines for oral tests. . . . .End of term or end of year oral tests should test students’ real ability to express themselves orally. Students can be tested in groups of two, three or four. According to a situation or topic (that might be presented through words or pictures), students discuss and communicate. Teachers should assess their oral expression, communicative ability and effectiveness. The following questions may be useful:l Is information coherent and easily expressed? (Students may make grammar and vocabulary mistakes that affect the accuracy but the basic information is still transmitted effectively.)l Are the pronunciation, intonation and rhythm natural? Can the speaker be understood?l Does the speaker use appropriate communication strategies, such as repetition, clarification, using expressions and gestures, to complete the activity successfully? Example 6: Reference sheet for the assessment of writing for Levels 3 – 8.3. Exploitation and Use of Curricular Resources4. The compilation of teaching materials and guidelines for their useN.B. A full translation of these final two sections is incorporated in the translation of the senior English curriculum available from the Programme Office.. 专业word可编辑.。
2024版义务教育高中英语课程标准
2024版义务教育高中英语课程标准
简介
本文档旨在提供2024版义务教育高中英语课程标准的概述和主要内容。
该课程标准旨在为高中学生提供全面的英语学习指导，帮助他们提高英语听、说、读、写的能力，培养跨文化交流能力。
内容
2024版义务教育高中英语课程标准主要包括以下几个方面：
课程目标
- 培养学生对英语的兴趣和学习动力
- 提高学生的英语听说能力，培养流利的口语表达能力
- 培养学生良好的阅读习惯和阅读理解能力
- 培养学生的写作能力，提高写作表达的准确性和逻辑性
- 培养学生的跨文化交流能力，增进对不同文化的理解和尊重
学科知识
- 学习基础词汇和语法知识
- 学习听力材料和阅读材料中的重要信息
- 学习运用所学知识进行口头和书面表达
- 学习阅读和理解不同类型的英语文章
- 学习运用正确的语法和词汇进行写作
学习方法
- 培养学生主动学习的能力，包括自主学习和合作学习
- 培养学生有效管理学习时间和资源的能力
- 培养学生积极参与英语学习的态度和习惯
考核方式
- 综合评价学生的英语听、说、读、写能力
- 考核方式包括笔试、口试、听力测试和阅读理解等
结论
2024版义务教育高中英语课程标准旨在全面提高学生的英语能力和跨文化交流能力。
学生应通过学习基础知识、培养学习方法和参与多样化的考核方式来达到课程目标。
教师应根据课程标准的要求，设计和组织有效的教学活动，帮助学生更好地掌握英语技能。
高中英语课程标准-新课标-英文版
New Course Syllable for EnglishPart 1: IntroductionWith 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.Since 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:l Over-emphasizing the transmission and explanation of knowledge about grammar and vocabularyl Neglecting to develop students’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:l Develops students’ comprehensive l anguage competencel Motivates students, is relevant to their life experiences and cognitive levell Promotes task-based teaching methodsl Involves students in experiential, practical, participatory and cooperative learningl Develops students’ positive attitudes, thinking skills, practical abilities, cultural awareness and autonomy through the language learning process1. The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students tl Develop a certain level of comprehensive language competence and the ability to use language for real communicationl Master certain basic language knowledgel Master listening, speaking, reading and writing skillsHowever, at another level the curriculum should also serve students’ all-round development, providing them with opportunities tl Strengthen their interest in studying Englishl Grow in self-discipline, perseverance and self-confidencel Improve their cooperative, investigative and thinking abilitiesl Develop their memory, imagination and creativityl Adopt good study habits and effective learning strategiesl Develop as autonomous and lifelong learnersl Build moral integrity and a healthy outlook on lifel Establish both national spirit and an awareness of and respect for cultural differencesl Broaden their horizons and enrich their life experiencel Take part in cultural lifel Develop as individuals2. Basic Principles of the New Curriculum2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid tl Valuing each student’s feelingsl Stimulating students’ interest in studying Englishl Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’ comprehensive language competence to include areas such as:l Improving students’ ability to contribute to cultural and social lifel Developing students’ practical abilitiesl Fostering students’ creativity2.2The 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:1. Language Skills2. Language Knowledge3. Attitudes to Learning4. Learning Strategies5. Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.2.3Students are put at the centre of the curriculum and individual differences are respected Students’ must be at the heart of the new curricul um. For example, their developmental needs must be the central consideration when developing:l Curriculum objectivesl The teaching and learning processl The assessment processl Teaching and learning resourcesWhen implementing the curriculum each student must be allowed to develop individually under the guidance of the teacher:2.4The curriculum promotes activity-based methods, experiential and participatory learningThe curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task completion will involve the following types of learning:l Sensoryl Experientiall ‘Hands on’/practicall Participatoryl CooperativeIn order to improve their ability to use language for real communication, students should also be able tl Adjust their learning strategies and control their emotionsl Form positive attitudes towards learning2.5The curriculum recogni zes the important role of formative assessment in promoting student’ developmentThe assessment system should combine formative with summative assessment. The purposes of assessment should be tl Promote students’ comprehensive language competencel Encourage and motivate studentsl Help students become more autonomous learnersl Benefit students’ healthy personal developmentl Give teachers useful feedback from which to develop teaching and learningl Inform the ongoing development and perfection of the English curriculumFormative assessment should be an important part of the English teaching and learning process with a particular emphasis on:l Encouraging students’ active participation in learningl Improving stu dents’ self-confidenceSummative assessment should focus on:l Testing students’ integrated language skillsl Testing students’ ability to use language2.6The curriculum expands the range of learning resources and opportunities availableThe curriculum should strive to use and develop resources whose content is:l Realisticl Close to the students’ livesl Contemporaryl Healthyl Rich and variedActive use should be made of:l Audio visual materiall Print medial The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3. The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:l The nature of language developmentl The different needs of different age groupsl The needs of different ethnic groups and areasl The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.The correspondence between the level system and the grade system is shown in the following diagram:Diagram 1: The Levels and the GradesPart 2: Introduction to the General ObjectivesThe fundamental aim of the new curriculum is to develop students’ comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram:Diagram 3: Comparison of the Old and New Curriculumsl Language skills and knowledge form the basis of comprehensive language competencel The students’ attitudes to learning strongly influence their learning and developmentl Successful learning strategies improve the effectiveness of students’ learningl Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all fiveTable 1: The Overall Descriptors for Comprehensive Language CompetencePart 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSO Programme Office) for Level 6 – 9 descriptors.Table 2: Level Descriptors for Language Skills ObjectiveN.B. The original includes Language Skills descriptors for Levels 1,3,4,6,7,8 and 9Table 3: Level Descriptors for Language Knowledge ObjectiveTable 4: Level Descriptors for Affective Attitudes ObjectiveTable 5: Level Descriptors for Learning Strategies ObjectiveTable 6: Level Descriptors for Cultural AwarenessPart 4: Guidelines for Implementation1. Suggestions for Teaching and Learning1.1 Lay the groundwork for students’ all-round and lifelong developmentTeaching and learning should meet the diverse needs of all students, ensuring the healthy development of their mind and body. In particular the teacher should pay attention to the following:l Encourage students to use English bravely, taking a lenient attitude towards mistakes they make during the learning process.l Provide students with ample opportunities to collaborate with others and to become autonomous learners.l Give students plenty of space for self-development.l Encourage students to develop their language skills in an integrated way through experiential, practical, cooperative and inquiry-based learning.l Create conditions that allow students to explore questions they are personally interested in and solve problems by themselves.1.2 Create a relaxed, democratic and harmonious learning environmentPositive attitudes are an essential condition for effective learning. Negative attitudes can not only reduce the effectiveness of study but also adversely affect students’ long-term development. In particular, teachers should heed the following:l Respect each individual student, actively encouraging everyone to try and safeguarding their self-esteem and enthusiasm.l Integrate students’ English education with their emotional education. Develop cooperative spirit by organizing learning activities that let students work together, help each other and experience group recognition and achievement.l Pay particular attention to introverted students or weak learners, trying to give them as many language practice opportunities as possible.l Establish a friendly and democratic channel of communication between students and teacher, frequently reflecting on the learning process and results together, and offering mutual help and support.1.3 Use task-based learning methods to promote students comprehensive language competence Teachers should try to adopt task-based learning methods as much as possible. Teachers should creatively design learning activities that are relevant to the students’ real lives, accor ding to the overall curriculum objectives and content. Teachers should engage students’ interest in the activity and organize them effectively so that they participate actively and complete the tasks, learning and using English through thinking, carrying out surveys, discussing, communicating and cooperating. Attention should be paid to the following points when designing tasks:l Activities must have clear and achievable aims and objectives.l Activities must be relevant to students’ life experie nces and interests; the content and style should be as true to life as possible.l Activities must benefit the development of students’ language knowledge, language skills and ability to use language for real communication.l Activities should be of a cross-curricular nature, promoting the integrated development of students’ thinking and imagination, aesthetic and artistic sense, cooperative and creative spirit.l Activities should make students gather, process and use information, using English to communicate with others in order to develop their ability to use English to solve real problems.l Activities should not purely be limited to the classroom but also extend to out of school learning.N.B. In July 2005 VSO’s curriculum adviso r, Professor Zhang Lianzhong, mentioned that this section of the curriculum will be revised such that “we will take the TBL (Task-Based Learning) approach as one of the useful tools within the big box of Communicative Language Learning.” 1.4. Provide increased guidance about learning strategiesHelping students to adopt good study habits and effective learning strategies is one of the important tasks of the new curriculum. Teachers should consciously give students guidance about learning strategies so that, through learning and using English, they are learning how to learn. To this end the teacher should observe the following:l Give students chances to establish their own study targets and the means of fulfilling these.l Help students to use inference, research and inquiry style methods to carry out their learning. l Develop students’ practical abilities and creative thinking by designing inquiry based activities.l Encourage students to use observation, discovery and induction to acquire language knowledge and grasp language functions.l Help students to carry out self-assessment during the learning process and adjust their own learning objectives and strategies appropriately according to the results.1.4 Develop students’ aware ness of and ability in cross-cultural communicationLanguage and culture are closely related, language being the main transmitter and carrier of culture. Teachers should work hard to help students achieve the following during the English learning process:l Understand foreign cultures, especially those of English speaking countriesl Use English appropriatelyl Constantly broaden their cultural horizonsl Deepen their understanding of their own culturel Develop an awareness of and ability in cross-cultural communication1.5 Use modern teaching technology and expand learning opportunitiesIn order to increase the effectiveness of teaching and learning, teachers should make good use of modern technology, expand the range resources and opportunities through which students can learn, thereby modernizing learning ways. Conditions permitting, teachers should try tl Use audiovisual material and the Internet to enrich the learning content and form and improve outcomes.l Use computer and multi-media software to explore new teaching and learning methods and promote more individualized study.l Create conditions for students to study more independently through sensible use of a varietyof learning resources, such as broadcasts, print media, libraries and the Internet.1.6 Organize lively and active extracurricular activities to promote students’ English learning Teachers should arrange a variety of extracurricular activities according to the students’ age and interests to help them expand their knowledge, broaden their horizons, strengthen their intellect and individuality and use their talents. The content and form of these carefully planned activities should be rich and varied. Suggestions include:l Recitalsl Songsl Story tellingl Speechesl Performancesl English cornerl English wall displaysl Cclass discussionsl ExhibitionsThe teacher should be good at leading these activities to maintain students’ interest and foster their creativity and initiative.1.7 Continue to develop professionallyTeachers should aim tl Familiarize themselves with the principles, objectives, content, teaching and learning methods, psychological theories and language learning research findings of this curriculuml Select and adjust English teaching and learning strategies according to their students’ psychological characteristicsl Develop their ability to organize and monitor activitiesl Use a variety of teaching skills and methods flexiblyl Master the use of modern educational technology, using it increasingly in their own continuing study and real classroom practicel Consciously deepen their knowledge of Chinese and foreign culturesl Actively and creat ively explore which teaching and learning methods best suit their students’ needs, local conditions and the objectivesl Continuously reflect on their own practice, endeavouring to become a creative and research driven teacher1.8 Follow high frequency principles to ensure effective teaching and learningIn Grades 3-6 there should be a minimum of four teaching and learning periods per week, with shorter periods for the younger years. For Grades 5 and 6 classes should not exceed two periods in length. In order to ensure the effectiveness of teaching and learning, class sizes should not exceed 40 at primary level. Grades 7 –9 and senior school students should have a minimum of four lessons a week.N.B. The original provides five sample learning activities here that have not been translated.2. Suggestions for Assessment and EvaluationAssessment and evaluation is an important component of the new curriculum. Assessment should be carried out according to the requirements of the curriculum standards, focusing not only on the results but also the process of learning. The primary purposes of assessment are tl Let students continuously experience progress and success during the learning processl Let students know their own progress and build confidencel Promote all aspects of students’ comprehensive language competencel Provide the teacher with feedback on the teaching and learning processl Help the teacher reflect on their own teaching practice and adjust it accordinglyl Help the teacher continuously improve the quality of their teachingl Provide the school with prompt feedback on the implementation of the curriculuml Help improve educational managementl Inform the ongoing development and perfection of the new English curriculumThe assessment system should diversify both the subjects and forms of assessment. Assessment should focus on students’ comprehensive language competence, combining both formative assessment (concentrating on the study process) and summative assessment (concentrating on the learning outcomes).2.1 Ensure that students are the subjects (not objects) of assessmentStudents are at the centre of learning. The development of their comprehensive language competence should be the starting point for both teaching and learning and assessment.l Assessment should help students know their own progress, develop self-confidence, reflect on and adjust their own study process, thereby ensuring the continuous development of their language ability.l Teachers should help students carry out self-assessment.l Students should be active participants and collaborators in a variety of assessment activities. l Assessment should be an organic part of teaching and learning activities.l Assessment should help students to analyse their own successes and shortcomings, clarifying the direction in which they need to work.2.2 Make sure formative assessment plays a role in student developmentFormative assessment is an important component and driving element of teaching and learning. Formative assessment should check the students’ learning outcomes, attitudes and strategies during the everyday learning process. The purpose of formative assessment is to encourage students, help students adjust the learning process effectively, help students gain a sense of achievement, strengthen their self-confidence, and improve their cooperative spirit. Formative assessment helps students develop from passive objects of assessment to active participants in theassessment process. In order to let formative assessment become an organic part of the study process its important tl Establish an open and relaxed atmosphere for assessmentl Use both tests and other methodsl Use a combination of individual and small group assessmentl Encourage students, classmates, teachers and parents to collectively participate in assessment, thereby diversifying the subjects of assessmentFormative assessment can take many forms, such as:l Comparison and assessment of classroom learning activitiesl Self assessment of learning outcomesl A learning portfoliol Questionnairesl Interviewsl Feedback from parentsl Everyday quizzes and testsFormative assessment can be recorded in the form of descriptions, levels or marks. No matter what method is used, the role of assessment in encouraging learners must not be forgotten. According to the assessment results, teachers should give students individual feedback, ensuring their steady progress and encouraging them to reflect on and better themselves.2.3 Make sure assessment methods are varied and flexibleTeachers must select assessment methods suitable for the age of the students and the learning conditions. During formal assessment teachers should permit students to select assessment methods that suit their characteristics or strengths. If students get unsatisfactory results during a certain test they should be allowed to negotiate with the teacher to retake the test after sufficient preparation.2.4 Make sure assessment feedback is used to increase the effectiveness of teaching and learning The teacher should ask themselves the following questions:l Does the assessment help promote autonomous learning and self-confidence?l Does the assessment reflect the students’ achievements?l Does the assessment reflect the teachers’ strengths and weaknesses?l Does the assessment reflect problems in the students’ learning process?Teachers should promptly adjust their teaching methods and plans according to assessment feedback.2.5 Summative assessment should focus on checking students’ comprehensive language competenceSummative assessment (such as end of term exams and graduation exams) is the main means of measuring the level of students’ comprehensive language competence. It also reflects the effectiveness of the teaching and learning process and is a major indicator of the schools’ quality in managing teaching and learning. Summative assessment must have the target of assessing students’ comprehensive language competence, striving to scientifically and comprehensively check students’ language level at the end of a particular stage of learning. The following should be observed:l Exams should include oral, listening and writing amongst other components in assessing students’ comprehensive language competence.l Listening tests must account for a minimum of twenty percent of termly, yearly and graduation exams.l Listening tests shoul d check students’ understanding and ability to gain information rather than asking them to distinguish between different pronunciations.l Writing exams should avoid testing knowledge of phonetics or grammar in isolation.l There should be an increase in questions that require students to use English in a specific language context.l Objective questions with a single correct answer should be reduced in favour of more subjective questions with several correct answers.l Exam results should not be publicly displayed nor students ranked in order of their results. 2.6 Recognize the special characteristics of assessment for Grades 3 – 6The main purpose of assessment at primary level should be to encourage students’ interest and active participation in learning English. Assessment methods should be varied and choice should be offered. Formative assessment should be the main type, focusing mainly on students’ performance and ability to cooperate during a variety of everyday teaching and learning activities. l In Grades 3 and 4 end of term or end of year assessment should use assessment activities similar to normal teaching and learning activities. Through observing students’ behaviour and discussing with them teachers should assess their ability to use English to do things.l For end of term or year assessment in Grades 5 and 6 a combination of oral and written tests can be used. Oral tests should check students’ ability to use language to communicate about content close to their real lives. Written tests should focus on checking their listening and reading skills, using methods that are as active and lively as possible.2.7 Pay attention to the relationship between assessment and teaching and learningPay attention to the proportion of teaching and learning time spent on assessment. Only carry out assessment that has useful results. Avoid over-elaborate and time-consuming assessment processes. Don’t let assessment become the sole end of teaching and learning.2.8 The assessment of each level should be founded on the general objectivesThe general objectives should be the basis for all assessment. Since the assessment of Level 2 will be organized by individual places and schools, formative assessment should be the main means. The same applies to all other levels apart from Levels 5 and 8, whose assessment is organized by national and provincial education bodies. Selection exams should unite the requirements of this curriculum with those of local conditions to establish suitable levels and test demands.N.B. Six examples of assessment documents are provide in the original. They are just listed here. Example 1: Self assessment questionnaire for Grade 7-9 students about learning strategies Includes statements such as:l I can concentrate during study.l During communication I use gestures and facial expressions to help express myself.l I often use associations to help study and remember new wordsStudents choose between ‘never’, ‘rarely’, ‘sometimes’, ‘often’ and ‘always’.Example 2: Assessment reference sheet for Grade 3-6 for English ‘playing, performing, watching, speaking and listening’Example 3: Formative assessment scheme for Grade 3-6 listening at Level 2Example 4: Guidelines for using student portfoliosPortfolios might include:l Some kind of baseline assessmentl A record of the students’ classroom performance – e.g. participation in role-plays, volunteering to read something aloud, etc.l Examples of the students’ best written homework, a s selected by themselvesl Teachers’ and parents’ observations on the students’ study situationl Results of tests and quizzes marked by the teacher, student or students’ classmates, either as grades or written commentsl Students’ self-assessments and reflections on their own attitude, methods and outcomes Example 5: Guidelines for oral testsEnd of term or end of year oral tests should test students’ real ability to express themselves orally. Students can be tested in groups of two, three or four. According to a situation or topic (that might be presented through words or pictures), students discuss and communicate. Teachers should assess their oral expression, communicative ability and effectiveness. The following questions may be useful:l Is information coherent and easily expressed? (Students may make grammar and vocabulary mistakes that affect the accuracy but the basic information is still transmitted effectively.)l Are the pronunciation, intonation and rhythm natural? Can the speaker be understood?l Does the speaker use appropriate communication strategies, such as repetition, clarification, using expressions and gestures, to complete the activity successfully?Example 6: Reference sheet for the assessment of writing for Levels 3 – 8.3. Exploitation and Use of Curricular Resources4. The compilation of teaching materials and guidelines for their useN.B. A full translation of these final two sections is incorporated in the translation of the senior English curriculum available from the Programme Office.。
全国版本的2023年高中英语课程标准
全国版本的2023年高中英语课程标准前言根据全国教育大会精神和《中华人民共和国教育法》等相关法律法规，为适应新时代我国社会主义教育事业发展需要，进一步推进高中英语课程改革，提高高中英语教育质量，制定本课程标准。
本课程标准旨在指导全国范围内的高中英语教学，适用于普通高中英语课程，旨在培养学生的英语核心素养，提高他们的国际视野和跨文化交际能力，为他们的终身发展奠定坚实基础。
一、课程目标1. 语言知识：使学生掌握高中阶段必需的英语语言知识，包括语音、词汇、语法、功能和话题等。
2. 语言技能：培养学生运用英语进行有效的听、说、读、写交流的能力。
3. 学习策略：引导学生运用有效的学习策略，提高英语学习效率。
4. 文化意识：增强学生对英语国家文化的理解，培养他们的跨文化交际能力。
二、课程内容1. 必修课程：包括人与自我、人与社会和人与自然三大主题，涵盖生活中的各种情境，以培养学生的基本英语素养。
2. 选择性必修课程：包括科技、历史、文化、社会等不同领域的内容，使学生在特定领域深化英语学习。
三、课程实施1. 教学方法：倡导任务型、交际型和合作型等教学方法，注重学生主体地位，充分调动学生的学习积极性。
2. 教学评价：建立形成性评价与终结性评价相结合的评价体系，全面、客观、公正地评价学生的英语水平。
3. 教学资源：充分利用现代信息技术，开发与应用英语教学资源，提高教学质量。
四、课程标准的设计与编写本课程标准在总结过去高中英语课程改革经验的基础上，借鉴国际先进教育理念，立足我国国情，突出时代特色，力求为全国范围内的高中英语教学提供科学、实用的指导。
我们期待本课程标准的实施，将进一步推动高中英语课程改革，提高我国高中英语教育质量，为培养具有全球竞争力的人才作出贡献。
---以上就是全国版本的2023年高中英语课程标准的主要内容。
我们期望通过这个课程标准，能够更好地指导全国范围内的高中英语教学，提高教育质量，培养出更多具有国际视野和跨文化交际能力的人才。
高中英语课程标准_新课标_英文版
高中英语课程标准_新课标_英文版The English Version of the High School English Curriculum Standards for National Compulsory EducationIntroduction:The high school English curriculum standards, also known as the new curriculum standards (2017 version), serve as a guideline for English education in Chinese high schools. These standards aim to promote students' comprehensive English language proficiency, including listening, speaking, reading, and writing skills. In this article, we will explore the details of the high school English curriculum standards for national compulsory education.1. Overall Goal of the High School English CurriculumThe high school English curriculum standards aim to cultivate students' ability to understand and use English effectively. It emphasizes the integration of language knowledge, skills, and strategies. The curriculum is designed to help students become competent language users who can communicate confidently in English and develop a deep understanding of various cultures.2. Curriculum ObjectivesThe high school English curriculum standards define specific objectives for students, focusing on four main areas: listening, speaking, reading, and writing skills.2.1 ListeningStudents should be able to comprehend various listening materials, such as conversations, lectures, and speeches. They should develop the ability to extract information accurately, understand main ideas, and grasp the speaker's intent. Additionally, students should enhance their listening strategies, such as note-taking and predicting.2.2 SpeakingStudents should develop communication skills, including fluency, clarity, and accuracy in spoken English. This involves expressing ideas, opinions, and arguments effectively in both formal and informal contexts. Students should also develop intercultural communicative competence and engage in meaningful interactions with others.2.3 ReadingStudents should become proficient readers, capable of comprehending a wide range of texts, including fiction, non-fiction, and academic literature. They need to employ various reading strategies to understand the main ideas, infer meanings, and analyze textual structures. Furthermore, students should develop critical thinking skills through reading and demonstrate an understanding of different cultures.2.4 WritingStudents should possess the ability to produce coherent and well-organized written texts in English. They should master different writing genres, including narratives, descriptions, argumentative essays, and research reports. Writing skills should also encompass grammar accuracy, vocabulary richness, and logical development of ideas.3. Key CompetenciesThe high school English curriculum standards highlight seven key competencies that students should acquire throughout their English learning journey. These competencies include linguistic competence, sociolinguistic competence, pragmatic competence, socio-cultural competence, strategic competence, intercultural competence, and aesthetic competence.3.1 Linguistic CompetenceLinguistic competence refers to students' knowledge of English language systems, including grammar, vocabulary, and pronunciation. It enables students to understand and produce English accurately.3.2 Sociolinguistic CompetenceSociolinguistic competence focuses on students' understanding of language variations, registers, and styles. It enables students to use appropriate language in different social contexts.3.3 Pragmatic CompetencePragmatic competence involves students' ability to use English appropriately in different communicative functions and situations. It encompasses comprehension of idiomatic expressions, indirect speech acts, and cultural norms in English communication.3.4 Socio-cultural CompetenceSocio-cultural competence refers to students' understanding of the cultural aspects embedded in English language and its varied communities.It enables students to become culturally sensitive and develop cross-cultural communication skills.3.5 Strategic CompetenceStrategic competence involves students' ability to apply effective learning strategies and problem-solving skills in English learning. It includes the use of context clues, inferencing, and self-regulation strategies.3.6 Intercultural CompetenceIntercultural competence focuses on students' understanding and appreciation of diverse cultures. It enables students to communicate and interact with people from different backgrounds respectfully and effectively.3.7 Aesthetic CompetenceAesthetic competence involves students' appreciation and interpretation of different literary texts, such as poems, short stories, and novels. It enhances their language proficiency and cultural understanding.Conclusion:The high school English curriculum standards for national compulsory education provide a comprehensive framework for English language teaching and learning in Chinese high schools. By following these standards, students can develop their language proficiency, intercultural competence, and critical thinking skills. With a solid English foundation, students will be better prepared for future academic pursuits and global communication.。
2023年高中英语全国课程标准整理
2023年高中英语全国课程标准整理引言本文档旨在整理2023年高中英语全国课程标准，为广大高中生提供一份权威、详实的学习指南。
根据教育部颁布的最新课程标准，我们将对高中英语的教学目标、内容要求、评价体系等方面进行详细解读，以帮助学生更好地掌握英语知识，提高英语运用能力。
一、教学目标根据2023年高中英语全国课程标准，高中英语教学目标分为以下三个层面：1. 语言知识：学生需掌握一定量的词汇、语法、功能项目和话题项目，以便在各种情境中有效地进行交流。
2. 语言技能：学生需具备听、说、读、写四项基本技能，能够熟练地运用英语进行日常沟通和学术研究。
3. 学习策略：学生需掌握有效的学习方法，培养自主学习、合作学习和探究学习的能力，为终身学习打下基础。
二、内容要求高中英语课程内容分为必修和选修两部分，涵盖了人与自我、人与社会、人与自然三大主题。
具体内容要求如下：1. 必修部分：包括1-5册，主要涉及基本语法、词汇、功能项目和话题项目。
学生需熟练掌握这些内容，以满足日常生活和学术研究的基本需求。
2. 选修部分：包括6-10册，分为学术英语和拓展英语两个模块。
学术英语模块主要培养学生在学术领域的英语运用能力，拓展英语模块则侧重于提高学生的综合素质和跨文化交际能力。
三、评价体系高中英语课程评价体系以形成性评价和终结性评价相结合的方式进行。
具体评价内容包括：1. 形成性评价：主要贯穿于课堂教学过程中，包括课堂表现、作业完成情况、学习日志等，旨在及时发现和纠正学生的学习问题。
2. 终结性评价：主要包括学期末考试、学业水平考试和高考英语考试，以检验学生对本学期或学年的英语知识的掌握程度。
四、教学建议为了更好地实现高中英语课程目标，我们提出以下教学建议：1. 创设真实、丰富的语言环境，让学生在实际情境中运用英语，提高语言运用能力。
2. 采用多样化的教学方法，如任务型、交际型、合作型等，激发学生的学习兴趣，提高学习效果。
3. 注重个体差异，因材施教，为每个学生提供合适的学习资源和机会。
高中英语课程标准新课标英文版
New Course Syllable for EnglishPart 1: IntroductionWith 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. Since 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:l???? Over-emphasizing the transmission and explanation of knowledge about grammar and vocabulary l???? Neglecting to develop students’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:l???? Develops students’ comprehensive language competencel???? Motivates students, is relevant to their life experiences and cognitive levell???? Promotes task-based teaching methodsl???? Involves students in experiential, practical, participatory and cooperative learningl???? Develops students’ positive attitudes, thinking skills, practica l abilities, cultural awareness and autonomy through the language learning process1.???? The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students tl???? Develop a certain level of comprehensive language competence and the ability to use language for real communicationl???? Master certain basic language knowledgel???? Master listening, speaking, reading and writing skillsHowever, at another level the curriculum should also serve students’ all-round development, providing them with opportunities tl???? Strengthen their interest in studying Englishl???? Grow in self-discipline, perseverance and self-confidencel???? Improve their cooperative, investigative and thinking abilitiesl???? Develop their memory, imagination and creativity?l???? Adopt good study habits and effective learning strategiesl???? Develop as autonomous and lifelong learnersl???? Build moral integrity and a healthy outlook on lifel???? Establish both national spirit and an awareness of and respect for cultural differencesl???? Broaden their horizons and enrich their life experiencel???? Take part in cultural lifel???? Develop as individuals2.???? Basic Principles of the New Curriculum2.1The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid tl???? Valuing each student’s feelingsl???? Stimulating students’ interest in studying Englishl???? Helping students gain a sense of achievement and self-confidenceThe curriculum must g o beyond developing students’ comprehensive language competence to include areas such as:l???? Improving students’ ability to contribute to cultural and social lifel???? Developing students’ practical abilitiesl???? Fostering students’ creativity2.2The 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:1.?????? Language Skills2.?????? Language Knowledge3.?????? Attitudes to Learning4.?????? Learning Strategies5.?????? Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.2.3Students are put at the centre of the curriculum and individual differences are respectedStudents’ must be at the heart of the new curriculum. For example, their developmental needs must be the central consideration when developing:l???? Curriculum objectivesl???? The teaching and learning processl???? The assessment processl???? Teaching and learning resourcesWhen implementing the curriculum each student must be allowed to develop individually under the guidance of the teacher:2.4The curriculum promotes activity-based methods, experiential and participatory learningThe curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task completion will involve the following types of learning:l???? Sensoryl???? Experientiall???? ‘Hands on’/practicall???? Participatoryl???? CooperativeIn order to improve their ability to use language for real communication, students should also be able t l???? Adjust their learning strategies and control their emotionsl???? Form positive attitudes towards learning2.5The curriculum recognizes the important role of formative assessment in promoting student’ developmentThe assessment system should combine formative with summative assessment. The purposes of assessment should be tl???? Promote students’ comprehensive language competencel???? Encourage and motivate studentsl???? Help students become more autonomous learnersl???? Benefit students’ healthy personal developmentl???? Give teachers useful feedback from which to develop teaching and learningl???? Inform the ongoing development and perfection of the English curriculumFormative assessment should be an important part of the English teaching and learning process with a particular emphasis on:l???? Encouraging students’ active participation in learnin gl???? Improving students’ self-confidenceSummative assessment should focus on:l???? Testing students’ integrated language skillsl???? Testing students’ ability to use language2.6The curriculum expands the range of learning resources and opportunities availableThe curriculum should strive to use and develop resources whose content is:l???? Realisticl???? Close to the students’ livesl???? Contemporaryl???? Healthyl???? Rich and variedActive use should be made of:l???? Audio visual materiall???? Print medial???? The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3.???? The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:l???? The nature of language developmentl???? The different needs of different age groupsl???? The needs of different ethnic groups and areasl???? The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.Diagram 1: The Levels and the GradesPart 2: Introduction to the General ObjectivesThe fundamental aim of the new curriculum is to develop students’ comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram:Diagram 3: Comparison of the Old and New Curriculumsl???? Language skills and knowledge form the basis of comprehensive language competencel???? The students’ attitudes to learning strongly influence their learning and developmentl???? Successful learning strategies improve the eff ectiveness of students’ learningl???? Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all five generalTable 1: The Overall Descriptors for Comprehensive Language CompetencePart 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSO ProgrammeTable 2: Level Descriptors for Language Skills ObjectiveTable 6: Level Descriptors for Cultural AwarenessPart 4: Guidelines for Implementation1.?????? Suggestions for Teaching and Learning1.1? Lay the groundwork for students’ all-round and lifelong developmentTeaching and learning should meet the diverse needs of all students, ensuring the healthy development of their mind and body. In particular the teacher should pay attention to the following:l???? Encourage students to use English bravely, taking a lenient attitude towards mistakes they make during the learning process.l???? Provide students with ample opportunities to collaborate with others and to become autonomous learners. l???? Give students plenty of space for self-development.l???? Encourage students to develop their language skills in an integrated way through experiential, practical, cooperative and inquiry-based learning.l???? Create conditions that allow students to explore questions they are personally interested in and solve problems by themselves.1.2? Create a relaxed, democratic and harmonious learning environmentPositive attitudes are an essential condition for effective learning. Negative attitudes can not only reduce the effectiveness of study but also adversely affect students’ long-term development. In particular, teachers should heed the following:l???? Respect each individual student, actively encouraging everyone to try and safeguarding their self-esteem and enthusiasm.l???? Integrate students’ English education with thei r emotional education. Develop cooperative spirit by organizing learning activities that let students work together, help each other and experience group recognition and achievement.l???? Pay particular attention to introverted students or weak learners, trying to give them as many language practice opportunities as possible.l???? Establish a friendly and democratic channel of communication between students and teacher, frequently reflecting on the learning process and results together, and offering mutual help and support.1.3? Use task-based learning methods to promote students comprehensive language competenceTeachers should try to adopt task-based learning methods as much as possible. Teachers should creatively design learning activities that are relevant to the students’ real lives, according to the overall curriculum objectives and content. Teachers should engage students’ interest in the activity and organize them effectively so that they participate actively and complete the tasks, learning and using English through thinking, carrying out surveys, discussing, communicating and cooperating. Attention should be paid to the following points when designing tasks:l???? Activities must have clear and achievable aims and objectives.l???? Activities must be relevant to students’ life experiences and interests; the content and style should be as true to life as possible.l???? Activities must benefit the development of students’ language knowledge, language skills and ability to use language for real communication.l???? Activities should be of a cross-curricular nature, promoting the integrated development of students’ thinking and imagination, aesthetic and artistic sense, cooperative and creative spirit.l???? Activities should make students gather, process and use information, using English to communicate with others in order to develop their ability to use English to solve real problems.l???? Activities should not purely be limited to the classroom but also extend to out of school learning.N.B. In July 2005 VSO’s curriculum advisor, Professor Zhang Lianzhong, mentioned that this section of the curriculum will be revised such that “we will take the TBL (Task-Based Learning) approach as one of the useful tools within the big box of Communicativ e Language Learning.”1.4. Provide increased guidance about learning strategiesHelping students to adopt good study habits and effective learning strategies is one of the important tasks of the new curriculum. Teachers should consciously give students guidance about learning strategies so that, through learning and using English, they are learning how to learn. To this end the teacher should observe the following:l???? Give students chances to establish their own study targets and the means of fulfilling these.l???? Help students to use inference, research and inquiry style methods to carry out their learning.l???? Develop students’ practical abilities and creative thinking by designing inquiry based activities. l???? Encourage students to use observation, discovery and induction to acquire language knowledge and grasp language functions.l???? Help students to carry out self-assessment during the learning process and adjust their own learning objectives and strategies appropriately according to the results.1.4? Develop students’ awareness of and ability in cross-cultural communicationLanguage and culture are closely related, language being the main transmitter and carrier of culture. Teachers should work hard to help students achieve the following during the English learning process:l???? Understand foreign cultures, especially those of English speaking countriesl???? Use English appropriatelyl???? Constantly broaden their cultural horizonsl???? Deepen their understanding of their own culturel???? Develop an awareness of and ability in cross-cultural communication1.5? Use modern teaching technology and expand learning opportunitiesIn order to increase the effectiveness of teaching and learning, teachers should make good use of modern technology, expand the range resources and opportunities through which students can learn, thereby modernizing learning ways. Conditions permitting, teachers should try tl???? Use audiovisual material and the Internet to enrich the learning content and form and improve outcomes. l???? Use computer and multi-media software to explore new teaching and learning methods and promote more individualized study.l???? Create conditions for students to study more independently through sensible use of a variety of learning resources, such as broadcasts, print media, libraries and the Internet.1.6? Or ganize lively and active extracurricular activities to promote students’ English learningTeachers should arrange a variety of extracurricular activities according to the students’ age and interests to help them expand their knowledge, broaden their horizons, strengthen their intellect and individuality and use their talents. The content and form of these carefully planned activities should be rich and varied. Suggestions include:l???? Recitalsl???? Songsl???? Story tellingl???? Speechesl???? Performancesl???? English cornerl???? English wall displaysl???? Cclass discussionsl???? ExhibitionsThe teacher should be good at leading these activities to maintain students’ interest and foster their creativity and initiative.1.7? Continue to develop professionallyTeachers should aim tl???? Familiarize themselves with the principles, objectives, content, teaching and learning methods, psychological theories and language learning research findings of this curriculuml???? Select and adjust E nglish teaching and learning strategies according to their students’ psychological characteristicsl???? Develop their ability to organize and monitor activitiesl???? Use a variety of teaching skills and methods flexiblyl???? Master the use of modern educational technology, using it increasingly in their own continuing study and real classroom practicel???? Consciously deepen their knowledge of Chinese and foreign culturesl???? Actively and creatively explore which te aching and learning methods best suit their students’ needs, local conditions and the objectivesl???? Continuously reflect on their own practice, endeavouring to become a creative and research driven teacher1.8? Follow high frequency principles to ensure effective teaching and learningIn Grades 3-6 there should be a minimum of four teaching and learning periods per week, with shorter periods for the younger years. For Grades 5 and 6 classes should not exceed two periods in length. In order to ensure the effectiveness of teaching and learning, class sizes should not exceed 40 at primary level. Grades 7 –9 and senior school students should have a minimum of four lessons a week.N.B. The original provides five sample learning activities here that have not been translated. 2.?????? Suggestions for Assessment and EvaluationAssessment and evaluation is an important component of the new curriculum. Assessment should be carried out according to the requirements of the curriculum standards, focusing not only on the results but also the process of learning. The primary purposes of assessment are tl???? Let students continuously experience progress and success during the learning processl???? Let students know their own progress and build confidencel???? Promote all aspects of students’ comprehensive language competencel???? Provide the teacher with feedback on the teaching and learning processl???? Help the teacher reflect on their own teaching practice and adjust it accordinglyl???? Help the teacher continuously improve the quality of their teachingl???? Provide the school with prompt feedback on the implementation of the curriculuml???? Help improve educational managementl???? Inform the ongoing development and perfection of the new English curriculumThe assessment system should diversify both the subjects and forms of assessment. Assessment should focus on students’ comprehensive language competence, combining both formative assessment (concentrating on the study process) and summative assessment (concentrating on the learning outcomes).2.1? Ensure that students are the subjects (not objects) of assessmentStudents are at the centre of learning. The development of their comprehensive language competence should be the starting point for both teaching and learning and assessment.l???? Assessment should help students know their own progress, develop self-confidence, reflect on and adjust their own study process, thereby ensuring the continuous development of their language ability.l???? Teachers should help students carry out self-assessment.l???? Students should be active participants and collaborators in a variety of assessment activities.l???? Assessment should be an organic part of teaching and learning activities.l???? Assessment should help students to analyse their own successes and shortcomings, clarifying the direction in which they need to work.2.2? Make sure formative assessment plays a role in student developmentFormative assessment is an important component and driving element of teaching and learning. Formative assessment should check the students’ learning outcomes, attitudes and strategies during the everyday learning process. The purpose of formative assessment is to encourage students, help students adjust the learning process effectively, help students gain a sense of achievement, strengthen their self-confidence, and improve their cooperative spirit. Formative assessment helps students develop from passive objects of assessment to active participants in the assessment process. In order to let formative assessment become an organic part of the study process its important tl???? Establish an open and relaxed atmosphere for assessmentl???? Use both tests and other methodsl???? Use a combination of individual and small group assessmentl???? Encourage students, classmates, teachers and parents to collectively participate in assessment, thereby diversifying the subjects of assessmentFormative assessment can take many forms, such as:l???? Comparison and assessment of classroom learning activitiesl???? Self assessment of learning outcomesl???? A learning portfoliol???? Questionnairesl???? Interviewsl???? Feedback from parentsl???? Everyday quizzes and testsFormative assessment can be recorded in the form of descriptions, levels or marks. No matter what method is used, the role of assessment in encouraging learners must not be forgotten. According to the assessment results, teachers should give students individual feedback, ensuring their steady progress and encouraging them to reflect on and better themselves.2.3? Make sure assessment methods are varied and flexibleTeachers must select assessment methods suitable for the age of the students and the learning conditions. During formal assessment teachers should permit students to select assessment methods that suit their characteristics or strengths. If students get unsatisfactory results during a certain test they should be allowed to negotiate with the teacher to retake the test after sufficient preparation.2.4? Make sure assessment feedback is used to increase the effectiveness of teaching and learningThe teacher should ask themselves the following questions:l???? Does the assessment help promote autonomous learning and self-confidence?l???? Does the assessment reflect the students’ achievements?l???? Does the assessment reflect the teachers’ strengths and weaknesses?l???? Does the assessment reflect problems in the students’ lear ning process?Teachers should promptly adjust their teaching methods and plans according to assessment feedback.2.5? Summative assessment should focus on checking students’ comprehensive language competence Summative assessment (such as end of term exams and graduation exams) is the main means of measuring the level of students’ comprehensive language competence. It also reflects the effectiveness of the teaching and learning process and is a major indicator of the schools’ quality in managing teaching and learning. Summative assessment must have the target of assessing students’ comprehensive language competence, striving to scientifically and comprehensively check students’ language level at the end of a particular stage of learning. The following should be observed:l???? Exams should include oral, listening and writing amongst other components in assessing students’ comprehensive language competence.l???? Listening tests must account for a minimum of twenty percent of termly, yearly and graduation exams. l???? Listening tests should check students’ understanding and ability to gain information rather than asking them to distinguish between different pronunciations.l???? Writing exams should avoid testing knowledge of phonetics or grammar in isolation.l???? There should be an increase in questions that require students to use English in a specific language context.l???? Objective questions with a single correct answer should be reduced in favour of more subjective questions with several correct answers.l???? Exam results should not be publicly displayed nor students ranked in order of their results.2.6? Recognize the special characteristics of assessment for Grades 3 – 6The main purpose of assessment at primary level should be to encourage students’ interest and active participation in learning English. Assessment methods should be varied and choice should be offered. Formative assessment should be the main type, focusing mainly on students’ performance and ability to cooperate during a variety of everyday teaching and learning activities.l???? In Grades 3 and 4 end of term or end of year assessment should use assessment activities similar to normal teaching and learning activities. Through observing students’ behaviour and discussing with them teachers should assess their ability to use English to do things.l???? For end of term or year assessment in Grades 5 and 6 a combination of oral and written tests can be used. Oral tests should check students’ ability to use language to communicate about content close to their real lives. Written tests should focus on checking their listening and reading skills, using methods that are as active and lively as possible.2.7? Pay attention to the relationship between assessment and teaching and learningPay attention to the proportion of teaching and learning time spent on assessment. Only carry out assessment that has useful results. Avoid over-elaborate and time-consuming assessment processes. Don’t let assessment become the sole end of teaching and learning.2.8? The assessment of each level should be founded on the general objectivesThe general objectives should be the basis for all assessment. Since the assessment of Level 2 will be organized by individual places and schools, formative assessment should be the main means. The same applies to all other levels apart from Levels 5 and 8, whose assessment is organized by national and provincial education bodies. Selection exams should unite the requirements of this curriculum with those of local conditions to establish suitable levels and test demands.N.B. Six examples of assessment documents are provide in the original. They are just listed here.Example 1: Self assessment questionnaire for Grade 7-9 students about learning strategiesIncludes statements such as:l???? I can concentrate during study.l???? During communication I use gestures and facial expressions to help express myself.l???? I often use associations to help study and remember new wordsStudents choose between ‘never’, ‘rarely’, ‘sometimes’, ‘often’ and ‘always’.Example 2: Assessment reference sheet for Grade 3-6 for English ‘play ing, performing, watching, speaking and listening’Example 3: Formative assessment scheme for Grade 3-6 listening at Level 2Example 4: Guidelines for using student portfoliosPortfolios might include:l???? Some kind of baseline assessmentl???? A re cord of the students’ classroom performance – e.g. participation in role-plays, volunteering to read something aloud, etc.l???? Examples of the students’ best written homework, as selected by themselvesl???? Teachers’ and parents’ observations on the students’ study situationl???? Results of tests and quizzes marked by the teacher, student or students’ classmates, either as grades or written commentsl???? Students’ self-assessments and reflections on their own attitude, methods and outcomesExample 5: Guidelines for oral testsEnd of term or end of year oral tests should test students’ real ability to express themselves orally. Students can be tested in groups of two, three or four. According to a situation or topic (that might be presented through words or pictures), students discuss and communicate. Teachers should assess their oral expression, communicative ability and effectiveness. The following questions may be useful:l???? Is information coherent and easily expressed? (Students may make grammar and vocabulary mistakes that affect the accuracy but the basic information is still transmitted effectively.)l???? Are the pronunciation, intonation and rhythm natural? Can the speaker be understood?l???? Does the speaker use appropriate communication strategies, such as repetition, clarification, using expressions and gestures, to complete the activity successfully?Example 6: Reference sheet for the assessment of writing for Levels 3 – 8.3.?????? Exploitation and Use of Curricular Resources4.?????? The compilation of teaching materials and guidelines for their useN.B. A full translation of these final two sections is incorporated in the translation of the senior English curriculum available from the Programme Office.。
(2023年全国版)高中英语课程标准
(2023年全国版)高中英语课程标准简介本文档旨在概述2023年全国版高中英语课程标准的主要内容。
该课程标准是为了提高高中英语教学质量、培养学生的英语能力而制定的。
目标高中英语课程标准的目标是培养学生的英语语言能力和综合运用能力，使学生能够流利、准确地运用英语进行交流和思维，以满足日常生活、学习和工作的需求。
内容高中英语课程标准的内容主要包括以下几个方面：1. 听力：通过多样化的听力材料和任务，培养学生的听力理解能力和听取信息的能力。
2. 口语：通过丰富的口语练习活动，提高学生的口语表达能力和交际能力。
3. 阅读：通过阅读各类英文文本，培养学生的阅读理解能力和提高学生的词汇量。
4. 写作：通过写作任务和练习，培养学生的写作能力和思维逻辑能力。
5. 文化与社会知识：通过学习英语国家的文化和社会知识，增加学生的跨文化交际能力。
6. 语言知识：通过系统学习英语的语音、词汇、语法和语用知识，提高学生的语言运用能力。
教学方法高中英语课程标准鼓励教师采用多种教学方法和策略，包括但不限于：1. 任务型教学：通过设计真实的交际任务，激发学生的学习兴趣和动机。
2. 合作学习：通过小组合作和互助学习，培养学生的合作精神和团队意识。
3. 创新教学：通过引入新颖的教学资源和技术手段，提供多样化的学习体验。
4. 情感教育：通过关注学生情感发展，培养学生的自信心和积极情感。
评价方法高中英语课程标准强调综合评价和多元化评价方法，包括但不限于：1. 综合测试：通过考察听、说、读、写等各方面的能力，全面评价学生的英语水平。
2. 个人作业：通过布置个人作业，评价学生的学习态度和自主学习能力。
3. 小组项目：通过小组合作项目，评价学生的合作能力和创新能力。
4. 口语表现：通过口语交流活动，评价学生的口语表达能力和交际能力。
结论2023年全国版高中英语课程标准旨在提高学生的英语能力和综合素养，通过多样化的教学方法和评价方法，培养学生的语言运用能力和跨文化交际能力。
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高中英语新课程标准第一部分前言当前我国社会发展和经济建设对公民的外语素质提出了更高的要求。
高中阶段的外语教育是培养公民外语素质的重要过程，它既要满足学生心智和情感态度的发展需求以及高中毕业生就业、升学和未来生存发展的需要，同时还要满足国家的经济建设和科技发展对人才培养的需求。
因此，高中阶段的外语教育具有多重的人文和社会意义。
英语是高中阶段外语教育的主要语种。
高中英语课程改革的主要目的是：建立新的外语教育教学理念，使课程设置和课程内容具有时代性、基础性和选择性；建立灵活的课程目标体系，使之对不同阶段和不同地区的英语教学更具有指导意义；建立多元、开放的英语课程评价体系，使评价真正成为教学的有机组成部分；建立规范的英语教材体系以及丰富的课程资源体系，以保障英语课程的顺利实施。
根据普通高中课程总体改革的精神和要求，在义务教育英语课程标准(实验稿)的基础上，特制订本标准。
一、课程性质语言是人类最重要的思维和交流工具，也是人们参与社会活动的重要条件。
语言对促进人的全面发展具有重要意义。
当今社会生活和经济活动日益全球化，外国语已经成为世界各国公民必备的基本素养之一。
因此，学习和掌握外语，特别是英语，具有重要意义。
高中英语课程是普通高中的一门主要课程。
高中学生学习外语，一方面可以促进心智、情感、态度与价值观的发展和综合人文素养的提高；另一方面，掌握一门国际通用语种可以为学习国外先进的文化、科学、技术和进行国际交往创造条件。
开设英语课程有利于提高民族素质，有利于我国对外开放和国际交往，有利于增强我国的综合国力。
二、基本理念(一)重视共同基础，构建发展平台普通高中英语课程是义务教育阶段课程的自然延伸，是基础教育阶段课程的重要组成部分。
因此，普通高中英语课程要在义务教育英语课程的基础上，帮助学生打好语言基础，为他们今后升学、就业和终身学习创造条件，并使他们具备作为21世纪公民所应有的基本英语素养。
高中英语课程应根据高中学生认知特点和学习发展需要，在进一步发展学生基本语言运用能力的同时，着重提高学生用英语获取信息、处理信息、分析和解决问题的能力；逐步培养学生用英语进行思维和表达的能力；为学生进一步学习和发展创造必要的条件。
(二)提供多种选择，适应个性需求高中阶段的英语课程要有利于学生个性和潜能的发展。
因此，高中英语课程必须具有选择性。
而课程的多样化是实现课程可选择性的基础。
高中英语课程既关注社会的需求，也满足不同学生的发展需求。
在完成共同基础的前提下，高中英语课程力求多样化，为每个学生提供自主选择和自我发展的机会，使学生在选择中提高规划人生和自主发展的能力，确立自己未来的发展方向。
(三)优化学习方式，提高自主学习能力高中英语课程的设计与实施有利于学生优化英语学习方式，使他们通过观察、体验、探究等积极主动的学习方法，充分发挥自己的学习潜能，形成有效的学习策略，提高自主学习的能力；要有利于学生学会运用多种媒体和信息资源，拓宽学习渠道，形成具有个性的学习方法和风格。
(四)关注学生情感，提高人文素养高中英语课程关注学生的情感，使学生在英语学习的过程中，提高独立思考和判断的能力，发展与人沟通和合作的能力，增进跨文化理解和跨文化交际的能力，树立正确的人生观、世界观和价值观，增强社会责任感，全面提高人文素养。
(五)完善评价体系，促进学生不断发展高中英语课程要建立旨在促进学生全面发展的多元化评价体系。
评价要有利于学生的发展，对学生的学习起到促进作用。
要采用形成性评价和终结性评价相结合的方式，着重评价学生的综合语言运用能力以及在学习过程中表现出的情感、态度和价值观。
评价体系要有助于学生监控、调整自己的学习目标和学习策略，要有助于学生增强英语学习的信心。
三、课程设计思路为了体现课程改革的指导思想，高中英语课程采取必修课与选修课相结合的课程设置模式(见表1：高中英语课程结构)。
必修课程的目的是使学生获得基本的英语语言能力，形成积极向上的学习态度、灵活多样的学习策略以及跨文化交际意识和能力，为终身学习奠定基础。
选修课程的目的是为了满足不同学生的就业选择、升学深造以及个人的兴趣和发展的需要。
必修课程共10个学分，按模块1-5(即英语1-英语5)顺序开设。
每个模块2个学分，36学时(每周4学时)。
学生修满10个必修学分，达到七级目标要求即达到英语学科的毕业要求。
学生在修习必修课程的同时或之后，可以自主选修高中阶段其它的选修课程。
选修课程分为两个系列。
系列I的课程是在必修课程模块1-5的基础上顺序开设的课程，共有6个模块(即英语6-英语11)，每个模块2个学分。
学生完成模块英语6-英语8的学习，可以达到八级目标要求，完成模块英语9-英语11的学习，可以达到九级目标要求。
所有学校应保证开设模块6-8，积极创造条件尽快开设模块9-11。
系列II的课程为任意选修课程。
这个系列的课程分为三类，即语言知识与技能类、语言应用类和欣赏类。
系列II中的选修课程不规定学生选修的门类和次序。
现阶段各学校可在每类课程中选择开设1-2个模块，并创造条件尽快开设更多的课程供学生选修。
现提供下列课程供学校开设选修模块时参考：语言知识与技能类：初级英语语法与修辞、英汉初级笔译、英语应用文写作、英语报刊阅读、英语演讲与辩论；语言应用类：文秘英语、科技英语、信息技术英语、初级旅游英语、初级经贸英语；欣赏类：英语文学欣赏入门、英语影视欣赏入门、英语戏剧与表演入门、英语歌曲欣赏。
高中英语课程按水平分为六、七、八、九四个等级，水平等级与年级没有直接的对应关系。
学生可以在高中阶段逐级申请参加七至九级之间各级别的考试。
表1 高中英语课程结构第二部分课程目标高中英语课程的总目标是使学生在义务教育阶段英语学习的基础上，进一步明确英语学习的目的，发展自主学习和合作学习的能力；形成有效的英语学习策略；培养学生的综合语言运用能力。
综合语言运用能力的形成建立在语言技能、语言知识、情感态度、学习策略和文化意识等素养整合发展的基础上。
语言技能和语言知识是综合语言运用能力基础。
情感态度是影响学生学习和发展的重要因素。
学习策略是提高学习效率、发展自主学习能力的先决条件。
文化意识则是得体运用语言的保障。
根据高中学生认知能力发展的特点和学业发展的需求，高中英语课程应强调在进一步发展学生综合语言运用能力的基础上，着重提高学生用英语获取信息、处理信息、分析问题和解决问题的能力，特别注重提高学生用英语进行思维和表达的能力；形成跨文化交际的意识和基本的跨文化交际能力；进一步拓宽国际视野，增强爱国主义精神和民族使命感，形成健全的情感、态度、价值观，为未来发展和终身学习奠定良好的基础。
为此，高中英语教学要鼓励学生通过积极尝试、自我探究、自我发现和主动实践等学习方式，形成具有高中生特点的英语学习的过程与方法。
高中英语课程目标结构如图1所示：（略）高中英语课程的目标以义务教育一至五级的目标为基础，共有四个级别(六至九级)的目标要求。
其中七级是高中阶段必须达到的级别要求，八级和九级是为愿意进一步提高英语综合语言运用能力的高中学生设计的目标。
各个级别的要求均以学生的语言技能、语言知识、情感态度、学习策略和文化意识等五个方面的综合行为表现为基础进行总体描述。
表2是高中英语课程六至九级课程目标的描述。
高中英语课程目标级别目标总体描述六级进一步增强英语学习动机，有较强的自主学习意识。
能理解口头或书面材料中表达的观点，并简单发表自己的见解。
能有效地使用口头或书面语言描述个人经历。
能在教师的帮助下策划、组织和实施英语学习活动。
能主动利用多种教育资源进行学习。
能初步对学习过程和结果进行自我评价，调整学习目标和策略。
能体会交际中所使用语言的文化内涵和背景。
七级有明确和持续的学习动机和自主学习意识。
能就熟悉的话题交流信息，提出问题并陈述自己的意见和建议。
能读懂供高中学生阅读的英文原著简写本及英语报刊。
具有初步的实用写作能力，例如：事务通知和邀请信等。
能在教师的指导下，主动参与计划、组织和实施语言实践活动。
能主动扩展和利用学习资源，从多渠道获取信息，并能利用所获得的信息进行清楚和有条理的表达。
具有较强的自我评价和自我调控能力，基本形成适合自己的学习策略。
理解交际中的文化差异，初步形成跨文化交际意识。
八级有较强的自信心和自主学习能力。
能就熟悉的话题与讲英语的人士进行比较自然的交流。
能就口头或书面语言材料的内容发表评价性见解。
能写出连贯且结构完整的短文。
能自主策划、组织和实施各种语言实践活动，例如：商讨和制定计划、报告实验和调查结果。
能有效利用网络等多种教育资源获取和处理信息，并根据需要对所获得的信息进行整理、归纳和分析。
能自觉评价学习效果，形成有效的英语学习策略。
了解交际中的文化内涵和背景，对异国文化能采取尊重和包容的态度。
九级能独立、自主地规划并实施学习任务。
能听懂有关熟悉话题的演讲、讨论、辩论和报告的主要内容。
能就国内外普遍关心的问题(例如：环保、人口、和平与发展等)用英语进行交谈，表明自己的态度和观点。
能做日常生活方面的口头翻译。
能利用各种机会用英语进行真实交际。
能借助词典阅读题材较为广泛的科普文章和文学作品。
能用常见的应用文体完成一般的写作任务，并具有初步使用文献的能力。
能自主开拓学习渠道，丰富学习资源。
能关注时事，具有较强的世界意识。
第三部分内容标准按照基础教育阶段英语课程分级总体目标的要求，高中课程标准对语言技能、语言知识、情感态度、学习策略和文化意识等五个方面分别提出了相应的具体内容和标准。
各个级别的目标所描述的能力都是通过必修课程和选修课程的学习构建成的。
一、语言技能语言技能是语言运用能力的重要组成部分。
语言技能包括听、说、读、写四个方面的技能以及这四种技能的综合运用能力。
听和读是理解的技能，说和写是表达的技能；这四种技能在语言学习和交际中相辅相成、相互促进。
学生应通过大量的专项和综合性语言实践活动，形成综合语言运用能力，为真实语言交际打基础。
因此，听、说、读、写既是学习的内容，又是学习的手段。
根据高中学生的交际需求和认知发展水平，高中英语教学应该着重培养学生以下几方面的能力：在人际交往中得体地使用英语的能力；用英语获取和处理信息的能力；用英语分析问题和解决问题的能力以及批判性思维能力。
高中阶段听、说、读、写的训练应该立足于学生对这几个方面的发展需求。
表3.1-表3.4是高中阶段语言技能六-九级的目标描述。
表3.1 语言技能目标(六级)技能目标描述听1．能抓住所听语段中的关键词，理解话语之间的逻辑关系；2．能听懂日常的要求和指令，并能根据指令进行操作；3．能听懂故事或记叙文，理解其中主要人物和事件以及他们之间的关系；4．能从听力材料，简单演讲或讨论中提取信息和观点。
说1．能传递信息并就熟悉的话题表达看法；2．能通过重复、举例和解释等方式澄清意思；3．能有条理地描述个人体验和表达个人的见解和想象；4．能用恰当方式在特定场合中表达态度和意思；5．能用英语进行简单的语言实践活动，如访谈。