普通高中英语课程标准ppt
英语课程标准解读与教材分析ppt课件
严格执行突发事件上报制度、校外活 动报批 制度等 相关规 章制度 。做到 及时发 现、制 止、汇 报并处 理各类 违纪行 为或突 发事件 。
九年级全册：
• 共有18个单元（ Section A, Section B and Self check ），其中包括3个复习单元。
• 九年级处于初、高中衔接的重要转折时期，为 了加强学生的阅读能力，本册在每个单元的后 面还设置了具有跨文化内容的语篇及相关的练 习。
• 三是坚持能力为重，注重培养学生创新精神和实 践能力。
• 四是坚持以人为本，遵循学生认知规律和教育教 学规律。
• 五是坚持与时俱进，体现时代发展的新要求和科 技进步的新内容。
严格执行突发事件上报制度、校外活 动报批 制度等 相关规 章制度 。做到 及时发 现、制 止、汇 报并处 理各类 违纪行 为或突 发事件 。
严格执行突发事件上报制度、校外活 动报批 制度等 相关规 章制度 。做到 及时发 现、制 止、汇 报并处 理各类 违纪行 为或突 发事件 。
• Section B包括：①词汇扩展
②新旧语言知识综合运用
•
③同步阅读
④循序渐进的写作练习
⑤创造性活用所学语言的各类课堂活动
Self check
严格执行突发事件上报制度、校外活 动报批 制度等 相关规 章制度 。做到 及时发 现、制 止、汇 报并处 理各类 违纪行 为或突 发事件 。
严格执行突发事件上报制度、校外活 动报批 制度等 相关规 章制度 。做到 及时发 现、制 止、汇 报并处 理各类 违纪行 为或突 发事件 。
2.国内英语教学改革转变趋势
• 课程总体目标转变：单一的学科教育目标---全 人教育（人格统整、人际关系良好、爱与关怀：情感教育、自我实 现、重视自由）为目标；升学教育---终身教育；关 注外语学习与其他学科间的整合与渗透的问题。
普通高中课程标准实验教科书英语PPT课件
任意选修课程
级别 九级
八级
七级 六级
必修/ 顺序选修
顺序 选修 教材
必修 教材
模块 名称
学期
英语11 高三下
英语10 高三上 英语 9 学期
单元
5 5 5
语言 知识 与技 能类
英语 8 高二下 5
英语 7 学期
• Healthy eating (RSEC 1B U13)
• The Million Pound Bank Note
• Astronomy: the science of the stars
• Canada—”The True North” （RSEC2A U7）
• Women of achievement (RSEC 1B U17)
由热身、读前、阅读开始
教法 语言材料
强调任务型活动 约由14％选自旧版SEFC
强调发现、探究和任务型 活动
几乎全部新编
项目
每三个单元设一第2个5页/共132页 每个单元设一个
Topics in Module 1 & 2
（修订版相关话题所在单元）
• Friendship
(RSEC 1A U1)
• English around the world
• 平稳过渡、注重衔接
• 初高中英语教学的衔接 NSEC Book 1 教参附录中列有供教师 参考的初中词汇表，其中黑体词汇可 作为初高中英语过渡教学中需要重点 掌握的内容。 NSEC 教材前几个模块每单元都提供了 较为详细的写作步骤和范文，教参针 对说的活动提供示范对话，帮助刚进 入高中阶段的学生逐步适应高中阶段 的学习，便于教师灵活操作。
新修订《普通高中英语课程标准(2017年核心素养版)》解读(2018年12月)
英语学习活动观
六要素整合的英语学习活动观是指学生在主题意义引领下，通过学习理解、应用实 践、迁移创新等一系列体现综合性、关联性和实践性等特点的英语学习活动，使学 生基于已有的知识，依托不同类型的语篇，在分析问题和解决问题的过程中，促进 自身语言知识学习、语言技能发展、文化内涵理解、多元思维发展、价值取向判断 和学习策略运用。这一过程既是语言知识与语言技能整合发展的过程，也是思维品 质不断提升、文化意识不断增强、学习能力不断提高的过程。——p13
概述
两“能” 两“品”
概述
变化
了解课标
注：本ppt未注明出处的材料均来自2017版课标
1/6 课程性质与基本理念 2/6 学科核心素养与课程目标 3/6 课程结构 4/6 课程内容 5/6 学业质量 6/6 实施建议
了解 课标
了解 课标
2/6 学科核心素养与课程目标
全面贯彻党的教育方针，培育和践行社会主义核 总目标 心价值观，落实立德树人根本任务，在义务教育 的基础上，进一步促进学生英语学科核心素养的 发展，培养具有中国情怀、国际视野和跨文化沟 通能力的社会主义建设者和接班人。
Learning … 两个语篇：青蛙Freddy了解多利羊的命运后放弃克 隆自己的想法；多利羊的命运及引发的思考和争议
Using language 1.阅读克隆历史2.讨论克隆克隆的可行性和正确 性3.写作报告4.听和说：克隆是否残忍？ Workbook 1.听力：克隆人类和动物可能带来的问题 2.词汇：狗 的克隆 3. 阅读：医学克隆的辩论 4.说和写：读者对克隆的观点
8. 不断提高自身专业化水平，与课程改革同步发展
了解 课标
附录
1. 词汇
2. 语法 3. 增加教学案例 4. 去掉《功能意念项目表》及《话题项目表》
高中英语课程标准ppt课件
外语课程价值方面的基本共识
1. 学习外语有利于人的全面发展和人 才素质的提高 2. 学习外语符合信息时代的要求 3. 学习外语有利于学生在多元化社会 中发展 4. 学习外语有利于认知能力的发展 5. 学习外语有利于良好性格、品格、 意志和交往合作精神的发展
国际外语教学与研究的发展趋势
重视共同基础，构建发展平台
●
● ●
进一步发展学生基本语言运用能力的同时， 根据高中学生认知特点和学习发展需要， 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。
●
评价：科学主义的教育观（能力、启智）
提供多种选择，适应个性需求
4
文化意识与价值观方面：
帮助学生了解世界和中西方文化的差异， 拓展视野，培养爱国主义精神，形成健康 的人生观。
五、英语课程的性质
英语课程的学习，既是学生通过英 语学习和实践过程，逐步掌握英语知识 和技能，提高语言实际运用能力的过程； 又是他们磨砺意志、陶冶情操、拓展视 野、丰富生活经历、开发思维能力、发 展个性和提高人文素养的过程。
四、英语课程的任务
1 情感态度方面： 激发和培养学生学习英语的兴趣，使学生 树立自信心，养成良好的学习习惯，形成 有效的学习策略，发展自主学习的能力和 合作精神；
知识与技能方面： 使学生掌握一定的英语基础知识和听、说、 读、写技能，形成一定的综合语言运用能 力；
2
3
智力方面：
培养学生的观察、记忆、思维、想象能力 和创新精神；
工具性、人文性
课程标准与教学大纲的区别（1） 课程标准
针对学生，明确该学段学 生应达到的基本要求。
高中英语新课程标准学习(1)课件(2)
语言能力
you have to decide whether ____57____ (bite) a small hole in it first, releasing the stream and risking a spill (溢出), ____58____ to put the
基本理念
以学生为中心，关注学生的需求和兴 趣
强调语言运用能力，培养实际交流能 力
注重文化意识，提高学生的跨文化交 际能力
强调自主学习，培养学生的自主学习 能力和自我管理能力
注重合作学习，培养学生的团队协作 能力和人际交往能力
注重创新思维，培养学生的创新意识 和创新能力
课程总目标
培养学生英语语言能力，提高英语应用水平 培养学生跨文化沟通能力，提高国际视野 培养学生自主学习能力，提高学习效率 培养学生创新思维能力，提高解决问题的能力
Throughout history , technological progress has brought new wealth but hasn't always improvedpeople's lives. Economists now say it isn't
clear whether artificial intelligence ( Al) will help or hurt society. Simon Johnson teaches economics at the Massachusetts Institute of Technology. Hesaid AI has a lot of possibilities. But he added, “ We
report,“ We shouldbe cautious when estimating the effects of artificial intelligence on labor productivity.”
普通高中英语课程标准解读最新PPT课件
? 任意选修课程又分为三类：语言知识与 技能类，语言应用类，欣赏类。
3. New curriculum targets
? Language skills: listening, speaking, reading and writing (critical thinking skills and interpersonal skills are emphasized for senior high school)
? Evaluation should be designed and administered to encourage the learners rather to frustrate them. It should be carried out in terms of what students can do rather than what they cannot do.
1. New rationale
? Language is not only a tool for communication, it is also a tool for thinking, a tool for learning, and a tool for social participation.
Requirement for senior high school Requirement for junior high school
Requirement for primary school
新的高中英语课程的设计
? 高中英语设计了必修课程和选修课程两 个部分。必修课程共有五个模块，计10 个学分。
普通高中英语课程标准解读ppt课件
；.
24
选修系列 II
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。
；.
25
课
2.改变课程结构过于强调学科本位、门类过多和缺乏整合的现状，使课 程结构具有均衡性、综合性和选择性。
；.
3
3.改变课程内容繁、难、偏、旧和偏重书本知识的现状，加强课程内容与 学生生活以及现代社会科技发展的联系，关注学生的学习兴趣和经验， 精选终身学习必备的基础知识和技能。
4.改变课程实施过于强调接受学习、死记硬背、机械训练的现状，倡导学 生主动参与，乐于探究、勤于动手，培养学生搜集和处理信息的能力、 获取新知识的能力、分析和解决问题的能力，以及交流与合作的能力。
；.
17
4．由片面重“教”向“教与学”并重转变
传统的外语教学研究重点在“如何教”,更多关心的是教学方法的 设计，前后涌现了语法翻译法、口语法和情景教学法、听说法、交 际法、全身反应法等。但是无论是何种教学目的，无论采用何种教 学方法，最终结果都必须体现在外语学习主体身上。新课程标准， 将学生的学习策略和情感态度作为综合语言运用能力的一个组成部 分，标志着对学习主体的重视。
27听力基本技能?抓住关键词?听并执行指示语?听大意和主题?确定事物的发展顺序或逻辑关系?预测下文内容?理解说话人的意图和态度?评价所听内容?判断语段的深层含义28口语基本技能?引出话题?维持交谈?插话?转移话题?话轮转换?引起注意?澄清意思?请求澄清?表示倾听和理解?预示和结束谈话?利用语音语调表达意思29阅读基本技能略读了解重点细节找读理解文章结构预测下文理解图表信息理解大意理解指代关系分清文章中的事实和观点理解逻辑关系猜测词义理解作者意图推理判断评价阅读内容30写作基本技能?整理思路?组织素材?规划文章结构?列出提纲?起草文章?组织语言?遣词造句?修改文章?正确使用标点符号和字母大小写31内容标准22语言知识语言知识是语言能力的有机组成部分是发展语言技能的重要基础
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 level l 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 learning The 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 followingDiagram 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 competence l The students’ attitudes to learning strongly influence their learning and developmentl Successful learning strategies improve the effectiveness of students’ learning l 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 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 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 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 countries l 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 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’ 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 onstudents’ 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 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 themselves l 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.。
高中英语教学理论《普通高中英语课程标准(2017年版)》解读与课例分析
2/6 学科核心素养与课程目标
总目标
全面贯彻党的教育方针，培育和践行社会主义核 心价值观，落实立德树人根本任务，在义务教育 的基础上，进一步促进学生英语学科核心素养的 发展，培养具有中国情怀、国际视野和跨文化沟 通能力的社会主义建设者和接班人。
具体 目标
培养和发展学生在接受高中英语教育后应具备的 语言能力、文化意识、思维品质、学习能力等学 科核心素养。
12
了解 课标
06
学 习 策 略
4/6 课程内容
学习策略主要指学生为促进语言学习和语言运用而采 取的各种行动和步骤。 元认知策略、认知策略、交际策略和情感策略等。 元认知策略指学生为了提高英语学习效率，计划、监 控、评价、反思和调整学习过程或学习结果的策略； 认知策略指学生为了完成具体语言学习活动而采取的 步骤和方法； 交际策略指学生为了争取更多的交际机会、维持交际 以及提高交际效果而采取的策略； 情感策略指学生为了调控学习情绪、保持积极的学习 态度而采取的策略。
14
了解
课标
附录
1. 词汇 2. 语法 3. 增加教学案例 4. 去掉《功能意念项目表》及《话题项目表》
15
TRANSITION 目录页
PAGE
案例分析
单元整体教学 语篇解读 英语学习活动观 思维品质
16
课例
分析 单元整体教学
例1：Other Houses, Other Rules ——《普通高中英语课程标准 》P57-58
也秀包传括统价文值化观（念如、京道剧德、修文养学、、审绘美画情、趣园、林社、会武规术约、和
三风饮、俗食习文文惯化化等等专。）题，课具有外传阅播读中华；优秀传统文化的意识。 四学批增· 知、习判强、内中和对文行化外反中化于为优思华专秀，优心和文拓秀题品、化宽传格外活，国统化动通 际 文于；过 视 化行对 野 、→不 ， 革同 理 命正文 解 文确化 和 化价包 和的值容 社比取不 会较向同 主、的文 义鉴化 先赏认， 进、 五文·、化学的中会认外用识交，英形流文成讲活正述动确好。的中价国值观的和故道事德，情坚感定，文成为化有
普通高级中学英语课程标准解读.ppt
2020/11/23
University
13
新课标出台背景
➢ 为落实第三次全国教育工作会议的精神，推动我国基 础教育阶段英语课程的改革，中国教育部决定采用国 际上流行的《课程标准》的形式，改造现行的各学科 的 《教学大纲》，研制《基础教育国家英语课程标 准》。中国基础教育司1999年成立了《英语课程标准》 工作组，由13人外语教学界知名的专家学者组成。工 作组在基础教育司的领导下，经过认真学习、调研、 研讨、分工合作，多次广泛征求专家和社会各界人士 的意见，反复修改，历时三载，于2001年7月正式出 版全日制义务教育、普通高级中学《英语课程标准》 （实验稿）。
Dr YU Hongliang, Yangzhou
2020/11/23
University
6
新课标出台背景
➢ 一些主要国家和地区相继掀起了新一轮的基础 教育课程改革热潮。例如：美国很多个州于 1997～2000年先后出台了新的课程标准；英 国1999年颁布了新一轮国家课程标准；日本 1999年完成了小学——高中的课程纲领；新加 坡2001年进行了基础教育课程改革；韩国 1997年就开始课程改革工作；我国的台湾省 于2000年提出了基础课程改革的十大目标。
Dr YU Hongliang, Yangzhou
2020/11/23
University
5
新课标出台背景
➢ 各国重新审视教育的目标、内容和方法；
➢ 思考和研究如何培养适应21世纪本国和世界政治、经 济和科技发展所需要的新一代人才；
➢ 基础教育课程改革得到了各国政府日益高度的重视， 而且各国都清楚地认识到，基础教育课程改革已不仅 仅是一个单纯的学术研究工作，而是一个关系国家前 途和民族命运的重要的战略措施。
- 1、下载文档前请自行甄别文档内容的完整性，平台不提供额外的编辑、内容补充、找答案等附加服务。
- 2、"仅部分预览"的文档,不可在线预览部分如存在完整性等问题,可反馈申请退款(可完整预览的文档不适用该条件!)。
- 3、如文档侵犯您的权益，请联系客服反馈,我们会尽快为您处理(人工客服工作时间：9:00-18:30)。
• 思维品质目标:能辨析语言和文化中的具体现象，梳理、概括信息，建构新概念，分析、推断信 息的逻辑关系，正确评判各种思想观点，创造性地表达自己的观点，具备多元思维的意识和创 新思维的能力。
具有工具性与人文性融合统一的特点
帮助学生进一步学习和应用英语基础知识和基本技能，发展跨文化交 际能力，为他们呢学习其他科知识、汲取世界文化精华、传播中华文 化创造良好条件，也为他们未来继续学习英语或选择就业提供更多的 机会。
帮助学生树立人类命运共同体意识和多元文化意识，形成开放包容的 态度，发展健康的审美情趣和良好的鉴赏能力，加深对祖国文化的理 解，增强爱国情怀，坚定文化自信，梳理正确的世界观、人生观和价 值观。
学肆
习 能 力
思叁
维 品 质
文贰
化 意 识
语壹学Leabharlann 言科能 力
核
心
素
养
课 程
第
目 标
二
与 课
章
程
结
构
课程目标
• 语言能力目标：语言能力目标:具有一定的语言意识和英语语感，在常见的具体语境中整合性地 运用已有语言知识，理解口头和书面语篇所表达的意义，识别其恰当表意所采用的手段，有效 地使用口语和书面语表达意义和进行人际交流。
为学生未来参与知识创新和科技创新，更好地适应世界多极化、经济 全球化和社会信息化奠定基础。
基本理念
发展英语学 科核心素养， 落实立德树 人根本任务
构建高中英 语共同基础， 满足学生个 性发展需求
实践英语 学习活动 观，着力 提高学生 学用能力
完善英语课 程评价体系， 促进核心素 养有效形成
重视现代信 息技术应用， 丰富英语课 程学习资源
梦 境
普通高中英语课程标准
穆月涵，宫紫薇，卢森
学第
业四
质 量
章
与
实
施
建
议
课第
程三
内 容
章
课第
程二
目 标
章
与
课
程
结
构
学课 第
科程 一
核性 心质
章
素和
养基
与本
课理
程念
结
构
目 录
学 科 核
课 程 性
第 一
心质 章
素和
养基
与本
课理
程念
结
构
课程性质
强调对于学生的语言能力，文化意识，思维品质 和学习能力的综合培养
• 高中英语学业质量以学生在语言能力，文化意识，思维品质和学习能力等方面的核心素养 为基础，结合高中英语课程的内容以及高中学生英语学习的进阶情况，重点描述了高中学 生在特定问题情景中运用英语解决问题的能力和表现。
教学建议
• 以核心素养为目标，依据课程要求内容，开设好必修、选择性必修、选修课程。 • 关注主题意义，制订指向核心素养发展的单元整体教学目标。 • 深入研读语篇，把握教学核心内容。 • 实践英语学习活动观，促进核心素养有效形成。 • 利用现代信息技术，拓宽学习和应用英语的渠道。 • 处理好教、学、评之间的关系，达到以评促教、以评促学的目的。 • 不断提升自身专业化水平，与课程改革同步发展。
梦 境
感谢观看
• 学习能力目标:树立正确的英语学习观，保持对英语学习的兴趣，具有明确的学习目标，能够多 渠道获取英语学习资源，有效规划学习时间和学习任务，选择恰当的策略与方法，监控、评价、 反思和调整自己的学习内容和进程，逐步提高使用英语学习其他学科知识的意识和能力。
设计依据
• 以普通高中课程方案为依据，构建多元的英语课程结构 • 从课程发展现状出发，调整课程结构与要求，实现轻负增效
评价建议
• 突出核心素养在学业评价中的主导地位，着重评价学生的发展与成长。 • 突出学生在评价中的主体地位，关注学生的全面发展和进步。 • 关注课堂教学过程，通过英语活动实施各种评价。 • 注重评价方式的多样性和合理性，切实开展好形成性评价。 • 正确处理日常评价与阶段性评价的关系，选择恰当的纸笔测试方法。 • 发挥评价的反拨作用，实现评价为教和学服务的目的。
• 构建与课程目标一致的课程内容和教学方式
结构
普通高中英语课程由必修、选择性必修、选修三类课程构成。
词汇知识
语音知识
A
语言 知识
语法知识
语篇知识
语用知识
课 程
第
内 容
三
章
文化知识
物质
饮食，服饰，建筑， 交通等，及相关的 发明与创造
精神
哲学，科学，教育， 历史，文学艺术；价 值观念，道德修养， 审美情趣，社会规约 和风俗习惯等
学习中外文化的意义
有助于学生在对不同文化的比较、鉴赏、批判和反思的过程中，拓宽国际视野，理解和包容 不同文化，增强对中华优秀传统文化、革命文化和社会主义先进文化的认识，形成正确的价
值观和道德情感，成为有文明素养和社会责任感的人。
听 说
语言
写
技能
读 看
学 业
第
质 量
四
与 实
章
施
建
议
学业质量
• 学业质量是学生在完成本学科课程学习后的学业成就表现。学业质量标准是以本学科核心 素养及其表现水平为主要维度，结合课程内容，对学生学业成就表现的总体刻画。