Brief introduction of English curriculum standard content

The New Curriculum Standard for Senior High School English in Yi Jiao (experimental draft) was issued on June 2007 18. The informationization of social life and the globalization of economy make English more and more important. As one of the most important information carriers, English has become the most widely used language in all fields of human life. In the development strategy of basic education, many countries put English education in a prominent position as an important part of citizens' quality education.

What does CET-4 mean?

According to the standard grade of English in the new curriculum standard copied by the Ministry of Education, grade three is the product of grade six in primary school, grade five is the product of grade three in middle school, grade seven is the product of high school, grade eight is the product of college entrance examination English, and grade nine is the product of college entrance examination English undergraduate. So 3, 5 and 7 are the main stages. Level 4 should belong to level 2 or so.

Basic concepts of English curriculum standards

The answer is ABCD.

There are six basic concepts in English Curriculum Standards. First, face all students and pay attention to quality education; The second is to highlight students' main body and respect individual differences; Third, adopt the way of activities and advocate experiential participation; Fourth, pay attention to process evaluation to promote students' development; Fifth, develop curriculum resources and expand learning channels; Sixth, the overall design goal reflects flexibility and openness.

(3) Extended reading of English-speaking country profile curriculum standards:

English courses should be geared to all students and focus on quality education. The course pays special attention to each student's emotion, arouses their interest in learning English, helps them build up their sense of accomplishment and self-confidence, and enables them to develop their comprehensive language use ability, improve their humanistic quality, enhance their practical ability and cultivate their innovative spirit in the learning process.

English courses should strive to make rational use of and actively develop curriculum resources to provide students with healthy and rich curriculum resources that are close to students' reality, life and the times; We should actively use rich teaching resources such as audio-visual, television, books and magazines, and online information to expand the channels for learning and using English; Actively encourage and support students to actively participate in the development and utilization of curriculum resources.

What are the modules of English curriculum objectives stipulated in English curriculum standards?

Characteristics and Important Contents of English Curriculum Standards The formulation of National Basic Education English Curriculum Standards (Grade 3-12) is an important part of the new round of national basic education curriculum reform. Under the direct organization and leadership of the Department of Basic Education of the Ministry of Education and the Center for the Development of Basic Education Curriculum and Textbooks, the working group on the formulation of English curriculum standards drafted the tentative plan of English curriculum standards for compulsory education on the basis of previous theoretical research, current situation investigation and expert discussion. After nearly two years, after many nationwide consultations, repeated discussions and constant revisions, the National English Curriculum Standard for Basic Education (Grade 3-12) (experimental draft, hereinafter referred to as the standard) was formed. ? The main features of the standard are as follows: First, the determination of English curriculum objectives takes the development of students as the basic starting point and strives to embody the idea of quality education. It is clearly pointed out in the standard that English courses should be geared to all primary and secondary school students and pay attention to quality education. The course pays special attention to each student's mood, stimulates their interest in learning and helps them build their self-confidence. In the process of English learning, it is necessary to formulate effective learning strategies, strengthen the awareness of the motherland, broaden international horizons, and form a certain comprehensive language use ability. ? The Standard defines the overall goal of English curriculum as the formation of students' comprehensive language use ability, which is based on the comprehensive development of students' language skills, language knowledge, emotional attitudes, learning strategies and cultural awareness. The determination of this goal will improve the English curriculum from focusing only on the cultivation of knowledge and skills to the cultivation of students' comprehensive quality, so that students not only have strong English language application ability, but also have independent learning ability and good personality, thus laying a good foundation for lifelong learning and development. ? Second, a graded curriculum system with ability as the goal to ensure the integrity, flexibility and openness of the curriculum? The English curriculum is designed from the third grade of primary school to the graduation of high school, and the objectives of the English curriculum are designed into nine levels according to the ability level. The setting of grades is not only related to grades, but also not completely equivalent to all grades. The first level is the teaching reference goal of the third and fourth grades of primary school; The second level is the teaching reference goal of the fifth and sixth grades in primary schools; Grade three, grade four and grade five are the teaching reference goals of junior high school; The sixth, seventh and eighth grades are the teaching reference goals of senior high schools; The ninth grade is the teaching reference target for foreign language majors in foreign language schools, foreign language characteristic schools and other schools. According to the standard, grade two, grade five and grade eight are the basic requirements for graduation from primary school, junior high school and senior high school respectively. At the same time, the standard also points out that considering the imbalance of educational conditions and development in different regions of China, according to the relevant policies of national three-level curriculum management, local education administrative departments can appropriately raise or lower the requirements of English curriculum objectives in the corresponding period according to the actual situation in their respective regions. The setting of grading provides guidance for the teaching objectives, teaching evaluation and textbook compilation of primary and secondary schools, and also provides the foundation and conditions for the flexibility and openness of the curriculum. ? Third, advocate the learning style of experience, practice, participation, communication and cooperation, and emphasize that students can do things in English? The standard focuses on describing what students can do, emphasizing that students should be able to do things with what they have learned in English, and develop their language ability, thinking ability and communication and cooperation ability in the process of doing things. Language learning should be freed from grammar explanation and word memory. By creating a good language environment and providing a lot of language practice opportunities, students can form a sense of language through their own experience, perception, practice, participation and communication. Under the guidance of teachers, we can master the laws of language through observation, discovery and induction, form effective learning strategies, and develop the ability of communication and cooperation through communication and cooperation. ? Fourth, advocate the "task-based" teaching concept and implement the cultivation of comprehensive language use ability in the teaching process? In order to implement all the ability goals, the standard suggests that teachers adopt task-based learning methods with strong practicality and clear tasks in classroom teaching, so that students can learn actively under clear task goals. In the process of carrying out the task, students learn and use English through practice, thinking, investigation, discussion, communication and cooperation, so as to complete the learning task. Task-based teaching method is helpful for students to develop their language ability, strengthen their learning motivation, improve their learning interest, form learning strategies, cultivate cooperative spirit and enhance cultural understanding. At the same time, it is also conducive to the development of students' comprehensive qualities such as thinking and imagination, aesthetic taste and artistic feeling, cooperation and innovation spirit, and promotes the mutual penetration and connection between English and other disciplines. The standard also emphasizes that teachers should actively and creatively explore effective teaching methods that can promote students' all-round development according to the requirements of teaching objectives and the local reality and students' needs. Fifth, pay attention to the incentive effect of evaluation on students, and establish a curriculum evaluation system combining formative and summative? The standard emphasizes that evaluation should help students to know themselves, build self-confidence, develop effective learning strategies and promote the development of each student at the existing level. The Standard puts forward that the evaluation system of English curriculum should focus on reflecting students' dominant position in evaluation and strive to realize the diversification of evaluation methods. The combination of formative evaluation and summative evaluation not only pays attention to the learning process, but also pays attention to the learning results. To evaluate students comprehensively and fairly, not only the evaluation forms but also the evaluation subjects should be diversified, and students, peers, teachers and parents should be encouraged to participate in the evaluation together. ? 6. Emphasize the development and function of curriculum resources? The Standard pays special attention to the development and utilization of curriculum resources. For English courses, the creation of language environment, the authenticity of language use and the richness of language materials are powerful guarantees to achieve the curriculum objectives. The development of modern network technology and educational technology has created new teaching methods and unprecedented space for English learning. "Standard" requires teachers to make rational use and development of curriculum resources, actively and creatively use a variety of resources according to local conditions, ensure the realization of curriculum objectives and improve the effect of curriculum implementation. ? The standard consists of four parts and appendices: 1. Preface? The preface briefly expounds the background of curriculum reform, clarifies the nature of curriculum, summarizes the basic concepts of curriculum reform and puts forward the basic ideas of curriculum design. ? Second, the course objectives? The Standard shows the overall goal of English curriculum by using an intuitive structure chart of curriculum goals. It is clearly pointed out that the goal of the course is to cultivate students' comprehensive language application ability, and the formation of this ability is based on the comprehensive development of language skills, language knowledge, emotional attitude, learning strategies and cultural awareness. Taking this as a starting point, the standard describes the overall requirements of language comprehensive application ability at all levels according to nine levels. ? Third, the content standard? The content standard lists the scoring objectives in five aspects: language skills, language knowledge, emotional attitude, learning strategies and cultural awareness. For the four skills of listening, speaking, reading and writing, nine levels of target requirements characterized by behavior performance are listed. It puts forward two, five and eight levels of scoring objectives for language knowledge, emotional attitude, learning strategies and cultural awareness respectively. ? Fourth, implement the recommendations? Curriculum implementation is an important guarantee to achieve curriculum objectives. In order to ensure that the ideas and objectives of the course are effectively implemented and implemented, the implementation opinions put forward specific suggestions for teachers' teaching, curriculum evaluation, textbook selection and the utilization and development of curriculum resources. Reference cases are also provided in the teaching and evaluation suggestions. ? V. Appendix? There are seven appendices in the standard. It mainly includes the learning items of language knowledge, such as: phonetic item list, grammar item list, functional concept list, topic item list, vocabulary and so on. In addition, it also includes skill teaching reference table and common classroom teaching terms for teachers' reference.

English Curriculum Standards for General Middle Schools

The first part is the preface.

The informationization of social life and the globalization of economy make English more and more important. As one of the most important information carriers, English has become the most widely used language in all fields of human life. In the development strategy of basic education, many countries put English education in a prominent position as an important part of citizens' quality education.

Since the reform and opening up, the scale of English education in China has been expanding and remarkable achievements have been made in education and teaching. However, the current situation of English education can not meet the needs of China's economic construction and social development, and there is still a gap with the requirements of the times. The focus of this English curriculum reform is to change the tendency that English curriculum pays too much attention to the explanation and teaching of grammar and vocabulary knowledge, ignores the cultivation of students' practical language use ability, and emphasizes that the curriculum is based on students' interest in learning. Based on life experience and cognitive level, we advocate learning methods of experience, practice, participation, cooperation and communication and task-based teaching methods, develop students' comprehensive language application ability, and make the process of language learning a process in which students form positive emotional attitudes, positive thinking and bold practice, improve cross-cultural awareness and form autonomous learning ability.

First of all, the nature of the course

Foreign language is a compulsory course in basic education, and English is one of the main languages in foreign language courses.

English course learning is not only a process in which students gradually master English knowledge and skills through English learning and practical activities, but also a process in which their practical language application ability is improved. It is also a process in which they sharpen their will, cultivate their sentiment, broaden their horizons, enrich their life experience, develop their thinking ability, develop their personality and improve their humanistic quality.

The tasks of English courses in the basic education stage are: to stimulate and cultivate students' interest in learning English, so that students can establish self-confidence, form good study habits and effective learning strategies, and develop autonomous learning ability and cooperative spirit; Enable students to master certain basic English knowledge and listening, speaking, reading and writing skills, and form a certain comprehensive language application ability; Cultivate students' observation, memory, thinking, imagination and innovative spirit; Help students understand the differences between the world and Chinese and western cultures, broaden their horizons, cultivate patriotism, form a healthy outlook on life, and lay a good foundation for their lifelong learning and development.

Second, the basic idea

(A) for all students, pay attention to quality education

English courses should be geared to all students and focus on quality education. The course pays special attention to each student's emotion, arouses their interest in learning English, helps them build up their sense of accomplishment and self-confidence, and enables them to develop their comprehensive language use ability, improve their humanistic quality, enhance their practical ability and cultivate their innovative spirit in the learning process.

(B) the overall design objectives, reflecting flexibility and openness

The goal of English course in basic education stage is to cultivate students' comprehensive English language application ability on the basis of developing their language skills, language knowledge, emotional attitude, learning strategies and cultural awareness. The English Curriculum Standard for Full-time Compulsory Education Senior Middle School (Experimental Draft) (hereinafter referred to as the Standard) sets the curriculum objectives as nine levels, and describes the requirements of each level in detail with students' ability to do something. This design aims to reflect the gradual process of students' ability development and the organic connection of curriculum requirements in the basic education stage, and ensure the integrity, flexibility and openness of the national English curriculum standards.

(3) Highlight students and respect individual differences.

The development of students is the starting point and destination of English courses. English courses are setting goals. The teaching process, curriculum evaluation and the development of teaching resources all highlight the idea of taking students as the main body. Curriculum implementation should be a process in which students construct knowledge, improve skills, sharpen their will, activate their thinking, show their personality, develop their minds and broaden their horizons under the guidance of teachers.

(d) Carry out activities to promote experiential participation.

This course advocates task-based teaching mode, under the guidance of teachers, through perception, experience, practice, participation and cooperation, students can achieve the goal of the task and feel successful. Adjust emotions and strategies in the learning process, so as to form a positive learning attitude and promote the improvement of language practical application ability.

(5) Pay attention to process evaluation and promote students' development.

Establish an evaluation system that can stimulate students' interest in learning and the development of autonomous learning ability. The evaluation system consists of formative evaluation and summative evaluation. In the process of English teaching, we should focus on formative assessment to cultivate and stimulate students' enthusiasm and self-confidence. Summative evaluation should focus on testing students' comprehensive language skills and language application ability. Evaluation should be conducive to promoting the development of students' comprehensive language use ability and healthy personality; Promote teachers to continuously improve the level of education and teaching; Promote the continuous development and improvement of English courses.

(6) Develop curriculum resources and expand learning channels.

English courses should strive to make rational use of and actively develop curriculum resources to provide students with healthy and rich curriculum resources that are close to students' reality, life and the times; We should actively use rich teaching resources such as audio-visual, television, books and magazines, and online information to expand the channels for learning and using English; Actively encourage and support students to actively participate in the development and utilization of curriculum resources.

Third, the design ideas

The standard adopts the internationally accepted grading method, and the English curriculum objectives are set to nine levels according to the ability level. The design follows the law of language learning, the needs and characteristics of students' physical and mental development at different ages, and also takes into account the fact that China has many nationalities, vast territory and unbalanced development of economic education, aiming at reflecting the integrity, flexibility and openness of national English curriculum standards.

The national English curriculum requires that English courses be offered from the third grade. The second level of the standard is the basic requirement that should be met at the end of grade 6; The fifth level is the basic requirement that should be met at the end of the ninth grade; Eighth grade is the basic requirement for graduating from high school. The third, fourth, sixth and seventh grades are the transitional grades between the second, fifth and eighth grades. The setting of transition level is not only conducive to guiding the teaching at all levels, but also provides a basis for the flexibility and openness of the course.

The target structure of English curriculum grading is shown in figure 1:

The level of curriculum objectives is not completely equal to all grades in the basic education stage. However, the grading objectives provide a step-by-step and steady increase in teaching, evaluation and textbook compilation for grades 3-6, 7-9 and senior high schools, which is conducive to the overall implementation of the curriculum. Schools offering English courses from the third grade should reach the first-class goal in the third and fourth grades and the second-class goal in the fifth and sixth grades; Grade 7-9 achieved the goals of grade 3, grade 4 and grade 5 respectively; Achieve the goal of grade six, seven and eight in senior high school. The ninth level is the guiding level of high school graduation curriculum objectives in foreign language schools and foreign language characteristic schools, which can also be used as the training direction of a few English majors in some schools in the basic education stage.

According to the relevant policies and regulations of the national three-level curriculum management and local conditions and needs, each region can appropriately adjust the English curriculum objectives in the corresponding period. Areas or schools that don't have the educational foundation and teachers' conditions for the time being, as well as schools that offer English as a second foreign language, can appropriately reduce the requirements of English curriculum objectives in the corresponding period. English education has a good foundation and conditions (such as areas or schools that offer English courses from 1 grade), and the corresponding academic level requirements can be appropriately raised without increasing the burden on students.

Remarks: After the new senior high school curriculum plan of the Ministry of Education is determined, the objectives and requirements of senior high school English curriculum will probably be adjusted.

The national curriculum standard is ()

Curriculum standard is the basic programmatic document of national curriculum, and it is also the basic norm and quality requirement of national basic education curriculum. This curriculum reform will transform the long-used syllabus into curriculum standards, which embodies the basic ideas advocated by the curriculum reform.

Each part-preface: the nature of the course, the basic concept of the course, and the standard design idea.

Course objectives: knowledge and skills, processes and methods, emotional attitudes and values.

Content standard: learning field goal and behavior goal

Implementation suggestions: teaching suggestions, evaluation suggestions, teaching material compilation suggestions, and curriculum resources development and utilization suggestions.

Quality refers to the stable and long-term basic quality structure obtained by people through environmental influence and education and training, including people's ideological quality, knowledge quality, physical quality and psychological quality.

Quality education refers to the education that aims at improving the quality of the whole nation, faces all students, comprehensively improves students' basic quality, pays attention to developing the potential of the educated, and promotes the lively development of the educated in moral, intellectual and physical aspects. What are the three essentials of quality education? The first is for all students, the second is all-round development of morality, intelligence, physique and beauty, and the third is to let students develop on their own initiative.

General situation of learning English in various countries

The course "Overview of English-speaking Countries" aims to "enable English majors to understand the geography, history, economy and politics of major English-speaking countries; Understanding the cultural traditions, customs and social life of major English-speaking countries will enable students to "not only expand their knowledge, but also improve their foreign language communication ability." "However, as far as the majority of self-taught students are concerned, they list this course as one of the three famous obstacles for English majors to take the self-taught exam. This course has a lot of content, involving the general situation of six countries. The teaching material is 538 pages thick and there are a large number of new words. Therefore, how to review and pass the exam has become one of their biggest headaches. So, how to review and pass the exam of "Overview of English-speaking Countries"?

A certain vocabulary is the basis of learning English well. English major is a systematic project. In this project, each course is interdependent and mutually reinforcing. If we don't learn English well and don't understand the cultural background of English-speaking countries, no matter how big our vocabulary is and how good our listening is, we can't talk freely with people in English-speaking countries. For example, if we don't know Zisty, we don't know what to say when we hear the sentence "His greatest enemy is old Adam". . The same is true of the general situation of English-learning countries. Without a certain vocabulary, the survey of English-speaking countries is full of words such as Renaissance, humani ***, puritani ***, Enlightenment, Reform, House of Representatives, etc. It is undoubtedly a sacred book for candidates, and they can't fully understand the content of the survey of English-speaking countries in a short time and easily pass the exam.

Second, interest and perseverance are prerequisites for learning and passing the survey in English-speaking countries. Einstein once said: "Interest is the best teacher", so is the national survey on learning English. If you are not interested, candidates should master the knowledge of politics, economy, geography, history and literature of the six countries. There is no doubt that it is the bull that insists on not drinking water Even if you do it reluctantly, you don't have the perseverance to stick to it and naturally you won't succeed. Only by learning "A Survey of English-speaking Countries" as a way to understand western social culture, not just for exams, can we generate interest and perseverance and pass exams inadvertently.

Third, reviewing according to the outline will make you get twice the result with half the effort. Although "A Survey of English-speaking Countries" has many contents and thick teaching materials, the self-study syllabus clearly stipulates the proposition principle. "The proposition of this course examination should be determined according to the learning points and assessment objectives of each chapter stipulated in this syllabus, and the examination scope and assessment criteria should not be expanded or reduced, nor should the assessment criteria be raised or lowered. The content of the exam should cover all chapters, and the key content of the course should be appropriately highlighted and the difficulty should be moderate. " Therefore, the majority of candidates should not spend money and energy to find so-called famous teachers to guess questions, but should read the outline and the teaching materials intensively. In the examinations over the years, candidates often put aside the teaching and proposition outline, mistakenly thinking that "teachers don't make propositions from the outline", but they don't know that the proposition teacher makes propositions in strict accordance with the spirit and regulations of the outline, and even some questions and answers come directly from the outline. For example, the first multiple-choice question in Beijing 1997 National Survey on English for Self-taught Higher Education Examination is19: _ _ _ _ _ _ _ is the largest and most popular holiday in the United States.

A. Independence Day B. Thanksgiving Day

C. Christmas D. New Year's Day

From section 12 of Chapter 22 of the syllabus, American holidays. After mastering the main knowledge points of the syllabus, candidates should also learn their ability to capture sensitive test sites. For example, the famous Great Lakes candidates in the United States may have memorized them, but if they encounter the following questions, I am afraid it will be difficult to answer correctly: The Great Lakes are the five lakes in the eastern and northern parts of the United States. They are all located in Canada and the United States, except that —————— candidates are required to fill in Lake Michigan. This requires candidates to learn to grasp sensitive points when reading textbooks carefully.

Fourth, review according to the new questions of the recent exam, so that your exam is targeted. At present, there are only three parts in English-speaking countries: 1) fifty multiple-choice questions, with a total of 50 points; 2) Answer ten questions in one sentence, with a total score of 30 points; 3) Solve four problems, with a total score of 20 points. This kind of question should be said to be much easier than the one I took more than 20 years ago. If you can get 40 out of the top 50 points, you can pass the exam as long as you get 18 in the answer part of a sentence, even if you only get 5 in the explanation part. Multiple-choice questions mainly test geographical location, people's events, time sequence, work name and so on. For example, in July 2009, English-speaking countries surveyed multiple-choice question 6: _ _ _ _ was hailed as "the father of the British navy" because he discovered a powerful fleet and defeated the Danes at sea for the first time.

A. Ethel Reid B. Williams Alfred Edward

The short answer to the second question is mainly about the cause of the incident. The parts contained in an organization or document (generally no more than four parts, the consequences of the incident) are often expressed in a clear sentence in the teaching materials. For example, in July 2009, I took ten questions like this: 5 1. What is the cause of underline in British Empire? 52. Why is the English Civil War also called the Puritan Revolution? 54. Why did the American Civil War break out? 56. Why are the boards governing American colleges and universities mainly composed of laymen? The reasons for these four problems. 53. What is the British Parliament? 55. What are the special powers of the United States Senate? 60. How many political divisions are there in Australia? What are they? These three questions test what parts (contents) an institution or clause includes. 58. What happened to the French colonies after the Seven-Year War between Britain and France? 59. What happened after the King of England replaced the Pope and was declared the leader of the Irish Church? The consequences of these two exam events. These can be found in textbooks. For example, the answer to question 52 lies in page 56 of Zhiyuan's textbook: The British ci val War is also called the Puritan Revolution, because the opponents of the king are mainly Puritans. The answer to question 53 is in the textbook 1654. Parliamentary consistency of monarch, house of lords and house of commons. The answer to question 58 is on page 370 of the textbook: after the seven-year war from 1753 to 1763. The French were forced to give up every inch of land in North America, and the whole of Canada was under British rule. As long as you pay attention to these signs when reading the textbook, you can get these scores well.