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New English Curriculum for Chinese Primary Schools and
Junior/Senior Middle Schools
Experimental Version drafted by the Education Ministry of the PRC
Part 1: Introduction
With 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:
Over-emphasizing the transmission and explanation of knowledge about grammar and vocabulary
Neglecting to develop students’ ability to use language for real In their place, the reforms aim to establish a curriculum that: Develops students’ comprehensive language competence
Motivates students, is relevant to their life experiences and cognitive level Promotes task-based teaching methods
Involves students in experiential, practical, participatory and cooperative learning
Develops students’ positive attitudes, thinking skills, practical abilities, cultural awareness and autonomy through the language learning process
1. The Nature of the New Curriculum
The new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students to:
Develop a certain level of comprehensive language competence and the ability to use language for real communication
Master certain basic language knowledge
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Master listening, speaking, reading and writing skills
However, at another level the curriculum should also serve students’ all-round development, providing them with opportunities to:
Strengthen their interest in studying English
Grow in self-discipline, perseverance and self-confidence Improve their cooperative, investigative and thinking abilities Develop their memory, imagination and creativity
Adopt good study habits and effective learning strategies Develop as autonomous and lifelong learners Build moral integrity and a healthy outlook on life
Establish both national spirit and an awareness of and respect for cultural differences
Broaden their horizons and enrich their life experience Take part in cultural life Develop as individuals
2. Basic Principles of the New Curriculum
2.1 The curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the students
To promote quality education particular attention must be paid to: Valuing each student’ s feelings
Stimulating students’ interest in studying English
Helping students gain a sense of achievement and self-confidence
The curriculum must go beyond developing students’ comprehensive language competence to include areas such as:
Improving students’ ability to contribute to cultural and social life Developing students’ practical abilities Fostering students’ creativity
2.2 The 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 Skills
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2. Language Knowledge 3. Attitudes to Learning 4. Learning Strategies
The principle aim of the New Curriculum for the teaching of English is to help the students 'move from competence to performance' (Chen, 2002)1[1]. What does this mean?
Well, 'competence' is about what the students know in their minds, their theoretical knowledge, in other words. 'Performance' refers to what it is that the students can do with that theoretical knowledge. 'Performance' refers to what is practical, useful, creative and imaginative. Your job as a teacher is to find ways to help the students' knowledge become active, practical, flexible and responsive, rather than inactive, theoretical, inflexible and imitative. Students need to learn how they can control their own knowledge, use it differently in different situations, and be able to make their own decisions about how they learn. This is a big challenge for you as a teacher.
Under the New Curriculum English will be seen not only as a tool for communication, but also for thinking, learning and social participation. It also takes into account the students' feelings about learning, rather than judging them purely as learning machines. This is reflected in the nine-level attainment-target system, which your teachers have copies of. You should study these attainment-targets, as they focus on achievements and what students can do, rather than placing impossible challenges for teachers and students.
New Teaching and Learning Approaches with the New Curriculum:
Under the New Curriculum, there are new teaching and learning approaches necessary. These are a big challenge, as they will be:
? Student-centred2[2] as opposed to teacher-centred ? Participatory - as opposed to passive
? Experiential3[3] as opposed to rote ? Flexible as opposed to pre-determined
They will encourage:
1[1]
Chen Xiaotang, one of the people on the New Curriculum (NC) Working Party, said this at a VSO conference in November 2002. 2[2]
See section on student-centred learning. 3[3]
See Glossary
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中小学英语课程标准英文版
