New English Curriculum for Chinese Primary Schools and
Junior/Senior Middle Schools
Experimental Version drafted by the Education Ministry of the PRC
Note on this translation This English version of China’s new curriculum for English is intended for VSO volunteers who would like to feel better informed about a document that is central to our work. However, it should in no way be regarded as an official translation. In fact, it is neither a word for word translation nor a summary. The appendix to the original, which includes lists of specific language items to be mastered, has been omitted, as have some level descriptors and sample learning activities. Despite trying to make it more readable, this version reflects the repetitive nature of the original, with the same key words cropping up over and over again. Volunteers should also refer to the more official (but still not completely official!) translation of the new English curriculum specifically for senior middle schools available from the Programme Office. Any feedback on this version would be welcome. Tim Martin Shaanxi Institute of Education, October 2005 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
? 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 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
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
2. Language Knowledge 3. Attitudes to Learning 4. Learning Strategies 5. Cultural Awareness
This design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.
Students are put at the centre of the curriculum and individual differences are respected
Students’ must be at the heart of the new curriculum. For example, their developmental needs must be the central consideration when developing: ? Curriculum objectives
? The teaching and learning process ? The assessment process
? Teaching and learning resources
When implementing the curriculum each student must be allowed to develop individually under the guidance of the teacher:
The 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: ? Sensory ? Experiential
. . . .? ‘Hands on’/practical ? Participatory ? Cooperative
In order to improve their ability to use language for real communication, students should also be able to: ? Adjust their learning strategies and control their emotions ? Form positive attitudes towards learning
The curriculum recognizes the important role of formative assessment in promoting student’ development
The assessment system should combine formative with summative assessment. The purposes of assessment should be to:
? Promote students’ comprehensive language competence ? Encourage and motivate students
? Help students become more autonomous learners ? Benefit students’ healthy personal development
? Give teachers useful feedback from which to develop teaching and learning ? 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:
? Encouraging students’ active participation in learning ? Improving students’ self-confidence Summative assessment should focus on:
? Testing students’ integrated language skills ? Testing students’ ability to use language
The curriculum expands the range of learning resources and opportunities available The curriculum should strive to use and develop resources whose content is: ? Realistic
? Close to the students’ lives ? Contemporary ? Healthy
? Rich and varied
Active use should be made of: ? Audio visual material ? Print media ? The Internet
Students should be encouraged to take responsibility for finding, using and developing learning resources themselves.
3. The Curriculum Design The 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: ? The nature of language development
? The different needs of different age groups ? The needs of different ethnic groups and areas ? The economic imbalances that exist in China
The 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: Primary School Work towards: Notes Grade 3 Level 1 Students should start studying English in Grade 3 . . . .Grade 4 Level 1 Grade 5 Level 2 Grade 6 Level 2 Junior Middle School Work towards: Grade 7 (= Junior 1) Level 3 Grade 8 (= Junior 2) Level 4 Grade 9 (= Junior 3) Level 5 Senior Middle School Work towards: Senior 1 Level 6 Senior 2 Level 7 Senior 3 Level 8 Level 9 Diagram 1: The Levels and the Grades The required standard for the end of primary school Notes The required standard for the end of junior middle school Notes The required standard for senior middle school graduation An extension level for specialist schools and able students Part 2: Introduction to The General Objectives
The 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:
2. Language Knowledge
? Phonetics 3. Attitudes to Learning COMPREHENSIVE ? Vocabulary ? Motivation and LANGUAGE 4. Learning Strategies 5. Cultural Awareness ? Grammar interest 1. Language Skills Diagram 2: The General Objectives COMPETENCE ? Cognitive strategies ? Cultural knowledge ? Listening ? Functions ? Self-confidence and A further diagram illustrates the more comprehensive nature of the new curriculum compared to the old ? Cultural understanding ? Metacognitive strategies ? Speaking ? Topics perseverance one: ? Awareness of and ability in ? Communicative strategies ? Reading ? Cooperative spirit New Curriculum cross-cultural communication ? Resource strategies ? Writing ? National awareness
Attitudes to Language Learning Language Cultural Learning Skills Strategies Knowledge Awarenes
phonetics
Language Skills vocabulary
grammar functions
topics
Comprehensive Language Competence
Diagram 3: Comparison of the Old and New Curriculums ? Language skills and knowledge form the basis of comprehensive language competence ? The students’ attitudes to learning strongly influence their learning and development ? Successful learning strategies improve the effectiveness of students’ learning ? Cultural awareness ensures students use language appropriately
The overall descriptors for comprehensive language competence (i.e. a combination of all five general objectives) for Levels 1 to 9 are presented below: Level Descriptors Students are curious about English and enjoy listening to people speaking English. They can: 1 ? Play games, do actions and activities (e.g. colouring, joining lines) according to simple Language Knowledge Old Curriculum . . . .2 3 4 5 instructions from the teacher ? Perform simple role plays ? Sing simple English songs ? Say simple rhymes and chants ? Understand simple stories by with the aid of pictures ? Communicate simple personal information ? Express simple feelings and attitudes ? Write letters and words ? Take interest in foreign cultural customs met during learning English Students show a sustained interest in and enjoyment of learning English. They can: ? Use simple English greetings and exchange personal information and information about family and friends ? Perform dialogues, songs, rhymes and chants about content they have studied ? Understand and narrate simple stories with the aid of pictures ? Write simple sentences with the aid of pictures or prompts ? Participate and cooperate actively and happily ? Take the initiative to ask for help ? Enjoy learning about other countries’ cultures and customs Students show a positive attitude and the beginnings of self-confidence towards learning English. They can: ? Understand short and simple stories about familiar topics that they hear ? Exchange information about familiar topics (e.g. school, family life) with the teacher or classmates ? Read and understand short stories and other simple written material ? Write simple sentences with the aid of examples or pictures ? Take part in simple role plays and activities ? Attempt to use suitable learning strategies to overcome difficulties encountered during study ? Identify cultural differences that are present when communicating in a foreign language Students can identify their own learning needs and targets and are fairly self-confident about learning English. They can: ? Listen to and understand dialogues and short stories in everyday communication ? Communicate information and simple opinions about familiar everyday topics ? Write brief and simple letters ? Attempt to use different educational resources ? Gain information from oral and written materials to extend their knowledge, solve simple problems and describe results ? Help each other to overcome difficulties encountered during learning ? Plan and arrange sensible learning activities ? Actively explore learning strategies suitable for themselves ? Take note of cultural differences between China and other countries during study and communication Students show clear motivation and a positive, active attitude towards learning English. They can: ? Listen to and understand the teacher’s statements about familiar topics and take part in discussions ? Exchange information with others and express opinions about various topics in daily life ? Read and understand texts, newspapers and magazines suitable for Grades 7 – 9, overcoming . . . .
英语新课标(英文版)
