Shifting from Teaching the Subject to Developing Core Competencies Through the Subject: The Revised Senior Middle School English Curriculum Standards (2017 Edition) in China

2020 ◽  
pp. 1-26
Author(s):  
Qiang Wang ◽  
Shaoqian Luo
Keyword(s):  
Middle School ◽  
Core Competencies ◽  
Curriculum Standards ◽  
English Curriculum ◽  
The Subject ◽  
Middle School English

Investigation into and Analysis on Middle School English Teachers’ Competencies

2016 ◽  
Vol 7 (3) ◽  
pp. 613
Author(s):  
Wanli Zhao ◽  
Hongrui Zhang
Keyword(s):  
Middle School ◽  
Teaching Practice ◽  
Language Skills ◽  
Core Competency ◽  
English Teachers ◽  
Shaanxi Province ◽  
Curriculum Standards ◽  
New Curriculum ◽  
Definition Of ◽  
Middle School English

For teachers’ competence, there is no uniform standard in domestic and foreign academic circles. Foreign scholars think that the personality of the teacher can do the performance of competence while domestic scholars believe that the professional values of the teachers, that is, personal qualities, professional ethics can be competent. The domestic and foreign scholars all agree that: the definition of teachers' competence should include the professional knowledge and professional skills related to the implementation of the successful teaching. Through questionnaire survey and interview, this paper makes a research on English teachers’ conception and language skills---the core competency of middle school English teachers in Shaanxi Province. It is found that there are some disparities of English teachers’ conception and language skills from the requirements of the new curriculum standards. Based on the reason analysis of disparities, the following suggestions are put forward: study the new curriculum standards seriously, strengthen the studies on education and teaching theories, strengthen the guidance on teaching practice and encourage the teachers to reflect on their teaching methods.

scholarly journals Exploration and Practice of the Integration of Curriculum Ideology and Politics with Middle School English Teaching

2021 ◽  
Vol 17 (1) ◽  
pp. 18
Author(s):  
Wang Juan ◽  
Ji Chunping ◽  
Zhou Haiyun ◽  
Zeng Yuxin ◽  
Zhao Yinglian
Keyword(s):  
Middle School ◽  
Middle Schools ◽  
Primary Schools ◽  
Curriculum Standards ◽  
Curriculum Content ◽  
English Teaching ◽  
Teaching Objectives ◽  
Teaching Content ◽  
Middle School English

There is no platform and mechanism for the integrated construction of curriculum content. This is reflected in the layout of the syllabus, curriculum standards, teaching objectives, and teaching content of universities, middle schools, and primary schools, and the overall arrangement has not yet been formed. Secondly, the content of ideological and political courses is duplicated. Third, there are gaps in the content of ideological and political courses. Finally, the content of ideological and political courses is inverted. Although the content of the ideological and political course as a whole embodies the line of understanding from low to high, from concrete to abstract, the phenomenon of abstract in primary schools and normative and concrete in universities still exists to varying degrees.

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