| Key competence is the guidance of the new curriculum reform.As the leading idea to guide the future education reform in China,and the research of “key competence” is closely related to the development of China’s education reform.The Senior High School English Curriculum Standards 2017 suggested that English course should cultivate the students’ key competence of English subject,and the key competence of English subject consists of four aspects: language competence,cultural awareness,thinking quality and learning ability.Key competence is a red line running through the revision of curriculum standards,and is also the direction and outline of curriculum implementation and teaching reform.Therefore,this study explores the status quo of the development of senior high school students’ English key competence in No.1 Middle School Changsha County,in order to put forward some effective and operable suggestions for the development of senior high school students’ English key competence.Based on Gardner’s Multidimensional Intelligence and Humanistic Learning theory,this study makes a questionnaire survey of 350 students and an interview of 6teachers and 7 students in NO.1 Middle School,Changsha County,and uses questionnaire and interview as research tools to investigate and study students’ development of English key competence.In this study,the questionnaire is modified from the investigation and research on the development status of Meng Yuan’s master thesis in senior high school students’ English key competence.The value of Cronbach’s Alpha is.883.The research aims to answer the following questions :(1)What is the development status of senior high school students’ English key competence like?(2)What are the main affecting factors of senior high school students’ English key competence?(3)Is there any correlation between the development of students’ key competence and gender?According to the result,the major findings are presented as follows.(1)The overall situation of students’ English key competence is relatively general.The development of the students’ language competence,cultural awareness,thinking quality and learning ability is not balanced,and the development of learning ability and thinking quality is superior to that of cultural awareness and language competence.(2)The main factors affecting the development of students’ English key competence include curriculum setting,teaching evaluation,teachers and students.(3)There is no significant correlation between students’ key competence and gender(Sig > 0.05).The development of English key competence has nothing to do with gender differences,indicating that teachers should treat gender differences equally in the process of developing students’ key competence.Based on the above research results,in order to promote high school students’ English key competence,some suggestions are proposed on how to improve senior high school students’ English key competence from the aspects of curriculum settings,teaching evaluation,teachers,and students.For the curriculum settings:(1)optimizing the course content;(2)perfecting the course system;(3)changing the teaching mode of elective courses.For teaching evaluation:(1)establishing a reasonable teaching evaluation system;(2)enriching the subjects and methods of teaching evaluation;(3)balancing the proportion of formative assessment and summative assessment in teaching.For teachers:(1)enhancing professional quality;(2)improving teaching methods;(3)creating English teaching situation.For students:(1)changing the motivation and purpose of English learning;(2)getting involved in more practical activities;(3)cultivating good learning habits.However,this study still has some limitations,such as a small sample size,the research tools are not comprehensive enough,and research perspectives are limited.Follow-up researches should expand the sample size,enrich the research tools,further improve the questionnaire,and analyze the key competence of students from multiple perspectives. |
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