| With the rapid development of global society,students who are the backbone of future de velopment are inevitably involved in the process of globalization,and the concept of "Global Competence" came into existence.English,as a non-native international language subject,und oubtedly has special significance for the cultivation of global competence.This research follows a logical sequence from definition to text to practice,is devoted to solving three problems: First of all,the definition of global competence.Secondly,the constru ction of localized standards.Thirdly,the practice path in English curriculum in senior high sch ools in our country.The purpose is to promote the integration of global competence education into English teaching practice.The findings of this study are as follows:First of all,the concepts of global competence have commonalities.They are all three-di mensional structures composed of multiple dimensions,all emphasize global competence in c ontext,and all emphasize the cultivation of action dimensions.On the basis of fully considerin g the connotation,extension and standards of core competencies in the Curriculum Standard,t his research defines the concept of global competence as "the unity of the comprehensive qual ity of national talents and global citizens,recognized in different situations.The unity of know ledge and application".Secondly,global competence education and Core competence of high school English disc ipline have connections in their footholds and their promotion process,and the cultivation of c ore competencies is one of the important ways to acquire global competence.On this basis,th e localization standard of global competence constructed in combination with the concept of c ore competence of English discipline should include four dimensions of knowledge,skills,att itudes and values,and actions and their next eleven sub-dimensions.Knowledge includes text ual knowledge,language knowledge and cultural knowledge;skills include language ability,c ommunicative ability,thinking ability and ability to learn;attitudes and values include cultural attitudes and world outlook,learning attitudes and values;actions include cross-cultural com munication actions and actions for collective well-being and sustainable development..Thirdly,using the global competence standard constructed in this paper as a tool,this rese arch makes a statistical analysis on the distribution of content dimensions of global competenc e in the Yilin edition of high school English textbooks,and finds that the four dimensions of gl obal competence are not evenly distributed,among which the dimension of skills is the majori ty;The distribution of knowledge and skills of global competence is relatively balanced,while the distribution of attitudes and values,and actions is relatively single.Fourth,this research proposes two paths for teachers to carry out global competence educ ation in English curriculum.The first path is to practice the activity-based approach to English learning and set up multiple learning tasks.This research designs three teaching cases for this path.The second path is to focus on global issues and carry out interdisciplinary fusion teachi ng.This path needs to grasp the three elements of teaching theme,classroom discussion and te aching achievement.The establishment of teaching themes should follow the three principles:First of all,students have basic background knowledge.Secondly,priority should be given to global issues,and thirdly,topics have sufficient interdisciplinary space.The development of cl assroom discussions should ensure students’ multi-dimensional input and multi-angle analysis of problems.The evaluation requirements for teaching achievements should pay attention to th e diversification of process evaluation and summative evaluation standards.Follow this path,t his research designs an interdisciplinary fusion teaching case on the topic of water resources. |
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