Comparative Analysis On The English Syllabus And The English Curriculum Standard

The English Syllabus (revised)for basic education will be replaced by the English Curriculum Standard for basic education in the new round of reform to elementary education. Through research on Syllabus and Standard in a comparative way, we try to offer theoretic support and practical assistance to implementation of the English Curriculum Standard during the FLT Curriculum reform.Part One is concerning the introduction to the experiences of the United States, Japan and some other countries in the FLT (foreign language teaching) Curriculum reform , reviews the history of domestic FLT Curriculum reform, analysis on development trend of FLT Curriculum reform at home and abroad and some problems that really exist in practical teaching. In such a way, it states the background,the purpose& significance for designing the Standard. Part Two is concerning the comparison and detailed analysis between the English Syllabus and English Curriculum Standard, including comparative study on their nature, general construction framework, objective of English curriculum and content, implementation of recommendations. As to similarities, both the Syllabus and the Standard, under the guidance of modern education theories, pay close attention to students'all-round and lifelong development for all students, so as to promote the fulfilling of quality-oriented education. However, the English Curriculum Standard embodies in many aspects, such as the status, objective of English curriculum and content, development of English curriculum resources and teaching evaluation .It adopts internationally accepted classification method, and states the Standard as per"Goal + Class", so as to fully represents its wholeness, flexibility and openness.In view of theories of constructivist learning and multi-intelligence, part three of this thesis mainly states their opinion on curriculum reform and theoretic guidance for designing the standardPart Four is concerning the reflection from the Standard. Firstly, the concept of FLT becomes pluralistic with changes of the times. The foreign language teaching will become mature continuously only when five relations between students and teachers, knowledge teaching and capacity training, explanation and research, and cognition and emotion, are well understood. Secondly, it states the significance,permeating methods of social culture knowledge to improving cross-cultural communicative competence .In general, to compare is to differentiate, to differentiate is to recognize. Through comparison and analysis, we hope to eventually realize upgrading of concept and improvement of teaching method.