A Study On The Current Situation Of Students' English Key Competencies In Senior High Schools In Hohhot

The ministry of education has pointed out in the requirements of comprehensively deepening reform that the new curriculum reform should emphasize the construction of "putting the moral into the education" and "key competence".English key competence is a core concept in the new curriculum standard,which is highlighted by both theoretical and practical circles.Chen Lin(2016)noted that the reasons why students should develop their key competence was the need of putting moral education as the fundamental task,the need of full implementation of quality education and improving the quality of education,and the need of improving the international competitiveness of China's education.Therefore,developing students' key subject competence is of great importance.English learning,as a kind of language learning,has a strong function of communication and application.In the context of quality education,the aim of English learning is not only to master a language,but also to cultivate students' thinking quality,cultural awareness and learning ability,and finally to improve students' English competence which makes the cultivation of English competence become an urgent task in senior high school.The thesis,taking Hohhot as an example,intends to study the current situation of students' English key competencies in senior high school through questionnaires,transcription and interview.There are two questions to be answered:1.What is the current situation of students' English key competencies(language competence,learning ability,cultural awareness and thinking quality)in Hohhot?2.What are the factors that influence the students' English key competencies most in high schools in Hohhot?This thesis is a survey,which is based on the research of previous relevant English key competences,and the author discusses the connotation of English key competencies and the definition of its components that are language competence,learning ability,cultural awareness and thinking quality.Through collecting analyzing students' questionnaires,and then they are carried out among students.The results of questionnaire survey indicate that(1)the status of the four English key competencies is unbalanced.Students' language competence is better than students' learning ability thinking quality and cultural awareness.(2)by means of teachers' questionnaire,transcription and teachers' and students' interviews,the author discusses the factors influencing students' English key competencies have curriculum,teaching material and teachers' teaching,and this thesis mainly analyzes teachers' teaching methods,teaching content and teaching evaluation.Research findings:(1)teaching methods: the teaching method is single during the teaching process,which makes students lose interest in English and participate in class inactively.The way of teaching and asking questions is dominant,and the questions are lack of hierarchy,enlightening and appropriateness which hinder the development of students' thinking quality.(2)Teaching content: some teaching contents are not updated in time and separated from students' life which causes students learning in class cannot be applied in practice.Teachers are inclined to language teaching but neglecting cultural teaching.That is why students know little about foreign culture,English culture divorced from the learning of English language block students' cultural consciousness,and they have insufficient confidence and ability to cross-cultural communication,and the lack of sensitivity to cultural differences.(3)Teaching evaluation: teachers do not fully reflect the principle of students' subjectivity in selecting students' evaluation methods,which affects the development of students' critical thinking.Thus,at the end of the thesis,some suggestions are put forward to better develop English key competencies in terms of teaching methods,teaching contents and teaching evaluation,which hopes to provide guidance for better implementation of the new English Curriculum Standards.