Study On The 2014 National Curriculum For Secondary School English In England

In the 21 st century,in order to meet the needs of the development of the times and the compulsory education system,China has started a new round of curriculum reform,which has epoch-making significance,and set new National Curriculum.As a programmatic document and basic standards,National Curriculum not only points out the ultimate purpose of education as well as the specific route to achieve the goal,but also ensures the smooth development of the curriculum reform.Therefore,it is urgent to update the formulation and reform.As a globally used language,English attracts more attention in China's curriculum reform.The main problems in English curriculum reform are as followed:with vague objectives,the curriculum philosophy is not penetrated;knowledge dominated,the curriculum structure is imbalanced;hindered by the traditional force and lack of assurance mechanism,curriculum is inexecutable;curriculum evaluation is focused on its “evaluative” purpose and ignores students' “development”;the developer of the national curriculum is individualized and lack of theory and practice support.Although different countries differ in region and culture,there are still common in the curriculum reform,such as the formulation of curriculum objectives and curriculum evaluation,development and management of the curriculum,teaching materials and teaching methods,linguistic and language learning,etc.Therefore,China can benefit a lot from other countries' curriculum reform.In order to solve the existing problems of the curriculum reform in our country,this research turned to the UK on its new English curriculum standards,the background and process of the formulation of curriculum standards.This paper analyzes the text of the 2014 National Curriculum for secondary school English in England and its characteristics of the four elements of curriculum.It aims to solve the problems in China's curriculum reform and by learning from England.In order to solve the real problems in the curriculum reform,this research mainly uses the literature research method,combined with the actual teaching phenomenon of narrative research.It describes the school in the practice of curriculum standards in the process,combined with the real examples of process analysis.To interpret the 2014 National Curriculum for secondary school English in England,this study focuses on the four elements of curriculum: curriculum objectives,curriculum content,curriculum implementation and curriculum evaluation.It is analyzed that the main characteristics are as followed: the curriculum objective is particularly concerned about the development of students,and pays attention to the cultivation of oral expression and thinking ability;the curriculum content is forward-looking integrated with classical English culture and international advanced knowledge;In the process of curriculum implementation,the British government plays a strong regulatory role and ensures the effective implementation of curriculum standards;curriculum evaluation,with methods more diversified,attaches great importance to the development of purpose,highlighting the role of teacher evaluation.From the text content and features of the English National Curriculum,the paper sums up the philosophy of the 2014 National Curriculum in England--to pursue "fairness" and "efficiency".On this basis,the research reviews the problems in curriculum reform in our country and finds out that the main reason lies in that the curriculum philosophy fails to penetrate to schools and teachers;the curriculum objective is divorced from the development of students;the curriculum implementation is lack of security mechanism;many teachers are unable to do what they hope to do;the curriculum evaluation lays too much emphasis on "scores" and ignores the development of students,which is in the opposite direction from the curriculum objectives.Therefore,our curriculum is still relatively conservative,with traditional education forces tenacious and the development of curriculum reform curbed.This also puts forward higher requirements to educators.It is the biggest problem facing us how to deepen the curriculum,optimize the curriculum goal and guarantee the curriculum implementation.In the course of the study,the research interviews primary school,junior high school,high school,college,graduate students and teachers,and young teachers whohave just started their career to present the problems in the curriculum reform,and formulates the corresponding solution strategy: China should deepen the curriculum philosophy and increase teacher training;strengthen the scientific and practical features of national curriculum;the textbook should be more close-to-life and culture inherited,customs of Chinese classical culture;increase the curriculum implementation of the security system;pay attention to curriculum evaluation "development";China should strengthen the assurance mechanism of curriculum implementation;the “development” purpose of curriculum evaluation should also be emphasized.Chapter 4 aims to borrow the successful experiences of the National Curriculum Reform in England and bring some enlightenment to the English Curriculum Reform in China.