The Evolution And Cognitive Attribution Of English Curriculum Standards In High School

The progress of the times,the development of the country,and the evolution of the high school English curriculum standards,these factors inevitably require high school English teachers in the new era to accurately grasp the content of the 2017 edition of the “New Curriculum Standard”.The product reads out the educational goals,policy purposes,and the essence of the document with the characteristics of the times in order to more scientifically and efficiently penetrate the concept of the “High School English Curriculum Standard” into high school English teaching,in order to continuously improve the quality of teaching.It also serves the quality of comprehensive English specialists needed by the country and society.Whether viewed from a geographical or historical perspective,the study of curriculum standards or courses makes it impossible for us to form a complete and clear historical context and visual laws for the evolution of curriculum standards.In view of this,the author makes an interpretation of the curriculum standards in different historical periods from the perspective of attribution theory of cognitive psychology with the historical evolution of curriculum standards or syllabus at the national level from late Qing dynasty to the present.It is hoped that in the future English teaching in high school,we can help teachers to grasp the essence and essence of the new curriculum,so as to provide constructive reference for the true implementation of the new curriculum reform spirit.Taking the four questions of Taylor's principle as the four dimensions to investigate whether the curriculum standards are reasonable in different historical periods,this provides a basis for how we design teaching plans,adopt teaching methods and learning strategies.From the late Qing Dynasty to the present,our country high school English curriculum standards,has experienced more than 100 years of evolution and evolution.Looking back on this period of history,it is very necessary to study and promote the reform of English curriculum in senior high school.In the history of English education in China,the curriculum arrangement and setting style in each period are mainly reflected through curriculum standards or syllabuses.This paper makes a comparative historical study of the main materials reflecting the development of high school English curriculum standards in China over the past hundred years,and hopes to provide useful reference for the curriculum developers and educational researchers engaged in high school English teaching in the study of the reform of high school English curriculum in China.The first chapter is the introduction,which includes the background of the research,the statement of the purpose of the research,and the discussion of the research significance and the framework of the planning paper.The second chapter is the literature review section.First of all,this paper briefly introduces the research on English teaching in high school in different historical periods,including teaching concept,teaching goal,determining and organizing teaching content,and teaching evaluation.Secondly,the paper summarizes the research results of English curriculum standards(including syllabus)and their evolution in different historical periods.Finally,this research area and research results are summarized.The third chapter is the theoretical basis.This paper introduces the theory of cognitive attribution and its scope of application,and explains Taylor's principle and its application in this study.In addition,this paper illustrates the relationship between the topic selection and theoretical principles.The fourth chapter is the research and design part.The fifth chapter is the core of the paper,focusing on the research process and research results.Firstly,by combing out the prescriptive description of curriculum standards in different historical periods,this paper compares the evolving characteristics of the curriculum standards of high school English with the form of Chronicle.Secondly,it explains in detail the evolution attribution of the high school English curriculum standards.Finally,by comparing the 2003 and 2017 versions of the high school English curriculum standards,it is concluded that the 2017 edition of the high school English curriculum standards has three distinct characteristics.The sixth chapter is the last part and the conclusion of this article.It summarizes the main research findings,puts forward the research inspiration,and makes a tentative and forward-looking view on the development trend and evolution of the curriculum standards in the future.