Curriculum Reform at Rensselaer

第49卷第11期2021年6月广州化工Guangzhou Chemical IndustryVol.49No.11Jun.2021仪器分析“N+l”模式课程改革研究贾海浪，林丽霞，孙建华（江苏理工学院化学与环境工程学院，江苏常州213001）摘要：仪器分析是化学类本科生的必修基础课程，时代的发展使得分析方法和实验技术都产生了深刻的变化，这些都对仪器分析提出了越来越高的要求。

本文旨在如何改革目前陈旧的教学模式，通过“N+1”模式进行仪器分析课程改革，注重过程考核，其中N的形式多样，包括课堂笔记、课堂提问、讨论、考勤、作业、单元测试、实践实验考核、期中考试等，而1为期末考试，以此激发学生的学习兴趣，全方位提高教学质量。

关键词：仪器分析；N+1；课程改革中图分类号：G642文献标志码：B文章编号：1001-9677（2021）011-0150-02 Study on“N+1”Mode Curriculum Reform of Instrumental AnalysisJIA Hai-lang,LIN Li-xia,SUN Jian-hua(School of Chemistry and Environment Engineering,Jiangsu University of Technology,Jiangsu Changzhou213001,China)Abstract:Instrumental Analysis is a compulsory basic course for Chemistry undergraduates,With the development of the times,analytical methods and experimental techniques have undergone profound changes,all of these put forward higher and higher requirements for instrument analysis.Aimed at how to reform the current obsolete teaching mode, through the"N+1"mode of Instrumental Analysis curriculum reform,the process of assessmentwas paid attention,in which the form of N was diverse,including classroom notes,classroom questioning,discussion,attendance,homework, unit test,practical experiment assessment,mid-term examination,etc.,and1was the final examination,so as to stimulate students5interest in learning and improve teaching in an all-round way learning quality.Key words:Instrumental Analysis；N+1;curriculum reform仪器分析是化学类本科生的必修基础课程，各种前沿学科的快速发展对仪器分析提出了越来越高的要求“切。

初中语文新课标实施存在的问题及改进对策研究A Study on the Problems in the Implementation ofthe New Curriculum Standard in Junior Middle Schooland the Countermeasures作者姓名：李爱臣单位吉林化工学院年月目录摘要 (I)Abstract (II)绪论 (1)一、选题背景 (1)二、文献综述 (1)（一）关于初中语文新课标实施存在的问题研究 (1)（二）关于初中语文新课标实施的对策研究 (3)三、研究意义与研究内容 (5)（一）研究意义 (5)（二）研究内容 (5)四、研究方法 (5)第一章初中语文新课标实施情况的现状调查 (7)一、初中语文新课标实施情况的问卷调查 (7)（一）调查对象的选择 (7)（二）问卷调查表的制作 (7)二、问卷调查结果分析 (7)（一）课程实施的环境 (7)（二）新课程培训 (13)（三）课堂教学现状 (14)（四）课程的评价 (16)第二章初中语文实施新课标的问题与对策 (18)一、吉林市初中语文新课程实施中存在的问题 (18)（一）实施环境差，缺乏领导重视 (18)（二）培训实效低，教师难以胜任 (18)（三）教学形式落后，实施缺乏支撑 (19)（四）教学气氛不浓，缺乏实施土壤 (20)（五）评价体制落后，各阶段进程不同步 (21)（六）学生认识笼统，新课标无法扎根 (22)三、初中语文实施新课标的对策 (22)（一）加强校领导重视，贯彻实施“新课标” (22)（二）更新教师培训观，多途径提升教师素质 (23)（三）加强资源开发，为新课程实施提供资源保障 (25)（四）转变教学方式，为新课程实施寻求合适载体 (25)（五）完善评价机制，教、学、评三位一体 (26)（六）渗透新课标要求，实现新课标扎根 (27)结论 (28)参考文献 (32)附录一 (36)附录二 (41)附录三 (43)致谢 (44)摘要自我国广东、山东等等省份开展新课程改革以来，越来越多的中学加入到新课程改革队伍之中，目前吉林市也正在处于新课程改革关键，尤其是作为构成教育系统的重点学科，语文自然也成为了新课标实施以来重点改革对象。

大学课程的英文翻译1.university course2.college course大学课程设计 University Course Design Museum大学课程设置 college curriculum arrangement ; curriculum offering大学课程考试机制 examination system of universities curriculum传统大学课程观 traditional university curriculum outlook大学课程评估 University Course Evaluations大学课程改革 university curriculum reforms ; university curriculum reformation ; universities curriculum reform几大学课程 Few university courses线上大学课程 online university courses近代大学课程 modern university curriculum1. You need three A levels to get onto this university course.你要参加这个大学教程，就需要通过三科高级证书考试。

2. You may be eligible for a discretionary grant for your university course.读大学课程可能会有资格获得学校自行决定是否发放的助学金。

3. He passed through a university course in Queenstown.他在昆斯敦修完了一门大学课程.4. He passed through a university course in Houston.他在休斯敦修完了一门大学课程.5. He passed through a university course in Shanghai.他在上海修完了大学的课程.6. I attended a University course in Interpreting and Translating in Italy for three years.在意大利时,我上了三年的大学口笔译课.7. His course at Sheffield University will not recommence until next year.他在谢菲尔德大学的课程要到明年才能继续。

摘要随着第三次科技革命的开展，我们迎来了用知识和技术取胜的信息时代。

在社会大潮的推动下，为了适应时代的需求，教育部总结之前基础教育中存在的问题并提出了要在二十一世纪之初开展基础教育课程改革的新目标。

在这次改革中，历史学科也得到了高度的重视。

考虑到历史学科自身的学科性质，如何开展高效历史课堂成为了这次改革的议题，作为提高历史课堂效率的乡土历史课程资源的开发和应用问题也得到了更多的重视。

乡土历史资源的开发和利用，不仅有利于历史学科的建设，也有利于基础教育课程改革，这无疑对新时代社会主义核心价值观的塑造有着至关重要的作用。

在基础教育课程改革的推动下，各地都相继开始了对乡土史资源的开发，而作为在这次改革中起重要作用的中学教师来说，绝不能坐享其成,只有我们对课程目标进行严格的分析，让乡土历史资源在中学历史课堂上得到合适的应用，才能让乡土历史资源的作用发挥出来。

而本文则以陕西汉中地区为例，对乡土历史资源在初中历史教学中的应用进行阐述。

本文主要从五个方面来进行论述。

引言部分阐述课题研究的背景、现状、意义以及方法；第一章主要论述乡土历史课程资源的相关概念界定；第二章主要介绍陕西汉中地区丰富的乡土课程资源，包括名胜古迹、人物传说、宗教流派、风俗习惯、革命遗址五个部分；第三章则是对汉中地区乡土历史课程资源的开发和利用现状及存在问题的分析；第四章是结合自己的教学案例和工作实践阐述乡土历史课程资源在教学实践中的应用对策。

第四章作为对乡土历史资源利用的案例和可行性方法研究，本文将对其进行重点阐述。

在这一部分，首先将结合华师大版初中历史教材对历史乡土资源的应用方法进行案例探究，例如通过列举课堂引用的案例来进行论述，以及举行乡土知识竞猜大赛等。

关键词：乡土历史资源初中历史教学汉中地区AbstractWith the development of the third revolution of science and technology, we ushered in the age of using knowledge and technology to win the information age. Under the impetus of the social tide, in order to adapt to the demand of The Times, the Ministry of Education summarizes the problems before and carries out new targets of basic educational curriculum reform at the beginning of the twenty-first century.In this reform, history has also attract a lot of attention.Considering the nature of the discipline of history, how to conduct effective history class became a very important thing of this reform, And the development and application of local history curriculum resources have also been more attention. The Development of local history resources, not only benefit to the construction of the history, but also conducive to The Basic Education Reformation, which is no doubt a new era of socialist core values has a vital role.By the dirver of the Basic Education Reformation, Various places have started on the d evel opment of l ocal history resources, As play an important rol e in the reform, We mid dl e school teachers must d o our own effort.Only we analysis the goal of the curriculum rigorous, so that we can make the rol e of l ocal history resource play. In this paper, I will expound the application routes of local history resources for the example of Hanzhong, Shaanxi.This paper mainly discussed from five aspects. The introduction describes the background, research status, significance and method of the research. The first chapter discusses the related concepts of the local history resources; the second chapter introduces a wealth of local history resources of Hanzhong, including five parts of monuments, legendary figures, religious schools, customs, revolutionary sites; the third is the development and utilization status of the local history resources in Hanzhong and analysis of the problems; the fourth chapter is to find out the Solutions of local history resources in the process of using it by a combination of my own teaching cases and work practices.The fourth chapter in about the history study cases and the feasibility of the method of using of resource, This paper will be focus on the fourth chapter. In this section, First, I will explore more cases of local history resources by using the history textbooks of Central China Normal University Press ,such as listing the class referencecase to discussed, holding local knowledge quiz competitions. Next, I will talk about my own views of some of the problems in the application in local history resources based on my own teaching experience. Local history resources should be more than a piece of paper, it should also be a powerful guarantee to improve the students' learning interest and the teachers' teaching level, to improve the overall quality of education.Key words：Local History Resources, Junior History Teaching, the area of Hanzhong.目录摘要 (I)Abstract (III)引言 (1)一、研究的缘由 (1)二、国内外研究现状 (1)1、国外研究现状 (1)2、国内研究现状 (2)三、研究的意义 (4)1、有利于学生价值观的养成 (4)2、有利于教师职业素养的提高 (4)3、有利于乡土资源的开发与保护 (4)4、有利于历史课程标准的落实 (5)四、研究的方法 (5)第一章乡土史教学相关的概念 (7)一、乡土史 (7)二、课程资源 (7)三、历史课程资源 (8)四、乡土历史课程资源 (8)第二章汉中市乡土历史课程资源简介 (9)一、名胜古迹 (9)二、人物及传说 (11)三、宗教流派 (12)四、风俗习惯 (13)五、革命遗址 (14)第三章汉中地区乡土历史课程资源的开发和利用现状及存在问题的分析 (15)一、初中乡土历史课程资源开发与利用的现状调查 (15)1、针对老师的调查问卷 (15)2、针对学生的调查问卷 (17)二、初中乡土历史课程资源开发和利用的现存问题概述 (19)1、地方没有充分开发乡土历史资源 (19)2、学校对于历史重视不够 (19)3、教师群体师资力量有待开发 (20)4、学生和家长压力过大 (20)第四章汉中地区历史乡土课程资源在教学实践中的运用对策 (23)一、乡土历史课程资源的运用途径和案例 (23)1、充分利用课堂进行教学 (23)2、开发校本教材 (31)3、举行研究性学习活动 (32)二、乡土历史教学中应注意的问题 (35)1、地方和学校对于乡土史教育应予以支持 (36)2、遵循事实求是的原则 (36)3、切忌本末倒置 (37)4、教师要提高教学素养 (37)结论 (39)参考文献 (41)附录 (43)致谢 (47)教学成果 (49)引言引言一、研究的缘由随着21世纪的到来，国际间的竞争形势日趋激烈，人才的培养也显得尤为重要，因此中国基础教育课程改革便被提上了日程。

小学下册英语第四单元测验卷(有答案)考试时间：100分钟（总分:100）A卷考试人：_________题号一二三四五总分得分一、综合题(共计100题共100分)1. 听力题：She is _____ (playing) the flute.2. 填空题：We have a ______ (精彩的) student exhibition each year.3. 听力题：The capital of Laos is __________.4. 填空题：The _____ (土壤改良) can improve crop yield.5. 填空题：We have a ______ (丰富的) curriculum focused on arts.6. 填空题：My mom is a great __________ (母亲).7. 填空题：The tortoise is much ______ (慢) than the rabbit.8. 选择题：Which season comes after winter?A. SummerB. SpringC. FallD. Autumn答案: B9. 填空题：A ____(collaboration agreement) formalizes partnerships.I want to ________ (develop) new skills.11. 填空题：My favorite comic book character is _______ (名字). 他/她很 _______ (形容词).12. 选择题：What do you call the vehicle that travels on tracks?A. CarB. TrainC. PlaneD. Boat答案: B13. 听力题：A gas produced in a reaction can often be seen as _____ bubbles.14. 选择题：What is 8 + 1?A. 8B. 9C. 10D. 11答案:B15. 填空题：The octopus has _________ arms. (八个)16. 选择题：What is the name of the sweet treat made from cocoa and sugar?A. BrownieB. ChocolateC. CandyD. Cookie答案: B17. 填空题：_____ (土壤) composition affects how plants grow.18. 听力题：A sinkhole can form when underground water erodes ______ rock.19. 填空题：The teacher fosters a love of _____ (学习) in students.What is the capital of the Central African Republic?A. BanguiB. BimboC. BerberatiD. Bambari答案:A21. 选择题：What instrument is used to measure temperature?a. Barometerb. Thermometerc. Rulerd. Compass答案:b22. 填空题：The __________ (历史遗址) help preserve past cultures.23. 听力题：Hydrogen is the lightest __________ in the universe.24. 填空题：A _____ (植物信息平台) can enhance knowledge sharing.25. 填空题：I have a toy ________ that spins around.26. 听力题：All matter is made up of _____.27. 填空题：The seal claps its flippers when ______ (开心).28. 填空题：The best thing about fall is the ______ (丰收).29. 选择题：What is the name of the famous wizarding school in Harry Potter?A. HogwartsB. NarniaC. Middle-earthD. Oz答案:A__________ (化学危险性) must be assessed before handling reagents.31. 填空题：Every summer, I go to _______ (地方) for vacation. It’s a wonderful way to _______ (放松).32. ssance began in _______ during the 14th century. (意大利) 填空题：The Rena33. 填空题：The butterfly flutters from flower to ______ (花).34. 听力题：An ion is an atom with a _____ charge.35. 选择题：What is the name of the famous mountain in North America?A. Mount DenaliB. Mount RushmoreC. Mount RainierD. Mount Whitney答案: A. Mount Denali36. 听力题：Air pressure is the weight of air above us ______.37. 填空题：The ______ (小鸟) builds a nest to keep its eggs safe.38. 听力题：The cake is ___. (sweet)39. 听力题：It is _____ to ride a bike. (fun)40. 填空题：We have ______ (很多) books at home.41. 选择题：What is the name of the famous music festival held in California?A. CoachellaB. LollapaloozaC. GlastonburyD. Bonnaroo答案：A42. 填空题：My shoes are _______ (干净的).43. 填空题：My sister loves to bake __________ (甜点) for the family.44. 听力题：She is wearing a ________ sweater.45. 选择题：What do we call the feeling of being afraid?A. HappinessB. FearC. ExcitementD. Anger答案:B46. 填空题：My bedroom is ______ and ______.47. 听力题：Hydrogen ions give acids their ________ properties.48. 填空题：The _____ (植物组成) affects the overall health of an area.49. 听力题：The bus arrives at ______ (ten) o'clock.50. 填空题：The ________ is a small creature that likes to jump.51. 听力题：A _______ is the smallest unit of matter.52. ts can _____ (繁荣) in poor soil. 填空题：Some pla53. 选择题：Which instrument has strings and is played with a bow?A. GuitarB. ViolinC. PianoD. Flute54. 填空题：A ____(regional collaboration) addresses cross-border issues.55. 听力题：My mom makes _____ (soup/sandwich) for dinner.56. 听力题：A dwarf planet is a celestial body that is not a ______ planet.57. 听力题：A spider has ____ legs.58. 选择题：What do you call a person who tells stories?A. AuthorB. StorytellerC. NarratorD. All of the above59. 听力题：I like to _______ (explore) the beach.60. 选择题：What is the capital of the Dominican Republic?A. Santo DomingoB. SantiagoC. Puerto PlataD. La Romana答案:A61. 听力题：We will have ______ for dessert. (cake)62. 选择题：Which of these is NOT a mode of transportation?A. CarB. TrainC. AirplaneD. Chair答案:D63. 选择题：What is the process of plants making food called?A. DigestionB. PhotosynthesisC. RespirationD. Fermentation答案: B64. 填空题：The _____ (薄荷) smells refreshing.65. 填空题：I can ______ (发展) my skills with practice.66. 填空题：My sister loves to play with ______ (小猫).67. 填空题：My pet dog is very ______ (聪明).68. 选择题：What do you call a person who catches fish?A. FishermanB. FarmerC. HunterD. Gatherer答案:A69. 填空题：I can ______ (制定) plans for my future.70. 选择题：What do we call a place where animals are kept?A. ZooB. FarmC. ParkD. Forest答案: A71. 填空题：The __________ (历史的传播) relies on multiple mediums.72. 听力题：I enjoy _____ (乘坐) the bus.73. 听力题：A saturated solution contains the maximum amount of _______ that can dissolve.I love watching ______ (日落) at the beach. The colors are always ______ (美丽).75. 填空题：A _____ (植物学) studies different types of plants.76. 填空题：My favorite thing about school is _______ (特点). I enjoy learning new _______ (知识).77. 选择题：What do we call the person who studies the past?A. HistorianB. ArchaeologistC. AnthropologistD. Sociologist答案: A78. 填空题：My favorite animal is a _________. (大象)79. 听力题：The Earth's rotation affects the movement of ______ currents in the ocean.80. 填空题：A hawk is a skilled ________________ (猎手).81. 填空题：I can _______ (说) three languages.82. 填空题:I have a collection of ________.83. 选择题：What is the opposite of "light"?A. BrightB. HeavyC. SoftD. Small答案: B84. 填空题：My grandma loves to _______ (动词) with her friends. 她觉得这个活动很 _______ (形容词).My friend is __________ (热爱学习的).86. 听力题：In a combustion reaction, the reactants typically include a hydrocarbon and _____.87. 填空题：The bear catches _________ (鱼) in the river.88. 听力题：The Great Wall is located in __________.89. 听力题：The capital of Malta is __________.90. 填空题：I can ______ (保持) a growth mindset.91. 填空题：I call my friend’s mother __________. (阿姨)92. 听力题：A _____ is the temperature of space.93. 听力题：They are playing ___. (football)94. 填空题：Growing plants can teach us about __________ (生命的循环).95. 填空题：I have a pet ________ (兔子) that is very cute.96. 选择题：What is 8 ÷ 4?A. 1B. 2C. 3D. 4答案:B97. 填空题：The ________ is a popular pet.The particles in a solid are ______ packed together.99. 听力题：The animal with the longest neck is the ______.100. 填空题：A _____ (鲸鱼) can sing songs underwater.。

基础教育课程教学改革案例初中英语Middle School English":The need for curriculum reform in basic education has become increasingly apparent in recent years. As the world continues to evolve rapidly, the traditional approaches to teaching and learning often fail to adequately prepare students for the challenges they will face in the 21st century. This is particularly true in the field of English language education at the middle school level where outdated methodologies and a lack of relevance to students' lives can hinder their development of crucial communication skills.One school district that has taken proactive steps to address these issues is Oakwood School District. Located in a mid-sized suburban community, Oakwood has long been recognized for its strong academic performance. However, in recent years, district leaders recognized that the English curriculum was not aligning with the needs of their students. Feedback from teachers, parents, and students indicated that the curriculum was overly focused on rote memorization of grammar rules and vocabulary with little emphasis on practical application of the language. Additionally, students were reporting low levels of engagement and motivation in their Englishclasses.In response to these concerns, the district assembled a curriculum review committee comprised of teachers, administrators, and community stakeholders. The committee's goal was to conduct a comprehensive evaluation of the existing English curriculum and develop a plan for meaningful reform. After months of research, classroom observations, and stakeholder engagement, the committee put forth a bold new vision for middle school English education in Oakwood.At the core of the reform plan was a shift away from the traditional teacher-centered model of instruction toward a more student-centered, experiential approach. Rather than focusing primarily on grammar and vocabulary, the new curriculum would place a greater emphasis on developing students' communicative competence through authentic language use. This would involve engaging students in project-based learning activities, collaborative discussions, and real-world simulations that allowed them to apply their English skills in meaningful contexts.To facilitate this transition, the district invested heavily in professional development for English teachers. Over the course of an intensive summer training program, teachers were exposed to the latest research on second language acquisition and effectiveinstructional strategies for promoting communicative fluency. They also had the opportunity to collaborate with one another to design innovative lesson plans and unit frameworks aligned with the new curricular objectives.One of the key innovations introduced through the reform was the integration of technology to enhance language learning. Rather than relying solely on textbooks and worksheets, teachers were encouraged to leverage digital tools and resources to create more dynamic, engaging learning experiences. This included the use of language learning apps, virtual field trips, and multimedia presentations that brought the English language to life for students.Additionally, the new curriculum placed a greater emphasis on developing students' intercultural competence. In recognition of the increasingly globalized world, the English program incorporated lessons and activities that explored diverse cultures, customs, and perspectives. Students were encouraged to engage in cross-cultural exchanges, either virtually or through community partnerships, to deepen their understanding and appreciation of linguistic and cultural diversity.The implementation of the new English curriculum at Oakwood Middle School was not without its challenges. Some teachers were initially resistant to the dramatic shift in instructional approaches,preferring the familiarity of the traditional model. Additionally, the district faced budgetary constraints that limited its ability to provide all the necessary resources and support for the reform effort.However, through sustained professional development, ongoing collaboration, and a commitment to continuous improvement, the English department was able to overcome these obstacles. Within the first year of implementation, teachers reported increased levelsof student engagement and motivation in their classrooms. Students were actively participating in group discussions, demonstrating greater fluency in their language use, and expressing a deeper appreciation for the relevance of English in their lives.The positive impact of the curriculum reform was also reflected in standardized test scores. While the district had not initially set numerical targets for improvement, the data showed a statistically significant increase in English language proficiency among Oakwood's middle school students compared to previous years. This was particularly evident among traditionally underserved populations, suggesting that the new approach was helping to narrow achievement gaps.Perhaps most importantly, the curriculum reform at Oakwood has had a transformative effect on the school community. Parents have expressed overwhelming support for the changes, citing therelevance and real-world applicability of the English program. Teachers, too, have embraced the new approach, reporting higher levels of job satisfaction and a renewed sense of purpose in their work.The success of the Oakwood Middle School English curriculum reform has not gone unnoticed. The district has received numerous accolades and inquiries from neighboring school systems interested in replicating the model. While the specific implementation may need to be tailored to the unique context of each community, the underlying principles of the reform – a focus on communicative competence, the integration of technology, and the cultivation of intercultural understanding – have the potential to serve as a blueprint for English language education reform across the country.As the world continues to evolve, the need for effective, forward-thinking curriculum reform in basic education will only become more pressing. The case of Oakwood Middle School demonstrates that with a clear vision, strategic planning, and a commitment to continuous improvement, it is possible to create English language programs that truly prepare students for the challenges and opportunities of the 21st century.。

New English Curriculum for Chinese Primary Schools andJunior/Senior Middle SchoolsExperimental Version drafted by the Education Ministry of the PRCWith the advent of the information age and the global economy, English has become increasingly important. English is the dominant carrier of information and the most widely spoken language in the world. Many countries have made English a cornerstone of quality education when developing strategies for basic education.Since China’s reform and opening, the scale of its English education has continually grown, attended by significant achievements in teaching and learning. However, English education in its current form is failing to meet the needs of contemporary social and economic development.The current round of reforms to the English curriculum aim to end the following practices:●Over-emphasizing the transmission and explanation of knowledge about grammar and vocabulary●Neglecting to develop students’ ability to use language for realIn their place, the reforms aim to establish a curriculum that:●Develops students’ comprehensive language competence●Motivates students, is relevant to their life experiences and cognitive level●Promotes task-based teaching methods●Involves students in experiential, practical, participatory and cooperative learning●Develops students’positive attitudes, thinking skills, practical abilities, cultural awareness andautonomy through the language learning process1.The Nature of the New CurriculumThe new English curriculum strives to accomplish far more than just help students learn English. At one level learning English should involve helping students to:●Develop a certain level of comprehensive language competence and the ability to use language forreal communication●Master certain basic language knowledge●Master listening, speaking, reading and writing skillsHowever, at another level the curriculum should also serve students’ all-round development, providing them with opportunities to:●Strengthen their interest in studying English●Grow in self-discipline, perseverance and self-confidence●Improve their cooperative, investigative and thinking abilities●Develop their memory, imagination and creativity●Adopt good study habits and effective learning strategies●Develop as autonomous and lifelong learners●Build moral integrity and a healthy outlook on life●Establish both national spirit and an awareness of and respect for cultural differences●Broaden their horizons and enrich their life experience●Take part in cultural life●Develop as individuals2.Basic Principles of the New CurriculumThe curriculum promotes quality education (as opposed to exam-orientated education) and the all-round development of the studentsTo promote quality education particular attention must be paid to:●Valuing each student’s feelings●Stimulating students’ interest in studying English●Helping students gain a sense of achievement and self-confidenceThe curriculum must go beyond developing students’comprehensive language competence to include areas such as:●Improving students’ ability to contribute to cultural and social life●Developing students’ practical abilities●Fostering students’ creativityThe curriculum objectives are holistic and flexible.The fundamental aim of the new English curriculum is to develop students’comprehensive language competence. This aim is broken down into five general objectives. These objectives are then divided into nine ability levels with descriptors provided for each level. The five general objectives are:nguage Skillsnguage Knowledge3.Attitudes to Learning4.Learning Strategies5.Cultural AwarenessThis design allows students to progress systematically through each level whilst meeting the full range of the curriculum’s demands.Students are put at the centre of the curriculum and individual differences are respected Students’ must be at the heart of the new curriculum. For example, their developmental needs must be thecentral consideration when developing:●Curriculum objectives●The teaching and learning process●The assessment process●Teaching and learning resourcesWhen implementing the curriculum each student must be allowed to develop individually under the guidance of the teacher:The curriculum promotes activity-based methods, experiential and participatory learningThe curriculum promotes task-based learning whereby, under the guidance of the teacher, the students gain a sense of achievement by reaching the goals of the task. Task completion will involve the following types of learning:●Sensory●Experiential●‘Hands on’/practical●Participatory●CooperativeIn order to improve their ability to use language for real communication, students should also be able to: ●Adjust their learning strategies and control their emotions●Form positive attitudes towards learningThe curriculum recognizes the important role of formative assessment in promoting student’developmentThe assessment system should combine formative with summative assessment. The purposes of assessment should be to:●Promote students’ comprehensive language competence●Encourage and motivate students●Help students become more autonomous learners●Benefit students’ healthy personal development●Give teachers useful feedback from which to develop teaching and learning●Inform the ongoing development and perfection of the English curriculumFormative assessment should be an important part of the English teaching and learning process with a particular emphasis on:●Encouraging students’ active participation in learning●Improving students’ self-confidenceSummative assessment should focus on:●Testing students’ integrated language skills●Testing students’ ability to use languageThe curriculum expands the range of learning resources and opportunities availableThe curriculum should strive to use and develop resources whose content is:●Realistic●Close to the students’ lives●Contemporary●Healthy●Rich and variedActive use should be made of:●Audio visual material●Print media●The InternetStudents should be encouraged to take responsibility for finding, using and developing learning resources themselves.3.The Curriculum DesignThe curriculum follows the international practice of dividing the general objectives into different ability levels. When designing these nine levels consideration was given to the following:●The nature of language development●The different needs of different age groups●The needs of different ethnic groups and areas●The economic imbalances that exist in ChinaThe aim is to have designed a system that is holistic and flexible.Diagram 1: The Levels and the GradesPart 2: Introduction to The General ObjectivesThe fundamental aim of the new curriculum is to develop students’ comprehensive language competence. This comprehensive language competence is achieved through the five general objectives as shown in the following diagram:Diagram 2: The General ObjectivesA further diagram illustrates the more comprehensive nature of the new curriculum compared to the oldDiagram 3: Comparison of the Old and New Curriculums●Language skills and knowledge form the basis of comprehensive language competence●The students’attitudes to learning strongly influence their learning and development●Successful learning strategies improve the effectiveness of students’ learning●Cultural awareness ensures students use language appropriatelyThe overall descriptors for comprehensive language competence (i.e. a combination of all five general objectives) for Levels 1 to 9 are presented below:Table 1: The Overall Descriptors for Comprehensive Language CompetencePart 3: The General Objectives in DetailDetailed descriptors for Levels 2 and 5 of each of the five general objectives are presented in the following tables. Please refer to the translation of the senior English curriculum (available from the VSO Programme Office) for Level 6 – 9 descriptors.Table 5: Level Descriptors for Learning Strategies ObjectiveTable 6: Level Descriptors for Cultural AwarenessPart 4: Guidelines for Implementation1.Suggestions for Teaching and Learning1.1Lay the groundwork for students’ all-round and lifelong developmentTeaching and learning should meet the diverse needs of all students, ensuring the healthy development of their mind and body. In particular the teacher should pay attention to the following:●Encourage students to use English bravely, taking a lenient attitude towards mistakes they makeduring the learning process.●Provide students with ample opportunities to collaborate with others and to become autonomouslearners.●Give students plenty of space for self-development.●Encourage students to develop their language skills in an integrated way through experiential,practical, cooperative and inquiry-based learning.●Create conditions that allow students to explore questions they are personally interested in and solveproblems by themselves.1.2Create a relaxed, democratic and harmonious learning environmentPositive attitudes are an essential condition for effective learning. Negative attitudes can not only reduce the effectiveness of study but also adversely affect students’long-term development. In particular, teachers should heed the following:●Respect each individual student, actively encouraging everyone to try and safeguarding theirself-esteem and enthusiasm.●Integrate students’English education with their emotional education. Develop cooperative spirit byorganizing learning activities that let students work together, help each other and experience group recognition and achievement.●Pay particular attention to introverted students or weak learners, trying to give them as many languagepractice opportunities as possible.●Establish a friendly and democratic channel of communication between students and teacher,frequently reflecting on the learning process and results together, and offering mutual help and support.1.3Use task-based learning methods to promote students comprehensive language competenceTeachers should try to adopt task-based learning methods as much as possible. Teachers should creatively design learning activities that are relevant to the students’ real lives, according to the overall curriculum objectives and content. Teachers should engage students’interest in the activity and organize them effectively so that they participate actively and complete the tasks, learning and using English through thinking, carrying out surveys, discussing, communicating and cooperating. Attention should be paid to the following points when designing tasks:●Activities must have clear and achievable aims and objectives.●Activities must be relevant to students’ life experiences and interests; the content and style should beas true to life as possible.●Activities must benefit the development of students’ language knowledge, language skills and abilityto use language for real communication.●Activities should be of a cross-curricular nature, promoting the integrated development of students’thinking and imagination, aesthetic and artistic sense, cooperative and creative spirit.●Activities should make students gather, process and use information, using English to communicatewith others in order to develop their ability to use English to solve real problems.●Activities should not purely be limited to the classroom but also extend to out of school learning.1.4. Provide increased guidance about learning strategiesHelping students to adopt good study habits and effective learning strategies is one of the important tasks of the new curriculum. Teachers should consciously give students guidance about learning strategies so that, through learning and using English, they are learning how to learn. To this end the teacher should observe the following:●Give students chances to establish their own study targets and the means of fulfilling these.●Help students to use inference, research and inquiry style methods to carry out their learning.●Develop students’ practical abilities and creative thinking by designing inquiry based activities.●Encourage students to use observation, discovery and induction to acquire language knowledge andgrasp language functions.●Help students to carry out self-assessment during the learning process and adjust their own learningobjectives and strategies appropriately according to the results.1.4Develop students’ awareness of and ability in cross-cultural communicationLanguage and culture are closely related, language being the main transmitter and carrier of culture. Teachers should work hard to help students achieve the following during the English learning process:●Understand foreign cultures, especially those of English speaking countries●Use English appropriately●Constantly broaden their cultural horizons●Deepen their understanding of their own culture●Develop an awareness of and ability in cross-cultural communication1.5Use modern teaching technology and expand learning opportunitiesIn order to increase the effectiveness of teaching and learning, teachers should make good use of modern technology, expand the range resources and opportunities through which students can learn, thereby modernizing learning ways. Conditions permitting, teachers should try to:●Use audiovisual material and the Internet to enrich the learning content and form and improveoutcomes.●Use computer and multi-media software to explore new teaching and learning methods and promotemore individualized study.●Create conditions for students to study more independently through sensible use of a variety oflearning resources, such as broadcasts, print media, libraries and the Internet.1.6Organize lively and active extracurricular activities to promote students’ English learningTeachers should arrange a variety of extracurricular activities according to the students’ age and interests to help them expand their knowledge, broaden their horizons, strengthen their intellect and individuality and use their talents. The content and form of these carefully planned activities should be rich and varied. Suggestions include:●Recitals●Songs●Story telling●Speeches●Performances●English corner●English wall displays●Cclass discussions●ExhibitionsThe teacher should be good at leading these activities to maintain students’interest and foster their creativity and initiative.1.7Continue to develop professionallyTeachers should aim to:●Familiarize themselves with the principles, objectives, content, teaching and learning methods,psychological theories and language learning research findings of this curriculum●Select and adjust English teaching and learning strategies according to their students’ psychologicalcharacteristics●Develop their ability to organize and monitor activities●Use a variety of teaching skills and methods flexibly●Master the use of modern educational technology, using it increasingly in their own continuing studyand real classroom practice●Consciously deepen their knowledge of Chinese and foreign cultures●Actively and creatively explore which teaching and learning methods best suit their students’ needs,local conditions and the objectives●Continuously reflect on their own practice, endeavouring to become a creative and research driventeacher1.8Follow high frequency principles to ensure effective teaching and learningIn Grades 3-6 there should be a minimum of four teaching and learning periods per week, with shorter periods for the younger years. For Grades 5 and 6 classes should not exceed two periods in length. Inorder to ensure the effectiveness of teaching and learning, class sizes should not exceed 40 at primary2.Suggestions for Assessment and EvaluationAssessment and evaluation is an important component of the new curriculum. Assessment should be carried out according to the requirements of the curriculum standards, focusing not only on the results but also the process of learning. The primary purposes of assessment are to:●Let students continuously experience progress and success during the learning process●Let students know their own progress and build confidence●Promote all aspects of students’ comprehensive language competence●Provide the teacher with feedback on the teaching and learning process●Help the teacher reflect on their own teaching practice and adjust it accordingly●Help the teacher continuously improve the quality of their teaching●Provide the school with prompt feedback on the implementation of the curriculum●Help improve educational management●Inform the ongoing development and perfection of the new English curriculumThe assessment system should diversify both the subjects and forms of assessment. Assessment should focus on students’comprehensive language competence, combining both formative assessment (concentrating on the study process) and summative assessment (concentrating on the learning outcomes).Ensure that students are the subjects (not objects) of assessmentStudents are at the centre of learning. The development of their comprehensive language competence should be the starting point for both teaching and learning and assessment.●Assessment should help students know their own progress, develop self-confidence, reflect on andadjust their own study process, thereby ensuring the continuous development of their language ability.●Teachers should help students carry out self-assessment.●Students should be active participants and collaborators in a variety of assessment activities.●Assessment should be an organic part of teaching and learning activities.●Assessment should help students to analyse their own successes and shortcomings, clarifying thedirection in which they need to work.Make sure formative assessment plays a role in student developmentFormative assessment is an important component and driving element of teaching and learning. Formative assessment should check the students’learning outcomes, attitudes and strategies during the everyday learning process. The purpose of formative assessment is to encourage students, help students adjust the learning process effectively, help students gain a sense of achievement, strengthen their self-confidence, and improve their cooperative spirit. Formative assessment helps students develop from passive objects of assessment to active participants in the assessment process. In order to let formative assessment become an organic part of the study process its important to:●Establish an open and relaxed atmosphere for assessment●Use both tests and other methods●Use a combination of individual and small group assessment●Encourage students, classmates, teachers and parents to collectively participate in assessment, therebydiversifying the subjects of assessmentFormative assessment can take many forms, such as:●Comparison and assessment of classroom learning activities●Self assessment of learning outcomes● A learning portfolio●Questionnaires●Interviews●Feedback from parents●Everyday quizzes and testsFormative assessment can be recorded in the form of descriptions, levels or marks. No matter what method is used, the role of assessment in encouraging learners must not be forgotten. According to the assessment results, teachers should give students individual feedback, ensuring their steady progress and encouraging them to reflect on and better themselves.Make sure assessment methods are varied and flexibleTeachers must select assessment methods suitable for the age of the students and the learning conditions. During formal assessment teachers should permit students to select assessment methods that suit their characteristics or strengths. If students get unsatisfactory results during a certain test they should be allowed to negotiate with the teacher to retake the test after sufficient preparation.Make sure assessment feedback is used to increase the effectiveness of teaching and learning The teacher should ask themselves the following questions:●Does the assessment help promote autonomous learning and self-confidence?●Does the assessment reflect the students’ achievements?●Does the assessment reflect the teachers’ strengths and weaknesses?●Does the assessment reflect problems in the students’ learning process?Teachers should promptly adjust their teaching methods and plans according to assessment feedback.Summative assessment should focus on checking students’ comprehensive language competence Summative assessment (such as end of term exams and graduation exams) is the main means of measuring the level of students’ comprehensive language competence. It also reflects the effectiveness of the teaching and learning process and is a major indicator of the schools’ quality in managing teaching and learning. Summative assessment must have the target of assessing students’ comprehensive language competence, striving to scientifically and comprehensively check students’ language level at the end of a particular stage of learning. The following should be observed:●Exams should include oral, listening and writing amongst other components in assessing students’comprehensive language competence.●Listening tests must account for a minimum of twenty percent of termly, yearly and graduation exams.●Listening tests should check students’ understanding and ability to gain information rather than askingthem to distinguish between different pronunciations.●Writing exams should avoid testing knowledge of phonetics or grammar in isolation.●There should be an increase in questions that require students to use English in a specific languagecontext.●Objective questions with a single correct answer should be reduced in favour of more subjectivequestions with several correct answers.●Exam results should not be publicly displayed nor students ranked in order of their results.Recognize the special characteristics of assessment for Grades 3 – 6The main purpose of assessment at primary level should be to encourage students’interest and active participation in learning English. Assessment methods should be varied and choice should be offered. Formative assessment should be the main type, focusing mainly on students’ performance and ability to cooperate during a variety of everyday teaching and learning activities.●In Grades 3 and 4 end of term or end of year assessment should use assessment activities similar tonormal teaching and learning activities. Through observing students’behaviour and discussing with them teachers should assess their ability to use English to do things.●For end of term or year assessment in Grades 5 and 6 a combination of oral and written tests can beused. Oral tests should check students’ ability to use language to communicate about content close to their real lives. Written tests should focus on checking their listening and reading skills, using methods that are as active and lively as possible.Pay attention to the relationship between assessment and teaching and learningPay attention to the proportion of teaching and learning time spent on assessment. Only carry out assessment that has useful results. Avoid over-elaborate and time-consuming assessment processes. Don’t let assessment become the sole end of teaching and learning.The assessment of each level should be founded on the general objectivesThe general objectives should be the basis for all assessment. Since the assessment of Level 2 will be organized by individual places and schools, formative assessment should be the main means. The same applies to all other levels apart from Levels 5 and 8, whose assessment is organized by national and provincial education bodies. Selection exams should unite the requirements of this curriculum with thoseExample 1: Self assessment questionnaire for Grade 7-9 students about learning strategies Includes statements such as:●I can concentrate during study.●During communication I use gestures and facial expressions to help express myself.●I often use associations to help study and remember new wordsStudents choose between ‘never’, ‘rarely’, ‘sometimes’, ‘often’ and ‘always’.Example 2: Assessment reference sheet for Grade 3-6 for English ‘playing, performing, watching, speaking and listening’Example 3: Formative assessment scheme for Grade 3-6 listening at Level 2Example 4: Guidelines for using student portfoliosPortfolios might include:●Some kind of baseline assessment● A record of the students’ classroom performance – e.g. participation in role-plays, volunteering to readsomething aloud, etc.●Examples of the students’ best written homework, as selected by themselves●Teachers’ and parents’ observations on the students’ study situation●Results of tests and quizzes marked by the teacher, student or students’ classmates, either as grades orwritten comments●Students’ self-assessments and reflections on their own attitude, methods and outcomesExample 5: Guidelines for oral testsEnd of term or end of year oral tests should test students’real ability to express themselves orally. Students can be tested in groups of two, three or four. According to a situation or topic (that might be presented through words or pictures), students discuss and communicate. Teachers should assess their oral expression, communicative ability and effectiveness. The following questions may be useful:●Is information coherent and easily expressed? (Students may make grammar and vocabulary mistakesthat affect the accuracy but the basic information is still transmitted effectively.)●Are the pronunciation, intonation and rhythm natural? Can the speaker be understood?●Does the speaker use appropriate communication strategies, such as repetition, clarification, usingexpressions and gestures, to complete the activity●successfully?Example 6: Reference sheet for the assessment of writing for Levels 3 – 8.3.Exploitation and Use of Curricular Resources。

新西兰学前课程标准研究__以《编席子：学前课程》为依据摘要学前教育对人一生的发展具有深远意义。

新西兰学前教育位于世界前列，其学前课程改革尤为显著。

当前，学前教育也是我国教育改革的重点之一，其切实落实需要较为完善的学前课程。

因此，全面研究新西兰学前课程标准，可以为我国学前课程的提升和学前教育的发展提供启示和借鉴。

新西兰当前的学前课程标准是在国际社会不断推进学前教育和新西兰继承和发展毛利文化的国内外背景下、基于新西兰学前教育的总体发展和学前课程存在的问题，由新西兰教育部于2017年发布。

新西兰学前课程标准建立在其儿童观、课程观和课程原则基础上，其中新西兰认为儿童是有自信、有能力的学习者和交流者和独立的个体，学前课程标准应具有开放性、寓意性、包容性，并遵循赋权原则、全面发展原则、家庭和社区原则、关系原则。

新西兰学前课程标准主要由线索、目标、学习成果构成，其中线索包括幸福健康、归属感、贡献、交流、探索，每一条线索均对应相关的目标和学习成果。

新西兰学前课程标准总体上呈现出四大特征，即：课程以科学的儿童观为基础、聚焦核心素养培养，与基础教育课程相衔接、教师扮演多种角色。

我国学前课程经历了三十多年的探索，在取得重要发展的同时也面临着新的问题，借鉴新西兰学前课程标准，我国学前需要提高学前课程实施的整合性、提高学前课程文本的操作性、提高幼儿教师准入标准、推进幼小衔接的落实方面着力。

关键词：新西兰；学前课程标准；编席子；学前课程A Study of New Zealand Early Childhood Curriculum Standards— A Case Study of Te Whāriki : Early Childhood CurriculumAbstractEarly childhood education has far-reaching significance for the development of people's life. Early childhood education in New Zealand is at the forefront of the world, and its early childhood curriculum reform is particularly significant. At present, early childhood education is also one of the key points of in China education reform, and its practical implementation requires a relatively complete early childhood curriculum. Therefore, a comprehensive study of New Zealand early childhood curriculum standards can provide inspiration and reference for the promotion of early childhood courses and the development of early childhood education in China.The current of New Zealand's early childhood curriculum standards is under the Domestic and foreign background of international community's continuous advancement of early childhood education and New Zealand's inheritance and development of Maori culture, and based on the overall development of early childhood education in New Zealand and problems those are existing in early childhood curriculum, issued by the New Zealand Ministry of Education in 2017. The New Zealand early childhood curriculum standards built on the foundation of its children concept, curriculum concept and curriculum principles, and among them, the children concept thinks that children are confident and capable learners and communicators, independent individuals. The early childhood curriculum Standards has openness , implied meaning and comprehensiveness; and follow to empowerment principles, comprehensive development principles, family and community principles, and relationship principles. The New Zealand early childhood curriculum Standards consist of goals, and learning outcomes. The clues include happiness, belonging, contribution, communication, and exploration. Every clue corresponds to the goals and learning outcomes. The New Zealand early childhood curriculum standards generally presents four characteristics: the curriculum is based on the scientific concept of children, focusing on core literacy training, connecting with the basic education curriculum, and teachers assume multiple roles.Early childhood curriculum in C hina has experienced more than 30 years of exploration. While achieving important developments, it also faces new problems. Learning from the New Zealand early childhood curriculum standards, early childhood curriculum in China needs todevelop implement integrated early childhood courses, improve the operability of early childhood curriculum texts, and improve Advance standards for kindergarten teachers and efforts to promote the implementation of young connections.Key Words：New Zealand；Early Childhood Curriculum Standards; Te Whāriki；Early Childhood Curriculum目录摘 要 (I)Abstract (II)目 录 (IV)导论 (1)一、问题提出 (1)二、文献综述 (2)三、研究意义 (5)四、研究目的和内容 (5)五、研究思路与方法 (5)六、概念界定 (6)第一章 新西兰学前课程标准的背景 (8)第一节 国际社会对学前教育的推进 (8)一、国际组织对学前教育的关注 (8)二、主要的西方国家学前课程改革 (9)第二节 新西兰学前教育的发展 (10)一、学前教育政策探索 (10)二、学前教育机构的设立 (11)三、学前教育激发儿童潜能 (11)第三节 新西兰学前课程标准的要求 (12)一、课程标准需要与时俱进 (12)二、课程标准需要聚焦核心素养 (12)第二章 新西兰学前课程标准的框架 (14)第一节 学前课程标准的理论基础 (14)一、儿童观 (14)二、课程观 (14)三、课程原则 (15)第二节 学前课程标准的结构 (17)一、课程的组成 (17)二、课程标准各组成之间的关系 (18)第三节 学前课程标准的内容 (19)一、线索 (19)二、目标 (22)三、学习成果 (23)第三章 新西兰学前课程标准的特点 (29)第一节 以科学的儿童观为基础 (29)一、关注儿童发展的阶段性 (29)二、关注儿童发展的差异性 (30)第二节 聚焦核心素养培养 (30)一、核心素养的内涵 (30)二、新西兰学前课程标准中的核心素养 (30)第三节 与基础教育课程相衔接 (31)一、课程标准与基础教育课程的联系 (31)二、五条线索与三个学习领域的链接 (32)第四节 教师扮演多元角色 (36)一、教育环境的创建者 (36)二、主动学习的支持者 (36)三 、教育活动的鼓励者 (37)第五节 关注毛利儿童 (37)一、新西兰对毛利文化的继承和发展 (37)二、兼顾毛利人世界中的儿童观 (38)三、采用两种语言编写课程 (38)第四章 思考和启示 (40)第一节 我国学前课程的现状 (40)一、我国学前课程的发展 (40)二、我国学前课程存在的问题 (40)第二节 新西兰学前课程对我国的启示 (41)一、提高学前课程实施的整合性 (41)二、提高学前课程文本操作性 (42)三、提高幼儿教师准入标准 (42)四、推进幼小衔接的落实 (43)结 语 (45)致谢 (46)参考文献 (47)硕士期间发表的论文 (54)导论一、问题提出（一）学前教育的重要价值经济合作与发展组织（Organi-zation for Economic Co-operation and Development ，简称OECD）在1998-2000年期间对十二个国家进行了相关研究调查，并在2001年斯德尔摩召开的国际会议上发布了一份名为《强势开端：早期教育和保育》的比较研究报告。

2024年秋季幼儿园第一学期课程改革方案英文版Proposal for Curriculum Reform in the First Semester of Kindergarten in Autumn 2024In response to the changing educational landscape and the evolving needs of young learners, the kindergarten is considering implementing a series of reforms to enhance the first semester curriculum in autumn 2024.Goals of the ReformThe primary objective of the proposed curriculum reform is to create a more engaging and effective learning environment for the students. By introducing innovative teaching methods and incorporating new educational technologies, we aim to foster a love for learning and promote holistic development among the children.Key Changes1. Play-Based Learning: The revised curriculum will place a greater emphasis on play-based learning activities to encourage creativity, problem-solving skills, and social interaction among the students.2. Integrated Curriculum: We plan to integrate various subjects such as language, math, science, and arts to provide a more comprehensive and interconnected learning experience for the children.3. Outdoor Education: The reform will introduce more outdoor education opportunities to promote physical activity, exploration of nature, and experiential learning.4. Digital Literacy: To prepare students for the digital age, we will incorporate basic digital literacy skills into the curriculum, including the use of educational apps and interactive learning tools.Implementation Plan1. Teacher Training: Prior to the implementation of the new curriculum, teachers will undergo training sessions to familiarize themselves with the revised teaching methods and resources.2. Parent Involvement: We will actively involve parents in the reform process by organizing workshops and information sessions to educate them about the changes and how they can support their child's learning at home.3. Assessment and Feedback: Regular assessments and feedback mechanisms will be put in place to monitor the effectiveness of the new curriculum and make necessary adjustments based on student performance and teacher observations.4. Resource Allocation: The kindergarten will allocate resources to ensure that the necessary materials, equipment, and facilities are available to support the implementation of the reform.ConclusionIn conclusion, the proposed curriculum reform for the first semester of kindergarten in autumn 2024 is designed to enhance the educational experience of young learners by promoting a more engaging, holistic, and innovative learning environment. By embracing these changes, we are confident that we can better prepare our students for future academic success and lifelong learning.。