Interpretation of the 2011 version of the language curriculum standards a way-毕业论文翻译.docVIP

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Interpretation of the 2011 version of the language curriculum standards a way-毕业论文翻译.doc

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Interpretation of the 2011 version of the language curriculum standards a way-毕业论文翻译

Interpretation of the 2011 version of the language curriculum standards a way Interpret the 2011 edition lt;lt; compulsory education language curriculum standards gt;gt; (hereinafter referred to as “the new version of the curriculum standards, you need to first clear a old problem and a new formulation.” Old problems “knowledge and capabilities, processes and methods , emotional attitudes and values #8203;#8203;of these three aspects of the relationship. “new formulation” is the subject of the second part of the new version of the curriculum standards from the curriculum objectives to course objectives and content, and this formulation runs through the “overall objective content “and” the goals of the segment and content “. More than a decade, a significant effect of the implementation of the new curriculum standards, the three dimensions of the design courses has gone deep into the thinking and behavior of the majority of language teachers teaching many teachers in lesson preparation, often from the knowledge and ability to process three aspects of the methods, emotional attitudes and values #8203;#8203;to preset a selected text or class teaching goals. “the new version of the course standard once again clearly stated course objectives from the knowledge and capabilities, processes and methods, emotional attitudes and values #8203;#8203;of three One aspect of the design. mutual penetration of the three integrated. “However, in the past ten years, the new curriculum teaching practice has so many colleagues aware of these three aspects of three projects are not at the same level, parallel parallel to understand and deal with them is not appropriate. fact, the knowledge and ability, emotional attitudes and values #8203;#8203;carried in the process of the whole story, or generated in the terminal of the process. process time pattern expand full learning process main activities and therefore, the learning activities of the student body, learning styles and appro