《普通高中英语课程标准》(2017年版)重点内容双语解读

《普通高中英语课程标准》（2017年版）重点内容双语解读（二）

19. 课程内容：是发展学生英语学科核心素养的基础，包括六个要素：主题语境、语

篇类型、语言知识、文化知识、语言技能和学习策略。

19. Course contents: They’re the basis for developing students’ core

competencies of the English subject, including six elements: thematic context,

language type, language knowledge, cultural knowledge, language skills and

learning strategies.

20. 主题语境：包括人与自我、人与社会、人与自然，涉及人文社会科学和自然科学

领域，为育人提供话题和语境。

20. Thematic context: Including human and self, human and society, man and

nature, involving humanities, social sciences and natural sciences and providing

topics and language environment for educating people.

21. 人与自我：是三大主题语境之一，涉及“生活与学习”“做人与做事”等两个主

题群下的9项子主题。

21. Human and self: One of the three main theme contexts, including the nine

sub-themes of “life and study”, “life and work” and so on.

22. 人与社会：是三大主题语境之一，涉及“社会服务与人际沟通”“文学、艺术与

体育”“历史、社会与文化”“科学与技术”等四个主群下的16项子主题。

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22. Human and society: One of the three major theme contexts, involving four

theme groups such as “social service and interpersonal communication”,

“literature, art and sports”, “historical, social and culture” and “science and

technology” and 16 sub-themes.

23. 人与自然：是三大主题语境之一，涉及“自然生态”“环境保护”“灾害防范”

“宇宙探索”等四个主题群下的7项子主题。

23. Man and nature: One of the three main theme contexts, covering four

theme groups which are “natural ecology”, “environmental protection”,

“disaster prevention” and “space exploration” respectively with the seven

sub-themes.

24. 语篇类型：包括口头和书面语篇以及不同的文体形式，如记叙文、说明文、议论

文、应用文、访谈、对话等连续性文本，以及图表、图示、网页、广告、漫画等非连续性

文本，为语言学习提供文体素材。

24. Discourse types: Including oral and written texts as well as the different

continuous literary forms, such as narrative, exposition, argument, practical writing,

interview, dialogue, as well as discontinuous learning materials such as the chart,

graphic, web pages, advertising and comic books.

25. 语言知识：语音知识、词汇知识、语法知识、语篇知识和语用知识，是构成语言

能力的重要基础。

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25. Language knowledge: It includes phonetic knowledge, vocabulary

knowledge, grammar knowledge, discourse knowledge, and pragmatic knowledge,

which form the important bases of language competencies.

26. 文化知识：指中外优秀人文和科学知识，既包括物质文明知识，也包含精神文明

知识，是学生形成跨文化交际意识、弘扬人文和科学精神、坚定文化自信的知识源泉。

26. Cultural knowledge: It refers to the Chinese and good foreign cultural and

scientific knowledge including that of both material and spiritual civilization. It is

the source of knowledge for the students to form the consciousness of

cross-cultural communication, to promote the humanistic and scientific spirit and

to authenticate cultural self-confidence.

27. 语言技能：分为理解性技能和表达性技能，具体包括听、说、读、看（viewing)、

写等。

27. Language skills: It refers to the abilities to use the language, divided into

understanding skills and expressive skills, including listening, speaking, reading,

viewing and writing, etc.

28. 学习策略：包括元认知策略、认知策略、交际策略、情感策略等。

28. Learning strategies: They include metacognitive strategies, cognitive

strategies, communication strategies and affective strategies, etc. When it comes

to the definition of learning strategies, people got different perspectives from

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different angles. Some claim they refer to specific learning skills, such as retelling,

imagination and outlining. Others say they refer to general self-management

activities such as planning, understanding, monitoring, etc.

29. 元认知策略：指控制信息的流程，监控和指导认知过程进行的策略。元认知策略

是利用认知过程中获得的知识，通过确立学习目标与计划，监控学习过程和评估学习结果

等手段来调节语言行为。

29. Metacognitive strategy: It refers to the process of controlling information,

monitoring and guiding the strategy of cognitive process. It uses knowledge

acquired in cognitive process to regulate language behavior by establishing

learning goals and plans, monitoring learning process and evaluating learning

results.

30. 认知策略：是学习者加工信息的一些方法和技术，有助于有效地从记忆中提取信

息，其基本功能有两个方面：一是对信息进行有效的加工与整理；二是对信息进行分门别

类的系统储存。

30. Cognitive strategy: It is the method and technique learners use to process

information. It can effectively help pick up information from memory. It has two

basic functions. One is to help process and trim the information effectively and the

other is to store the information according to their classification.

31. 交际策略：是指说话者在遇到交际困难时运用的一套系统性的技巧。

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31. Communication strategy: It refers to a set of systematic techniques used by

the speaker in communication difficulties.

32. 情感策略：是想减少不利情感的干扰，保持良好的学习准备状态。

32. Affective strategy: It is to reduce the disturbance of negative emotions and

to maintain a good learning readiness.

33. 学业质量水平一：水平一主要用于检测必修课程的学习结果，是高中学生在英语

学科应达到的合格要求，也是高中英语学业水平考试命题的主要依据。要求学生能够在相

对熟悉的情境中，围绕必修课程内容所涉及的人与自我、人与社会和人与自然等主题语境，

使用所学的语言知识和文化知识，有效运用学习策略，理解必修课程所规定的不同类型语

篇所传递的意义、意图和情感态度，理解语篇中不同的文化元素及其内涵，分析不同语篇

类型的结构特征和语言特点，并能以口头或书面形式陈述事件、传递信息、表达观点和态

度等。

33. Academic quality level 1: It is mainly used to test the learning results of

compulsory courses. It is the academic standard a high school student should

meet in English subject. It is also the main basis of high school English proficiency

examination proposition. Students are demanded to use the learned language

knowledge and cultural knowledge and the relevant learning strategies to

comprehend the meanings, intentions and emotional attitude transmitted by

various types of reading discourses. They are demanded to understand the

connotation of the cultural element contained in the compulsory curriculum

content and analyse the language features and structural characteristics of the

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compulsory courses of the thematic contexts such as human and self, man and

society as well man and nature. They’re also requested to state the event,

transmit the information and express their opinions and attitudes.

34. 学业质量水平二：水平二主要用于检测选择性必修课程的学习结果，是英语高考

命题的主要依据。要求学生能够在不太熟悉的语境中，围绕选择性必修课程内容所涉及的

人与自我、人与社会和人与自然等主题语境，使用所学的语言知识和文化知识，综合运用

学习策略，理解选择性必修课程所规定的不同类型语篇所传递的意义、意图和情感态度，

理解语篇中不同的文化元素及其内涵，分析不同语篇类型的结构特征和语言特点，并能以

口头或书面形式陈述事件、传递信息、再现真实或想象的经历、阐释观点和态度等。

34. Academic quality level 2: It is mainly used to detect the learning outcome

of selective required courses, which is the main basis for the English college

entrance examination proposition. Students are demanded to be able to

comprehend the meanings, intentions and affective attitudes in different types of

discourses regulated in the selective compulsory courses in an unfamiliar

language environment. In addition, they are demanded to understand the cultural

element and connotation contained in the selective compulsory course content

involving human and self, man and society as well as man and nature by using the

language and cultural knowledge integrated with relevant learning strategies.

Besides, they’re also demanded to state the event, transmit the information, form

a clear picture of an authentic or imaginary occurring and interpret their point of

views and attitudes.

35. 学业质量水平三：水平三主要用于检测选修课程中提高类课程的学习结果，可以

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作为其他相关考试或测评的依据。要求学生能够在更加广泛的或不熟悉的语境中，围绕选

修课程中提高类课程内容所涉及的人与自我、人与社会和人与自然等主题语境，运用所学

的语言知识和文化知识，综合运用学习策略，理解选修课程中提高类课程所规定的不同类

型语篇所传递的意义、意图和情感态度，理解语篇中不同的文化元素及其内涵，分析不同

语篇类型的结构特征和语言特点，并能以口头或书面形式陈述事件、传递信息、创造性地

再现经历、阐释观点和态度等。

35. Academic quality level 3: It is mainly used to detect the learning outcomes

of elective courses, which can be used as the basis for other relevant examinations

or assessments. Students are demanded to be able to use their learned language

knowledge and cultural knowledge, together with relevant learning strategies, to

comprehend the meanings, intentions and affective attitudes contained in the

elective courses in a more widely unfamiliar language environment such as human

and self, man and society as well as man and nature. Besides, they’re also

demanded to understand the cultural element and connotation contained in the

discourses. In addition, they’re requested to analyse the language features and

characteristics of the different types of discourse structures. Besides, they’re also

demanded to state the event, transmit the information, creatively form a clear

picture of an authentic or imaginary occurring and interpret their point of views

and attitudes.

36. 单元整体教学目标：单元是承载主题意义的基本单位，单元教学目标是总体目标

的有机组成部分。教师应充分了解课程内容、内容要求及其之间的关联，根据课程结构和

总体目标，以及各单元的主题和教学内容，制订各单元的具体教学目标。单元教学目标要

以发展英语学科核心素养为宗旨，围绕主题引领的学习活动进行整体设计。教师要认真分

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析单元教学内容，梳理并概括与主题相关的语言知识、文化知识、语言技能和学习策略，

并根据学生的实际水平和学习需求，确定教学重点，统筹安排教学，在教学活动中拓展主

题意义。

36. Unit teaching objective: Unit is the basic unit carrying the theme meaning.

It is also the organic component of the overall goals. Teachers should fully

understand the course content, content requirement and the correlation between.

Besides, they’re demanded to work out the specific teaching goals of each unit

according to the course structure and the overall goals as well as the unit subject.

The teaching goals of each unit should be focused on the development of the

students’ core competencies of English discipline, and to design the learning

activities integrally guided by the theme. Teachers should analyse the unit

teaching content carefully, comb and summarize the language knowledge, cultural

knowledge, language skills and learning strategies in unit. Besides, they are

supposed to determine the teaching focus, arrange the teaching activities

systematically and expand the thematic meaning according to the students’

actual level and learning needs.

37. 英语学习活动观：英语学习活动是英语学习的基本形式，是学习者学习和尝试运

用语言理解与表达意义，发展多元思维，培养文化意识，形成学习能力的主要途径。英语

学习活动的设计应以促进学生英语学科核心素养的发展为目标，围绕主题语境，基于口头

和书面等多模态形式的语篇，通过学习理解、应用实践、迁移创新等层层递进的语言、思

维、文化相融合的活动，引导学生加深对主题意义的理解：帮助学生在活动中习得语言知

识，运用语言技能，阐释文化内涵，比较文化异同，评析语篇意义，形成正确的价值观念

和积极的情感态度，进而尝试在新的语境中运用所学语言和文化知识，分析问题、解决问

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题。创造性地表达个人观点、情感和态度。

37. The view of English learning activities: English learning activity is the basic

form of English is the principal pathway for the learners to learn and try

to understand and express meanings by applying the language, develop

diversified thinking and cultivate their cultural awareness. The design of English

learning activity should be intended to promote the development of students’

subject core competencies. Besides, it’s supposed to be centred on the thematic

language environment and based on discourses in verbal and written modals to

guide the students to get a deeper comprehension of the thematic meanings.

Teachers are also supposed to help the students to acquire the language

knowledge, apply the linguistic skills, interpret the cultural connotation, compare

the differences of different cultures, evaluate the textual meanings and form the

right values and positive emotional attitudes through various interesting activities.

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