scholarly journals The Cultivation of the Core Literacy of English Discipline in Senior High School based on “Post-method” Theory

2020 ◽  
Vol 2 (3) ◽  
pp. 1
Author(s):  
Xingyuan Li
Keyword(s):  
High School ◽  
Teaching Methods ◽  
Cultural Awareness ◽  
English Education ◽  
Learning Ability ◽  
Curriculum Standards ◽  
High School English ◽  
The Core ◽  
School Based ◽  
Core Literacy

The Curriculum Standards for General High School English (2017 edition) (hereinafter referred to as the Curriculum Standards) clearly states that the specific goal of general High school English curriculum is to cultivate and develop students’ core qualities such as language ability, cultural awareness, thinking quality and learning ability after receiving high school English education. The cultivation of core literacy is a hotspot in the current research of basic English education. However, most researches are based on traditional English teaching methods and tend to apply traditional teaching methods to experimental studies in primary and secondary school classrooms, and few of them study how to cultivate students’ core literacy from a theoretical perspective. This article will discuss the cultivation of core literacy of English discipline based on the “post method” theory proposed by B. Kurumaravadivelu. Meanwhile, advice on cultivation of the core literacy of English discipline in high school based on post-method theory will be given.

scholarly journals Interpreting Core Competencies of English as a Subject in China

2021 ◽  
Vol 17 (3) ◽  
pp. 143
Author(s):  
Juan Ma
Keyword(s):  
High School ◽  
Cultural Awareness ◽  
Core Competencies ◽  
Senior High School ◽  
Learning Ability ◽  
The Core ◽  
English Reading ◽  
Teaching Design ◽  
Reading Teaching ◽  
English Subject

The proposal of core competencies of English subject conforms to the goal for talent training, which puts forward higher requirements for English teaching. The core competencies of English subject include language ability, learning ability, thinking quality and cultural awareness. It emphasizes the development of students' core competencies, the cultivation of students' correct values and attitudes, and the realization of the educational value of English subject. Interpretation of the core competencies of English subject helps teachers to grasp teaching better and deeply, which will be useful for teachers to clearly apply the theories into teaching design, so as to achieve the purpose of educating people in English subject. This article interprets the core competencies of English subject in China and explains the meaning of related concepts: activity view on English learning and English subject ability. On this basis, this thesis will take a teaching design of a reading text in unit 5 in the 4<sup>th</sup> compulsory English book for senior high school students published by People’s Education Press as an example, to illustrate the realization of the core competencies of English as a subject in senior high school English reading teaching, which aims to provide enlightenment for teachers’ English reading teaching in senior high school in China.

scholarly journals The Teaching Design of English Reading Based on Cultivating Students' Critical Thinking

2020 ◽  
Vol 10 (8) ◽  
pp. 993
Author(s):  
Yu Jia ◽  
Lei Guo
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Cultural Awareness ◽  
Text Processing ◽  
Learning Ability ◽  
High School English ◽  
English Curriculum ◽  
English Reading ◽  
Language Knowledge ◽  
Teaching Design

The High School English Curriculum Standard (2017 edition) states that it's crucial to cultivate core competences for students, which includes language ability, learning ability, cultural awareness and thinking quality. There is no doubt that critical thinking, as one of the key components of thinking quality, should be emphasized.  However, due to the influence of examination-oriented education and other factors, most teachers tend to pay too much attention to the cultivation of students' language knowledge and language skills, neglecting the cultivation of students' critical thinking ability. The traditional mode of interpretation of language knowledge still dominates in most English reading teaching, teaching design tends to be modeled and text processing is so superficial that students can not understand the discourse deeply. Students in the classroom did not experience a deep thinking level of ability training. Therefore, teachers should think carefully about how to cultivate students’ critical thinking in high school English reading class and adjust their teaching methods accordingly. This paper will take the teaching design of a reading lesson as an example to explore how to cultivate students' critical thinking in high school reading class.

scholarly journals A Study of the Cultivation of English Cultural Awareness in High School ——Based on the Core Competencies and Values of English

2020 ◽  
Vol 3 (2) ◽  
pp. 5
Author(s):  
Songwang Deng
Keyword(s):  
High School ◽  
High School Students ◽  
Cultural Values ◽  
Cultural Awareness ◽  
Core Competencies ◽  
Academic Research ◽  
Learning Ability ◽  
Cultural Consciousness ◽  
School Students ◽  
The Core

Cultural awareness is the basis of communication, and it includes our own cultural values, beliefs and the ability to perceive the world. When students learn English and communicate with people from English culture, cultural awareness becomes very important. Meanwhile, National English Curriculum Standards for General High School puts cultural awareness in the key position of the Core Competencies and Values of English subjects. At present, the academic research and analysis on the Core Competencies and Values of English mainly focus on the language ability, learning ability and students’ learning motivation.This paper intends to explore the cultivation of high school students’ English cultural awareness through qualitative research and literature collation and there are 5 parts totally in this paper. The first part is the introduction, introducing the background of cultural consciousness and the significance of research. The second part is a literature review, analyzing the previous opinions both domestically and internationally. The third part is a review of cultural consciousness, summarizing the theory, historical development and main genres of cultural consciousness. The fourth part is the exploration of the cultivation of cultural awareness, including the requirements, the problems and methods of the cultivation of cultural awareness in high school English teaching. The fifth part is the conclusion, which advocates the cultivation of cultural consciousness and the development of English subject through the summary and reflection.The significance of this paper lies in the majority of teachers to create a harmonious  teaching environment, facilitate the students’ cultural awareness, improve high school students’ cultural understanding and cultural awareness, as well as improve high school students’ English discipline Core Competencies and Values so that it could benefit the development of English in our country.

A Survey on Korean high school English teachers’ perception of English education policies.

2012 ◽  
Vol 67 (2) ◽  
pp. 367-391
Author(s):  
박지선 ◽  
박재은 ◽  
백인환 ◽  
Kyungsuk Chang
Keyword(s):  
High School ◽  
English Education ◽  
English Teachers ◽  
Education Policies ◽  
High School English

4.19 as Authorized Protest

2017 ◽  
Author(s):  
Charles R. Kim
Keyword(s):  
High School ◽  
High School Student ◽  
Liberal Nationalism ◽  
The Core ◽  
School Based ◽  
Postcolonial Discourse

April 19th erupted in response to the corruption, misgovernment, and electoral violations of the Syngman Rhee regime. This chapter documents the ways in which students utilized school-based resources and the script for extraordinary vanguard action in staging the surprising protests of February, March, and April 1960. The vanguard schema, as a cornerstone of South Korea’s postcolonial discourse, furnished student demonstrators with nation-centered legitimacy that was bolstered by the victimization of high school student Kim Chuyŏl. Confirmation that Kim had been killed in the brutal police suppression of an early protest sparked the final – and most intense – round of student demonstrations in mid-April, including the massive protest in Seoul on April 19. The fierce public outcry forced Syngman Rhee to resign from office on April 27. By way of closing, this chapter reveals that actions and interpretations of April 19th reproduced the core ideological division between authorized liberal nationalism and unauthorized communism.

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