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本章要点：
1 A brief history of foreign language teaching in China before 2000
2000年前中国外语教学简史
2 An overview of English curriculum changes after 2000
2000年后英语课程变革概览
3 Core competency-based English curricula from 2018 onward
2018年起基于核心素养的英语课程
4 Challenges facing English language teachers
英语语言教师所面临的挑战
本章考点：
中国外语教学简史及英语课程变革；基于核心素养的英语课程；英语语言教师所面临的挑战和解决办法
本章内容索引：
Ⅰ. A brief history of foreign language teaching in China before 2000
1 Foreign language teaching from 1949 to 1978
2 English language teaching from 1978 to 2000
Ⅱ. An overview of English curriculum change after 2000
1 Problems to be tackled for the new century
2 English curricula under the Three-Dimensional Goals
3 A synopsis of curriculum change since 2000
Ⅲ. Core competency-based English curricula from 2018 onward
1 Background to shifting the goals to core competencies
2 Organisation structures of CECS 2011 and CECS 2022
3 The curriculum nature of CECS 2011 and CECS 2022
4 Curriculum rationale of CECS 2011 and CECS 2022
5 Curriculum goals for school English teaching since 2000
6 Curriculum content structure of SECS 2017 and CECS 2022
7 Course design of CECS 2022 and SECS 2017
8 Academic achievements of CECS 2022 and SECS 2017
9 Teaching approaches for the competency-based English curricula
Ⅳ. Challenges facing English language teachers
1 Challenges facing English language teachers
2 How to meet the challenges
Ⅴ. Conclusion
Ⅰ. A brief history of foreign language teaching in China before 2000（2000年前中国外语教学简史）
1 Foreign language teaching from 1949 to 1978（1949年到1978年的外语教学）
The first half of the 20th century in China was marked by the volatile political situation, social unrest and the low living standards of people. Therefore, foreign language teaching was at the initial stage.
Since 1978, the development of ELT can be divided into three stages: Restoration, Rapid Development and Reform.
20世纪上半期，我国政局不安，社会动荡，生活水平低下。因此，此阶段是外语教学的起步阶段。
自1978年始，英语教学可分为以下三个阶段：恢复，快速发展，以及改革。
2 English language teaching from 1978 to 2000（1978年到2000年的外语教学）
(1) The Restoration Phase (1978—1985)（1978年到1985年的恢复阶段）
From 1978 to 1982, English was gradually restored into the secondary curriculum and the teaching quality increasingly became a major concern.
Most secondary school graduates were unable to use even very simple language to express themselves after spending almost 900 hours in learning the language. The problems may resulted from the grammar-based audio-lingual teaching approach, rigid written examination requirements, insufficient qualified teachers and extremely limited teaching resources.
1978年到1982年间，英语成为中学课程，教学质量受到关注。
在此阶段，许多中学生即使花了900个小时学语言却还不能用简单的语言表达自己。问题在于基于语法的听说教学法、严格的笔试、师资不足以及有限的教学资源。
(2) The Rapid Development Phase (1986—1992)（1986年到1992年的快速发展阶段）
The people’s Education Press (PEP) rewrote the textbooks, and a revised English syllabus for secondary schools was published in the autumn of 1986, emphasizing communicative and educational goals. Subsequently, teaching methodology research flourished, yet classroom teachers often relied heavily on textbooks due to the syllabus’ lack of practical guidelines.
在此阶段，人民教育出版社重新修订教材，中学英语修订版教学大纲于1986发布，强调了英语的交际和教育目标。随后，英语教学方法的研究蓬勃发展，但由于教学大纲缺乏实践指导，课堂教师往往严重依赖教科书。
(3) The Reform Phase (1993—2000)（1993年到2000年的改革阶段）
The 1993 syllabus and new textbooks in China's ELT marked a shift to communication-oriented teaching, yielding significant improvements in students’ English proficiency, especially in non-key schools, though disparities between urban and rural students persisted.
中国1993年的英语教学大纲和新教材标志着向交际型教学的转变，显著提高了学生的英语水平，尤其是非重点学校的学生，但城乡学生之间的英语水平差异仍然存在。
Ⅱ. An overview of English curriculum change after 2000（2000年后英语课程变革概述）
1 Problems to be tackled for the new century（新世纪需要关注的问题）
Starting from 2000, the government called for quality-oriented education to address issues such as excessive rote learning and lack of independent thinking and real-life coping skills.
Despite previous reforms, English language learning still faced problems like overemphasis on language knowledge, lack of connection between schooling stages, and inadequate assessment of language ability and affective gains.
To address these issues, MOE launched nationwide curriculum innovation projects, including the design of new English curricula for compulsory education and senior high schools.
从2000年开始，政府呼吁进行质量导向的教育，以解决学生过度死记硬背、缺乏独立思考和应对现实生活能力等问题。
尽管之前进行了改革，英语学习仍存在过分强调语言知识、各学段衔接不畅、评估主要依赖纸笔测试而不关注语言能力和情感收获等问题。
为了解决这个问题，教育部启动了全国性的课程改革项目，包括为义务教育和高中设计新的英语课程。
2 English curricula under the Three-Dimensional Goals（三维目标下的英语课程）
(1) English curricula for compulsory education（义务教育英语课程）
In 2022, the revision of English Curriculum Standards for Compulsory Education (2022 Edition) was finished, which changed its goal orientation from the overall ability in language use to English core competencies, including four components, i.e. language ability, cultural awareness, thinking capacity and learning ability.
2022年，《义务教育英语课程标准（2022年版）》修订完成，其教学目标从综合语言运用能力转变为英语核心素养，包括四个组成部分，即语言能力、文化意识、思维品质和学习能力。
(2) English curricula for senior high schools（高中英语课程）
General Senior High School English Curriculum Standards (2017 Edition) was issued in 2017, which changed its goals from three-dimensional ones to developing students’ core competencies through the subject.
2017年发布了《普通高中英语课程标准（2017年版）》，将教学目标从三维目标调整为通过学科培养学生的核心素养。
3 A synopsis of curriculum change since 2000（2000年以来课程改革概述）
Since 2000, China’s ELT curriculum has shifted from Double-Basics to Three-Dimensional Goals, then to Core Competency-based Goals. The focus has broadened from basic knowledge and skills to include emotions, values, and humanity. Language is seen as a tool for communication, thinking, cultural understanding, and life-long learning. Learning English entails absorbing cultural knowledge, fostering self-understanding, and enhancing national identity and cultural confidence.
自2000年以来，中国的英语教学大纲经历了从“双基”到“三维目标”，再到“核心素养目标”的转变。教学重点已从基础知识和技能扩展到情感、价值观以及人性等方面。语言被视为沟通、思考、文化理解和终身学习的工具。学习英语意味着吸收文化知识，培养自我理解，并增强国家认同和文化自信。
Ⅲ. Core competency-based English curricula from 2018 onward（2018年起基于核心素养的英语课程）
1 Background to shifting the goals to core competencies（将目标转化为核心素养的背景）
Some key problems have been identified after reviewing the reform in English education. Therefore, based on the guidance of Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, both curricula for compulsory education senior high schools are revised, aiming to cultivate students’ core competencies through the English subject.
在进行了英语教育改革后，发现了一些关键问题。因此，以习近平新时代中国特色社会主义思想为指导，修订了义务教育和高中课程，旨在通过英语学科培养学生的核心素养。
2 Organisation structures of CECS 2011 and CECS 2022（组织结构）
Compared with CECS 2001, CECS 2022 is more holistic and systematic. It sets more specific and operational goals for meeting future challenges. Also, it provides more guidance for supporting teaching research and teacher development.
与《义务教育英语课程标准（2011年版）》相比，《义务教育英语课程标准（2022年版）》更加全面、系统。它为应对未来的挑战制定了更具体和更具操作性的目标。此外，它还为支持教学研究和教师发展提供了更多的指导。
3 The curriculum nature of CECS 2011 and CECS 2022（课程性质）
【考点：英语课程的课程性质】
Although they both emphasize the integration of instrumentality and humanity, CECS 2022 promotes the integration of the two aspects into one holistic teaching process.
CECS 2022 integrates instrumental and humanistic aspects, featuring foundational, practical, and comprehensive characteristics. Through learning and using English, students will have a further understanding of different cultures, thus they will make comparison between them and form international perspective. Meanwhile, it emphasizes the significance of national identity and cultivates students’ cultural confidence. At last, the formation of correct worldviews, life views, and values will pave the way for students’ lifelong learning and future achievements.
尽管它们都强调工具性和人文性的融合，但《义务教育英语课程标准（2022年版）》提倡将这两个方面整合到一个整体的教学过程中。
《义务教育英语课程标准（2022年版）》融合了工具性和人文性，具有基础性、实践性和综合性的特点。通过学习和使用英语，学生将进一步了解不同的文化，比较文化差异，形成国际视野。同时，涵养家国情怀，培养学生的文化自信。最后，形成正确的世界观、人生观和价值观为学生的终身学习和未来的成就奠定基础。
4 Curriculum rationale of CECS 2011 and CECS 2022（课程理念）
(1) Curriculum rationale for compulsory education (CECS 2022)（《义务教育英语课程标准（2022年版）》的课程理念）
①Highlight the core competencies’ overarching role.
②Structure the curriculum into different levels.
③Select and organise content by themes.
④Promote a learning activities-based approach that integrates learning, thinking and innovation.
⑤Emphasise the teaching-learning-assessment alignment.
⑥Promote deepened integration of Information and Communications Technology (ICT) and English language teaching.
①发挥核心素养的统领作用。
②构建基于分级体系的课程结构。
③以主题为引领选择和组织课程内容。
④践行学思结合、用创为本的英语学习活动观。
⑤注重“教—学—评”一体化设计。
⑥推进信息技术与英语教学的深度融合。
(2) Differences between Curriculum rationale of CECS 2011 and CECS 2022（课程理念的不同）
The curriculum rationale of CECS 2011 and CECS 2022 differ significantly in their focus and approach. In 2011, the rationale emphasized quality education, holistic development, individual differences among learners, practicality and applicability of language learning, and enriching curriculum resources. In contrast, the 2022 rationale highlights the overarching role of core competencies, structured curriculum levels, themed content selection, a learning activities-based approach, teaching-learning-assessment alignment, and deepened integration of ICT in language teaching.
《义务教育英语课程标准（2011年版）》和《义务教育英语课程标准（2022年版）》理念在重点和方法上存在显著差异。2011年的理念强调优质教育、全面发展、学习者的个体差异、语言学习的实用性和适用性，以及丰富课程资源。相比之下，2022年的理念则突出了核心素养的总体作用、结构化的课程层次、按主题选择和组织内容、基于学习活动的方法、教学-学习-评估的一致性，以及信息技术与英语教学的深度融合。
5 Curriculum goals for school English teaching since 2000（2000年来学校英语教学课程目标）
【考点：英语语言教学的目标】
(1) Main teaching goals in CECS 2022（《义务教育英语课程标准（2022年版）》的英语教学目标）
①Develop language ability
Be able to understand the similarities and differences between English and Chinese, gradually form language awareness, accumulate language experience, and carry out meaningful communication in language practice activities.
②Cultivate cultural awareness
Be able to learn the outstanding civilization achievement of different countries, compare the similarities and differences between Chinese and foreign cultures, develop cross-cultural communication skills, and form healthy aesthetic taste and correct values; deepen the understanding and recognition of Chinese culture, establish an international vision, and strengthen cultural self-confidence.
③Build thinking quality
Be able to observe and understand the world and things from multiple angles, and express opinions in a reasoned and organized manner; develop logical thinking, critical thinking and innovative thinking gradually.
④Enhance learning ability
Be able to establish proper English learning goals; learn to explore independently and cooperate with each other; learn to reflect on and evaluate learning progress and adjust learning styles; learn to self-manage and improve learning efficiency.
①发展语言能力
能够在语言实践活动中，认识英语与汉语的异同，逐步形成语言意识，积累语言经验，进行有意义的沟通与交流。
②培养文化意识
能够了解不同国家的优秀文明成果，比较中外文化的异同，发展跨文化沟通与交流的能力，形成健康向上的审美情趣和正确的价值观；加深对中华文化的理解和认同，树立国际视野，坚定文化自信。
③提升思维品质
能够从多角度观察和认识世界、看待事物，有理有据、有条理地表达观点；逐步发展逻辑思维、辩证思维和创新思维。
④提高学习能力
能够树立正确的英语学习目标；学会自主探究，合作互助；学会反思和评价学习进展，调整学习方式；学会自我管理，提高学习效率。
(2) The fundamental differences between the two sets of goals（教学目标的根本差异）
In CECS 2001, SECS 2003 and CECS 2011, learning English is to develop students’ overall ability in language use, which includes 5 aspects: language skills, language knowledge, emotions and attitudes, learning strategies and cultural awareness. The process of English teaching and learning is divided into the above five parts isolately, thus it’s hard for students to put what they have learned into practice.
CECS 2022 aims at developing students’ core competencies, which includes four components: language ability, cultural awareness, thinking quality and learning ability. The four core competencies are intertwined, working together to develop learners' overall ability in a coordinated manner. Language ability serves as the foundation, enabling cultural acquisition, critical thinking, and self-development. Cultural awareness concerns value orientation, thinking capacity embodies mental and intellectual development, and learning ability drives the continuous improvement of all competencies.
在2001、2003和2011版英语课程标准中，学习英语是为了培养学生的综合语言运用能力，包括五个方面：语言技能、语言知识、情感和态度、学习策略和文化意识。英语教与学的过程被孤立地分为上述五个部分，因此学生很难将所学知识付诸实践。
《义务教育英语课程标准（2022年版）》旨在培养学生的核心竞争力，包括四个组成部分：语言能力、文化意识、思维素质和学习能力。四大核心素养相互交织，共同协调发展学习者的整体能力。语言能力是基础，使文化获取、批判性思维和自我发展成为可能。文化意识关注价值取向，思维品质体现心智和智力发展，而学习能力则是推动所有能力持续改进的关键驱动力。
6 Curriculum content structure of SECS 2017 and CECS 2022（课程内容结构）
【考点：英语课程内容及三大主题】
(1) The curriculum contents（课程内容）
The content structure of SECS 2017 and CECS 2022 includes six components, including thematic texts, text types, language knowledge, cultural knowledge, language skills and learning strategies.
The themes are organized around three main categories: “Man and Self”, “Man and society” and “Man and nature”.
《普通高中英语课程标准（2017年版）》和《义务教育英语课程标准（2022年版）》包含六个要素，即主题、语篇、语言知识、文化知识、语言技能和学习策略。
主题分为三大类：“人与自我”“人与社会”和“人与自然”。
(2) The functions of each curriculum content element（各课程内容要素的作用）
Thematic texts offer the theme for language learning, functioning on linking and organizing the other aspects.
Text types are the main forms to elicit the language and cultural knowledge related to the themes.
Language knowledge refers to all the linguistic elements, which can help form the contents and express the meanings.
Cultural knowledge offers resources for students to arouse cultural awareness, cultivate science spirits, form good characters and develop correct values.
Language skills offer students opportunities to get information, express themselves and communicate feelings.
Learning strategies provide some approaches to improve students’ learning efficiency and effectiveness.
主题为语言学习提供了语境范畴，起着连接和组织统领的作用。
语篇是承载与主题相关的语言和文化知识的主要形式。
语言知识为语篇的构成和意义的表达提供语言要素。
文化知识为学生唤起文化意识、培养科学精神、形成良好品格、树立正确价值观提供了资源。
语言技能为学生提供了获取信息、表达自我和交流情感的途径。
学习策略为提高学生的学习效率和有效性提供了方法。
(3) Activity-based approach to English learning（英语学习活动观）
The six interconnected curriculum components contribute to the cultivation of students’ core competencies and are incorporated into the activity-based approach to English learning.
The activity-based approach to English learning advocate that students learn English through a series integrated, relevant and practical theme-based activities, where they undergo learning processes such as perceiving and understanding, applying and practicing, and transferring and creating. When doing these activities, students use their existing knowledge, explore the meaning of texts of different types, and then analyze and solve problems. Thus, students make progress in learning language knowledge, developing language skills, deepening their cultural understanding, developing multiple thinking skills, forming positive values and utilizing learning strategies.
六个相互关联的课程组成部分有助于培养学生的核心素养，并体现在了英语学习活动观中。
基于活动的英语学习方法主张学生通过一系列综合、相关和实用的主题活动学习英语，在这些活动中，他们经历了学习理解、应用实践、迁移创新等学习过程。在进行这些活动时，学生利用他们现有的知识，探索不同类型文本的含义，然后分析和解决问题。因此，学生在学习语言知识、发展语言技能、深化文化理解、培养多元思维能力、形成积极价值观和运用学习策略方面取得了进步。
7 Course design of CECS 2022 and SECS 2017（课程分级）
The curriculum content of CECS 2022 is divided into three levels, with Level 1 proposed for Grade 3 and 4 students, Level 2 for Grade 5 and 6 students, and Level 3 for Grade 7-9 students.
SECS 2017 is divided into three course categories, namely required, required elective and elective.
《义务教育英语课程标准（2022年版）》的课程内容分为三个级别，3—4年级学生推荐1级，5—6年级学生推荐2级，7—9年级学生推荐3级。
《普通高中英语课程标准（2017年版）》分为三个课程类别，即必修、选择性必修和选修。
8 Academic achievements of CECS 2022 and SECS 2017（学业质量）
(1) Definition of academic achievement（学业质量的定义）
Academic achievements refer to the expected level of achievement in English language proficiency, knowledge, skills, and cultural awareness that students should attain by the end of a specific educational stage or grade level. It encompasses a comprehensive range of competencies, including listening, speaking, reading, viewing, writing, and other language skills, as well as understanding and application of linguistic knowledge, cultural awareness, and effective learning strategies.
学业质量是指学生在特定教育阶段或年级结束时应达到的英语语言能力、知识、技能和文化意识的预期成就水平。它包括一系列全面的能力，包括听、说、读、看、写和其他语言技能，以及对语言知识、文化意识和有效学习策略的理解和应用。
(2) Significance of academic achievement（学业质量的重要性）
Previously, teachers lacked clear criteria for measuring students’ learning effectiveness.
SECS 2017 and CECS 2022 are the first English curricula to include an academic achievement chapter.
These curricula provide guides and specific standards for assessing students’ progress and core competencies development.
Teachers need clear guidance and standards to measure students’ core competencies under the new goal.
在此之前，教师缺乏衡量学生学习有效性的明确标准。
《普通高中英语课程标准（2017年版）》和《义务教育英语课程标准（2022年版）》是首次包含学业质量章节的英语课程标准。
这些课程标准为评估学生的学习进步和核心素养发展提供了指南和具体标准。
在新的核心素养目标下，教师需要明确的指导和标准来衡量学生的核心素养。
9 Teaching approaches for the competency-based English curricula（能力本位英语课程的教学方法）
Main teaching approaches and methods suggested by SECS 2017 and CECS 2022:
(1) The principle of fostering virtue（坚持育人为本）
Teachers should take fostering virtue as a fundamental task of English language, care for all students and fully respect each individual.
教师要把落实立德树人作为英语教学的根本任务，坚持面向全体学生，尊重学生。
(2) Strengthen holistic unit learning goals（加强单元教学的整体性）
Teaching should rely on meaningful context with a rich collection of texts around the unit theme.
教学应该以围绕单元主题的有意义的连贯和丰富的文本为主。
(3) Conduct in-depth text analysis （深入开展语篇研读）
Teachers should focus on answering three basic questions:
What: What are the theme and main content of the text?
Why: What is the deep meaning of the text?
How: What kind of stylistic features, content structure and language features do the text have?
两个英语课程标准中建议的教学方法和手段：
教师在研读语篇时要重点回答三个基本问题：
What：语篇的主题和内容是什么？
Why：语篇传递的意义是什么？
How：语篇具有什么样的文体特征、内容结构和语言特点？
(4) Adopt the learning activity-based approach to teaching and learning（秉持“英语学习活动观”教学）
The teaching design and its execution should be led by themes and supported by textual materials, encouraging students to learn language and cultural knowledge in an integrated manner through activities of learning and understanding, applying and practicing, and transferring and creating.
The learning and understanding activities include activities such as perceiving and noticing, acquiring and sorting, and summarizing and integrating. They are mainly “text-based” activities.
The applying and practising activities are activities for students to use their newly formed knowledge structure in practical and meaningful activities such as describing and interpreting, analyzing and judging, internalizing and utilizing. They are mainly “into the text” activities.
The transferring and creating activities include activities such as reasoning and arguing, critiquing and evaluating, imagining and creating. They are intended for students to grasp the deep meaning behind texts. They are viewed as “beyond the text” activities.
教学设计与实施要以主题为引领，以语篇为依托，通过学习理解、应用实践和迁移创新等活动，引导学生整合性地学习语言知识和文化知识。
学习理解类活动包括感知与注意、获取与梳理、概括与整合等基于语篇的学习活动。它们主要是“基于文本”的活动。
应用实践类活动，包括描述与阐释，分析与判断，内化与运用等深入语篇的学习活动。这些活动主要是“深入文本”的活动。
迁移创新类活动包括推理与论证、批判与评价、想象与创造等超越语篇的学习活动。它们被视为“超越文本”的活动。
(5) Guide students to develop interest in learning and ability of learning（引导学生乐学善学）
Teachers should design multi-sensory language practice activities according to students’ cognitive characteristics, allowing them to experience the fun of learning English through theme-centered activities and presentation in varied and interesting situations.
教师要根据学生的认知特点，设计多感官参与的语言实践活动，让学生在丰富有趣的语境中，围绕主题意义，感受英语学习的乐趣。
(6) Promote the integrated design and implementation of teaching, learning, and evaluation（推动“教—学—评”一体化设计和实施）
Teachers should bear in mind clearly the implications and requirements of what to teach, why to teach, how to teach, how to assess, and how to evaluate.
In actual teaching practice, teachers should promote the integration of teaching, learning and evaluation:
①Classroom evaluation activities should be incorporated into the whole teaching process to check if the teaching objectives are achieved.
②When conducting evaluation activities, teachers should not only describe the content and form of the activities, but also give explicit evaluation standards.
③Both teachers and students should be the subject of evaluation.
④In addiction to self-evaluation and peer evaluation, teachers’ questions and feedback are also important evaluation measures.
⑤Teachers can carry out summative evaluation in various forms to check students’ learning results.
教师要明确教什么、为什么教、怎么教、怎么评等方面的内涵和要求。
在实际教学实践中，教师应促进教、学、评的一体化：
①课堂评价活动应纳入整个教学过程，以检查教学目标是否实现。
②在开展评价活动时，教师不仅要描述活动的内容和形式，还要给出明确的评价标准。
③教师和学生都应该是评价的主体。
④除了自我评价和同伴评价外，教师课堂上的提问和反馈也是重要的评价措施。
⑤教师可以通过多种形式进行总结性评价，以检查学生的学习成绩。
(7) Enhance the effectiveness of ICT（提升信息技术使用效益）
Teachers should integrate “Internet” into teaching concepts, methods and models, deepen the integration of ICT with English teaching.
教师要将“互联网+”融入教学理念、教学方法、教学模式中，深化信息技术与英语课程的融合。
Ⅳ. Challenges facing English language teachers（英语语言教师所面临的挑战）
【考点：英语语言教师所面临的挑战以及面对这些挑战的解决办法】
1 Challenges facing English language teachers（英语老师面对的挑战）
Externally, teachers face heavy workloads with both teaching and non-teaching responsibilities. Also, teacher’s face the pressure of meeting the requirements of the new curriculum.
The internal pressure comes from many teachers’ lack of confidence: in learning about new theories and skills for the competency-based language teaching, in achieving their personal and professional objectives, and in their own English language competences and cultural knowledge.
从外部来看，教师面临着繁重的工作量，既有教学责任，也有非教学责任。此外，教师面临着满足新课程要求的压力。
内部压力来自许多教师缺乏信心：在学习基于能力的语言教学的新理论和技能方面，在实现个人和职业目标方面，以及在自己的英语语言能力和文化知识方面。
2 How to meet the challenges（如何应对挑战）
①Understand what roles language can play in developing students’ core competencies;
②Embrace the competency-oriented and integrated unit teaching;
③Explore and form a teaching method centered on student development
④Design and organize English learning activities under the guidance of the learning activity-based approach;
⑤Participate activity in small topic classroom research based on real problems;
⑥Cooperate with colleagues to explore the teaching and learning methods advocated by the new requirements of the curriculum;
⑦Activate teaching wisdom in learning, practice and reflection.
①认识语言在培养学生核心素养中的作用；
②进行素养导向的单元整体教学实践；
③探索和形成以学生发展为中心的教学方式；
④充分研究教材并用好教材；
⑤开展基于课堂真问题的小课题研究；
⑥与同伴合作，探索课程新理念和新要求倡导的教与学的方式；
⑦在学习实践与反思中激活教学智慧。
Ⅴ. Conclusion（总结）
The two newly revised English curricula, guided by Xi Jinping Thought on Socialism with Chinese Characteristics for a New Era, aim to foster students’ core competencies and provide guidance for innovating English teaching in China. Teachers are encouraged to study the curricula and apply them in their teaching practice.
以习近平新时代中国特色社会主义思想为指导，新修订的两个英语课程旨在培养学生的核心素养，并为中国的英语教学创新提供指导。鼓励教师研究这些课程，并在教学实践中加以应用。