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Practical Dilemmas and Solution Paths in High School English Classroom Teaching under the New Curriculum Standards

Author(s)

Qin Shumei

Affiliation(s)

College of Foreign Studies, Guangxi Normal University, Guilin, Guangxi, China

Abstract

This study employs methods such as literature review and logical analysis to systematically examine the practical dilemmas and solution paths in high school English classroom teaching under the New Curriculum Standards. It elucidates the core concepts of the New Curriculum Standards and identifies several practical challenges in current high school English teaching. These include the tug-of-war between core competencies and examination-oriented efficiency, the formalization and superficiality in exploring thematic meanings, process distortion and the illusory prosperity of the activity-based learning approach, the disconnection and ambiguity in the integration of teaching, learning and assessment, and the constraints on teachers' professional autonomy along with their role anxiety. Based on these findings, the study proposes solution paths: to reconstruct a consensus on educational goals and build a bridge between competency cultivation and examination preparation; to delve deeply into the textual fabric for a more profound exploration of thematic meanings; to focus on authentic learning and transform activities from performance to constructive processes; to innovate evaluation paradigms, making assessment a navigator for learning; and to empower teacher development by fostering a supportive ecosystem for professional growth.

Keywords

New Curriculum Standards Concept; High School English; Classroom Teaching

References

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