High School English Curriculum Research Articles

A Survey of the Current Situation of the Integration of “Curriculum Ideology and Politics” into Senior High School English Teaching

Under the background of the new era, China pays more attention to the ideological and political education of students and emphasizes making full use of the resources in various courses to achieve the goal of educating people by disciplines. In order to meet the requirements of the General Senior High School English Curriculum Standards and implement the fundamental task of cultivating people by virtue, English teachers in senior high schools should make full use of the ideological and political education resources, integrate curriculum ideological and political education into English classes, and help students to establish correct ideological and political concepts. Based on this, the survey takes senior high school English teachers as the research object, aiming to explore the current situation of the integration of curriculum ideology and politics into senior high school English teaching, as well as put forward some suggestions for promoting the integration of curriculum ideology and politics into senior high school English teaching.

Gamified Teaching Strategies based on English Core Competencies

In the wake of technological advancements and the ongoing reforms in English curriculum of junior high schools, significant transformations have taken place in the teaching environment and content of junior high school English education. To align with the pedagogical principles of the new curriculum reform, several schools have introduced gamified approaches to English instruction, aiming to innovate the conventional teaching paradigms. However, in the practical application of this gamified English teaching method, the effective utilization of educational games as tools, alongside substantial improvement in teaching quality, while seamlessly nurturing students' core Competencies, remains a focal point that educators need to address. In order to facilitate educators' comprehensive comprehension of gamified teaching strategies and assist them in implementing the core language proficiency objectives within the junior high school English curriculum, this study elucidates how gamified teaching practices can effectively integrate and enhance essential language skills. Additionally, the paper proposes pragmatic strategies to address the array of challenges currently prevalent in gamified English instruction.

고교 영어교육에서 내러티브 중심 교과 개발·편성의 난점과 딜레마

At the time of the 2022 High School English Curriculum Revision (November 24, 2021) and the change to an approved textbook system for the high school English subject “Reading British and American Literature”, this presentation addresses the difficulties and dilemmas of developing and organizing narrative-centered textbooks in Korean high school English education. To this end, this presentation will 1) review the outline of the 2022 High School English Curriculum Revision, 2) raise the topic of narrative by analyzing the nature and achievement standards of “Reading British and American Literature” subject, 3) diagnose the difficulties and dilemmas of developing and organizing “Reading British and American Literature” as a narrative education textbook. As a conclusion, this presentation proposes a realistic opinion on the mentioned difficulties and dilemmas.

Exploration of the Teaching Path about English Reading Enabled by Internet + Technology of Senior High School

“ordinary high school English curriculum standard” points out that teaching should attach importance to the modern information technology under the background of teaching mode and learning mode change. So how to effectively apply information technology in English reading teaching? The writer selected FLTRP (2019) B2U1 “Neither pine nor apple in pineapple?” as an example to explain how to use information technology to help English reading teaching.

Chinese Culture Aphasia in Chinese Senior Middle School English Class

Chinese culture going global is one of the concrete manifestations of the improvement of China's comprehensive national strength. Having a certain English expression ability of mother tongue culture has increasingly become an inevitable requirement for high school students to improve their English application ability, realize effective cross-cultural communication and carry forward Chinese culture. Although the current reform of senior high school English curriculum standards clearly puts forward the emphasis on the communication of Chinese culture, the phenomenon of Chinese cultural aphasia is still widespread among senior high school students. In this study, the author will investigate the Chinese cultural aphasia experiences of high school students, aiming to comprehend more deeply how the phenomenon of Chinese cultural aphasia emerges in high school classrooms. Through questionnaires, the author will examine their experiences with Chinese cultural aphasia, the specific ways in which this phenomenon occurs, and how to minimize it. This research is based on the following questions :(1) What aspects does Chinese cultural aphasia present in high school English teaching? (2) What are the main causes of Chinese cultural aphasia in high school English teaching? (3) What measures are helpful to solve the problem of Chinese cultural aphasia in high school English teaching? In the research process, the author uses the questionnaire survey method, from the perspective of students, to deeply explore the reasons for the phenomenon of cultural aphasia in high school. Suggestions for improvement are put forward according to the above reasons.

An Innovative Design of High School English Teaching Based on Thinking Visualization Tools

The General Senior High School English Curriculum (2017 Edition) places a significant emphasis on fostering students’ viewing skill. By utilizing thinking visualization tools, teachers can transform implicit thinking into explicit information, enabling students to gain knowledge and enhance their learning interest through viewing. Unlike traditional English classroom teaching, thinking visualization tools facilitate multi-sensory student engagement, effectively enhancing classroom teaching efficiency. This paper takes various types of teaching segments as examples to explore the application of thinking visualization tools in English classroom teaching, providing references for innovative teaching designs in English teaching.

The Cultivation of Intercultural Communicative Competence in Senior High School Vocabulary Teaching

The cultivation of intercultural communicative competence not only helps students to broaden their international horizons and eliminate intercultural communicative barriers during communication, but also helps to promote cultural exchanges under the background of globalization. In addition, the high school English curriculum standard also puts forward certain requirements for the cultivation of students' intercultural communicative competence, thus it is necessary to cultivate students' intercultural communicative competence in high school English teaching. Adhering to literacy orientation, respect for differences and an ideological basis should be the principles of cultivating intercultural communicative competence. Language is the carrier of culture, and the cultivation of students' cross-cultural communicative competence can be carried out throughout vocabulary teaching by explaining the different meanings of vocabulary, explaining the background cultural knowledge of vocabulary, improving cultural sensitivity through lexical cultural comparison to strengthen students' cross-cultural communicative competence.

Exploration of Integrating Chinese Cultural Content into English Homework Design from an Interdisciplinary Perspective

This study explores the integration of Chinese cultural content into English homework for senior high school students, set within the framework of China's revised 2020 High School English Curriculum Standards. It advocates an interdisciplinary approach, blending English with aspects of Chinese geography, classical literature, and poetry. Addressing challenges in conventional educational models, the paper proposes innovative homework designs to enhance linguistic skills and cultural literacy. These methods demonstrate how cross-disciplinary strategies can enrich English education, fostering comprehensive academic development.

Teaching Design of Ideological and Political Education in High School English Curriculum Based on the Production-Oriented Approach—Taking Unit 4 “The Night the Earth Didn’t Sleep” from the Compulsory Course 1 of “English” in the People’s Education Edition as an Example

Teaching Design of Ideological and Political Education in High School English Curriculum Based on the Production-Oriented Approach—Taking Unit 4 “The Night the Earth Didn’t Sleep” from the Compulsory Course 1 of “English” in the People’s Education Edition as an Example

An Exploration on Integration of Corpus-based Language Pedagogy into Senior High School English Curriculum

An Exploration on Integration of Corpus-based Language Pedagogy into Senior High School English Curriculum

A Study of Strategies for English Pragmatic Teaching in Senior High School under Core Competency

Pragmatic competence is an indispensable element of communicative competence, which is also one goal of core competencies. The introduction of the concept of core competency in General Senior High School English Curriculum Standards puts more emphasis on cultivating students’ pragmatic competence and on teachers’ input of pragmatic knowledge in English teaching. This paper begins with clarifying the theories of pragmatic competence and pragmatic failure by referring to other linguists’ explanations. Then, it briefly discusses the importance of pragmatic teaching in senior high school English classrooms. Finally, this paper proposes some feasible teaching strategies to promote high school students’ pragmatic competence.

How to Improve English Teaching in High School under the Background of NECS

There are some problems in high school English teaching, notably serious imbalance in teaching content, mechanical teaching methods and fixed teaching evaluation. In the final analysis, these problems are caused by teachers' failure to deeply understand and give a farewell to the requirements of ordinary high school English curriculum standards. Teachers should make efforts to solve these problems. Firstly, the teaching content should cover the six elements required by NECS to promote the all-round development of students; Secondly, teachers should change the mechanical teaching method to realize efficient English learning; Lastly, it’s necessary to carefully design teaching evaluation and make comprehensive investigation of students' quality.

The Effect of Gender Differences on High School Students' English Reading Comprehension

A persistent question in academia is the impact of gender differences on reading comprehension. English reading is an important part of English teaching in senior high school and occupies the largest proportion of the college entrance examination. High School English Curriculum Standards require that reading teaching should not only improve students' reading ability but also cultivate students' ability to effectively use English reading strategies. However, the authors found that there is a big difference in the English achievement of girls and boys, and there are many problems in the application of reading strategies. Given this, the author has carried out an investigation and research in this direction. In the study, the authors dissect this problem in depth and the three areas are: gender differences affect reading comprehension and attitudes; gender differences lead to differences in critical thinking that affect reading ability, and gender differences and empathy while reading. The paper will start by comparing the experimental conclusions of some outstanding scientists and expand the analysis of the reasons behind them. Finally, the paper summarize the researchers views and conclusions on this topic from three perspectives.

Teachers’ Evaluation of the K-12 Junior High School English Curriculum and Its Implementation in the 4th District of Camarines Sur, Philippines

The study explored the evaluation and extent of implementation of K-12 Junior High School (JHS) English Curriculum as assessed by the Basic Education teachers along with the eight (8) domains such as reading comprehension, listening comprehension, viewing comprehension, vocabulary development, literature, writing and composition, oral language and fluency, and grammar awareness. More so, it also determined the significant relationships between the evaluation and implementation of the English curriculum in the entire grade levels, school locations, and school types. Descriptive- correlational design was utilized to evaluate the JHS English Curriculum and gauge the teachers’ implementation of the curriculum. Weighted mean and Spearman’s Rank Order Correlation were utilized to statistically treat the data. Findings revealed that the majority of teachers rated highest on the Literature domain while rated lowest on vocabulary development. The teachers in all grade levels experienced problems and challenges in the implementation K-12 JHS English Curriculum. Further, there is no significant relationship between the evaluation and implementation of K-12 JHS English Curriculum as assessed by teachers in the entire grade levels, across school types and school locations except Upland Partido. Accordingly, it was recommended that teachers must attend training, seminars, and graduate studies to fully understand and upgrade their competencies and skills to enhance the curriculum and its implementation to fit the needs and interests of the learners. Keywords: Curriculum Evaluation, Curriculum Implementation, Junior High School English Curriculum, Mainland Partido, Coastal Partido, Upland Partido

The Application of TESOL Education in Chinese International High School English Teaching

In the research of TESOL education, the five hypotheses about second language acquisition put forward by Dr. Krashen, an American linguist, are of extremely important research significance and exploration value. Some researchers have given different views on the input hypothesis theory among these five hypotheses. Therefore, this paper will specifically analyze the impact of TESOL education under Krashen’s input hypothesis on high school English teaching, and its shortcomings, thus giving teaching advice on how to apply the current high school English curriculum.

Analysis of Research Papers on the Use of English Movies in Chinese Senior High School English Teaching in the Past Three Years

Much attention has been paid to using English movies in senior high school English teaching in China since the release of 2017 edition of Senior High School English Curriculum Standards that lists English Movie Appreciation as an optional compulsory course. Senior high school teachers have conducted substantial research over the past three years regarding the practical application of English movies in their teaching, yet there has been a lack of thorough and systematic of analysis of the large number of relevant papers published, which, more or less, limits the understanding and further advancements of this study area. This paper attempts, in light of the emerging systematic review methodology, to present an overview of the research papers spanning the period 2019 to 2022 on the use of English movies in Chinese senior high school from the four perspectives: language ability, cultural awareness, thinking quality, and learning ability based on the concept of core literacy of English as an academic discipline in the new curriculum standard. With focus on the discussion of the common problems and corresponding countermeasures that have been sorted out from the works of front-line teachers, the paper also puts forward suggestions and prospects for further studies.

Learners’ Perceptions and Needs Analysis of Global Citizenship Education: Focused on Korea High School English Education

This study aims to identify the learners’ perceptions and needs analysis for Global Citizenship Education (GCED) in high school English education. To achieve the purpose of the study, an online survey was conducted on 369 students attending 10 general high schools across the country. First, most respondents shared the value and necessity of GCED as an education, but practical education related to GCED was rarely dealt with in the school fields. Also, it was very limited in the case of the school level or the subject where GCED was practiced, and in particular, the response to the high school English education could not be confirmed. Second, most students expected their needs to be reflected in the composition of the high school English curriculum and the production of English textbooks. In addition, there was a clear desire from students to reflect GCED-related contents and materials in the composition of the high school English curriculum and English textbook production. These results will not only help teachers and educators to understand how much high school learners are aware of GCED in English education and what they require but also suggest the direction of the high school English curriculum operation.

The Influence of English Literacy on High School Students’ Academic Achievement

In the digital age, English literacy is one of the key competences for high school students. This study aimed to explore the relationship between English literacy and academic achievement. To this end, the four-dimensional English literacy scale by the General High School English Curriculum Standard (2017 Edition, 2020 Revised Edition) set was used, and 446 high school students participated in the survey in March 2022. The results indicate no significant difference in English literacy between male and female students. Moreover, the structural equation model results showed that (1) Language ability significantly predicted cultural consciousness, thinking quality, and learning ability; (2) Thinking quality and learning ability correlated with students’ academic achievement; (3) Nevertheless, cultural consciousness did not predict academic achievement; and (4) Learning ability mediated between language ability and academic achievement. This conclusion highlights that cultivating students’ learning ability and language ability can improve their academic achievement. Therefore, teachers should exert more effort to develop students’ language ability and learning ability in the future.

A Study on the Instructional Design of English Reading for Writing Class in Senior High School Based on Text Analysis

Taking Textbooks for Senior English of People’s Education Press (2019 edition), Book one, Unit one, Teenage Life, Reading for Writing section as an example, this article intends to explore an instructional design in the light of text analysis put forward by General Senior High School English Curriculum Standards (2017 Edition). It is aimed at helping students better comprehend the text and improve the teaching effect of English reading for writing class.

English Vocabulary Teaching Strategies Based on Aesthetic Choices

Under the background of quality education reform, aesthetic education, as a crucial part of people’s all-round development, has its unique value. Thus, aesthetic education has become more important and should be integrated into teaching fully. In English teaching, helping students experience the beauty of speech is one of the ways to achieve it. Meanwhile, relevant requirements have been stipulated in Ordinary High School English Curriculum Standards (2017 edition 2020 revision). Vocabulary teaching strategies are systematic behaviors that seek to maximize vocabulary teaching effectiveness under the guidance of teachers’ cognition of certain teaching philosophies and teaching situations. It is so crucial for vocabulary teaching that aesthetic education should be integrated into it. Therefore, this research attempts to propose vocabulary teaching strategies based on aesthetic choices. These strategies include: connecting the vowels closely to teach the pronunciation and spelling of vocabulary based on the spelling rules; using phonetic rhetoric in sentence construction to make it more readable and rhythmic; using figures of speech in sentence construction to give learners a deeper impression; making example sentence symmetric, succinct, and simple; and make vocabulary teaching a logical and systematic whole.