大学英语课程教学要求(双语)

College English Curriculum Requirements

《大学英语课程教学要求》

Ⅰ. Character and Objective of College English

一、大学英语教学的性质和目标

College English, an integral part of higher learning, is a required basic course for undergraduate students. As a systematic whole, College English has as its main components knowledge and practical skills of the English language, learning strategies and intercultural communication; it takes theories of foreign language teaching as its guide and incorporates different teaching models and approaches.

大学英语教学是高等教育的一个有机组成部分，大学英语课程是大学生的一门必修的基础课程。大学英语教学是以英语语言知识与应用技能、学习策略和跨文化交际为主要内容，以外语教学理论为指导，并集多种教学模式和教学手段为一体的教学体系。

The objective of College English is to develop students’ ability to use English in an all-round way, es

pecially in listening and speaking, so that in their future work and social interactions they will be able to exchange information effectively through both spoken and written channels, and the same time they will be able to enhance their ability to study independently and improve their cultural quality so as to meet the needs of China’s social development and international exchanges.

大学英语的教学目标是培养学生英语综合应用能力，特别是听说能力，使他们在今后工作和社会交往中能用英语有效地进行口头和书面的信息交流，同时增强其自主学习能力、提高综合文化素养，以适应我国经济发展和国际交流的需要。

Ⅱ.Teaching Requirements

二、教学要求

As China is a large country with conditions varying from region to region and from college to college, the teaching of College English should follow the pr

inciple of providing different guidance for different groups of students and instructing them in accordance with their aptitude so as to meet the specific needs of the individualized teaching.

我国幅员辽阔，各地区以及各高校情况差异较大，大学英语教学应贯彻分类指导、因材施教的原则，以适应个性化教学的实际需要。

The requirements for undergraduate College English teaching are set at three levels, i.e., basic requirements, intermediate requirements, and higher requirements. All non-English majors are required to attain to one of the three levels of requirements after studying and practicing English at school. The basic requirements, a goal that all college graduates must achieve, are meant for students who have or have not completed Band 7 of the Senior High School English Standards prior to entering college. Intermediate and higher requirements are respectively set for those who, having laid a good foundation of English, can afford time to learn more of the language, and have completed Bands 8 or 9 of the Senior High School English Standards upon entering college. The three le

vels of requirements, which incorporate knowledge and practical skills of the English language, learning strategies and intercultural communication, embody qualitatively and quantitatively the objective of College English teaching.

大学阶段的英语教学要求分为三个层次，即一般要求、较高要求和更高要求。这三个不同层次的要求是我国所有高等院校非英语专业本科生经过大学阶段的英语学习与实践应当选择达到的英语水平标准。一般要求是每个大学毕业生必须达到的目标。达到或未达到《高中英语课程标准》七级的大学新生可将一般要求作为大学阶段英语学习的目标。较高要求和更高要求是对那些学有余力，英语基础较好，达到《高中英语课程标准》八、九级的大学新生而设置的。这三个要求包括了英语语言知识、应用技能、学习策略和跨文化交际等方面的内容，并以定性和定量的描述体现了大学英语教学目标。

The basic requirements are the minimum level that all non-English majors have to reach before graduation. Institutions of their learning should set their own objectives in the light of their specific circumstances, strive to create favorable conditions, and encourage

students to adjust their objectives in line with their own performance and try to meet the intermediate or higher requirements.

一般要求是高等院校非英语专业本科毕业生应达到的基本要求。各高等学校应根据本校实际情况，确定教学目标，并创造条件，鼓励学生根据自己的学习情况，向较高要求或更高要求调整自己的学习目标。 The three levels of requirements are set as follows:

三个层次的英语能力要求如下：

Basic requirements

一般要求

1.Listening: Students should be able to follow classroom instructions, everyday conversations and lectures on general topics conducted in English. They should, by and large, be able to understand Special English programs spoken at a speed of about 130 words per minute (wpm), grasping the main ideas and key

points. They are expected to be able to employ basic listening strategies to facilitate comprehension.

1． 听力理解能力：能听懂英语授课，能听懂日常英语谈话和一般性题材讲座，能基本听懂英语国家慢速英语节目，语速为每分钟130词左右，能掌握其中心大意，抓住要点。能运用基本的听力技巧帮助理解。

2.Speaking: Students be able to communicate in English in the course of learning, to conduct discussions on a given theme, and to talk about everyday topics with people from English-speaking countries. They should be able to give, after some preparation, short talks on familiar topics with clear articulation and basically correct pronunciation and intonation. They are expected to be able to use basic conversational strategies in dialogue.

2. 口语表达能力：能在学习过程中用英语交流，并能就某一主题进行讨论。能就日常话题和来自讲英语国家的人士进行交谈。能就所熟悉的话题经准备后作简短发言，表达比较清楚，语音、语调基本正确。

能在交谈中使用基本的会话策略。

3.Reading: Students should be able to read, in the main, English texts on general topics at a speed of 70 wpm. With longer yet less difficult texts, the reading speed should be at 100 wpm. They should be able to read, in the main, English newspaper and magazines published in China, grasping the main ideas, and understanding major facts and relevant details. They should be able to understand texts of practical styles commonly used at work and in life. They are expected to be able to employ effective reading strategies while reading.

3． 阅读理解能力： 能够基本读懂一般性题材的英文文章，阅读速度达到每分钟70词，在快速阅读篇幅较长、难度略低的材料时，阅读速度达到每分钟100词，能基本读懂国内英文报刊，掌握中心意思，理解主要事实和有关细节。能读懂工作、生活中常见的应用文体的材料。能在阅读中使用有效的阅读方法。

4.Writing: Students should be able to complete writing tasks for general purposes, e.g. describing personal experiences, impressions, feelings, or some events, and to understand practical writing. They should be

able to write within 30 minutes a short composition of 120 words on a general topic or an outline. The composition should be basically complete in content, appropriate in diction and coherent in discourse. Students are expected to be able to have a command of basic writing strategies.

4. 书面表达能力： 能用常见的应用文体完成一般的写作任务，能描述个人经历、事件、观感、情感等，能就一般性话题或提纲在半小时内写出120词的短文，内容基本完整、用词恰当，语篇连贯。能在一般或应用写作中使用恰当的写作技能。

5.Translation: With the help of dictionaries, students should be able to translate essays on familiar topics from English into Chinese and vice versa. The speed of translation from English into Chinese should be 300 English words per hour whereas the speed of translation from Chinese into English should be 250 Chinese characters per hour. The translation should read smoothly. Students are expected to be able to use appropriate translation techniques.

5. 翻译能力：能借助词典对题材熟悉的文章进行英汉互译，英汉译速为每小时300英语单词，汉英译速为每小时250个汉字。译文基本流畅，能在翻译时使用适当的翻译技巧。

6.Recommended Vocabulary: Students should acquire a total of 4,500 words and 700 phrase (including those that have been covered in high school English course), among which 2,000 are active words. Students should not only be able to comprehend the active words but be proficient in using them when expressing themselves in speaking or writing.

6. 推荐词汇量：掌握的总词汇量应达到4500个单词和700个词组，其中2000个单词为积极词汇（见附件3：《课程要求》积极词汇表），即要求学生能够在认知的基础上学会熟练运用，包括在口头表达以及书面表达两个方面。

Intermediate requirements:

较高要求

1.Listening: Students should be able to follow, in the main, talks and lectures by people from English-sp

eaking countries, to understand longer English radio and TV programs produced in China of familiar topics spoken at a speed of around 150 wpm, grasping the main ideas, key points and relevant details. They should be able to understand, by and large, course in their areas of specialty taught by foreign teachers in English.

1. 听力理解能力：能够基本听懂来自英语国家人士的谈话和讲座，能听懂题材熟悉、篇幅较长的国内英语广播或电视节目，语速为每分钟150词左右。能基本听懂外国专家用英语讲授的专业课程。能掌握其中心大意，抓住要点。

2.Speaking: Students should be able to hold conversation in fairly fluent English with people from English-speaking countries, and to employ fairly well conversational strategies. They should, by and large, be able to express their personal opinions, feelings and views, and to state facts, events and reasons with clear articulation and basically correct pronunciation and intonation.

2. 口语表达能力：能够和来自英语国家的人士进行比较流利的会话，较好地掌握会话策略，能基本表达个人意见、情感、观点等，能基本陈述事实、事件、理由等，表达思想清楚，语音、语调基本正确。

3.Reading: Students should, in the main, be able to read essays on general topics in newspaper and magazines published in English-speaking countries at a speed of 80 wpm. With longer texts for fast reading, the reading speed should be 120wpm. Students should be able to skim or scan reading materials. When reading summary literature in their areas of specialty, students should be able to get a correct understanding of the main ideas, major facts and relevant details.

3. 阅读理解能力： 能基本阅读英语国家报刊杂志的一般性题材的文章，阅读速度为每分钟80词，在快速阅读篇幅较长的材料时，阅读速度达到每分钟120词，能就阅读材料进行略读或寻读。能够基本读懂自己专业方面的综述性文献，并能正确理解中心大意，抓住主要事实和有关细节。

4.Writing: Students should be able to express personal views on general topics, compose English abstract

s of these in their own specialization, and write short English papers on topics of their specialty. They should be able to describe charts and graphs, and to complete within 30 minutes a short composition of 160 words. The composition should be complete in content, clear in organization and coherent in discourse.

4. 书面表达能力：能写日常应用文，能写自己专业论文的英语摘要，能借助参考资料写出与专业相关、结构基本清晰、内容较为丰富的报告和论文，能描写各种图表，能就一定的话题在半小时内写出160词的短文，内容完整，条理清楚，文理通顺。

5.Translation: With the help of dictionaries, students should be able to translate texts on familiar topics in newspapers and magazines published in English speaking countries, to translate on a selective basis articles of popular science relevant to their own specialty. The speed of translation from English into Chinese should be 350 English words per hour whereas the speed of translation from Chinese into English sho

uld be 300 Chinese characters per hour. The translation should read smoothly, convey the original meaning and be free from serious mistakes in understanding or expression.

5. 翻译能力： 能借助词典翻译一般英美报刊上题材熟悉的文章，能摘译所学专业的英语科普文章，并能撰写所学专业的英语小论文。英汉译速为每小时350英语单词，汉英译速为300个汉字。译文基本通顺、达意，无重大语言错误。

6.Recommended Vocabulary: Students should acquire a total of 5,500 words and 1,200 phrases ( including those that have been covered in high school English courses and the Basic Requirements), among which 2,500 are active words (including the active words that have been covered in the Basic Requirements).

6. 推荐词汇量：掌握的总词汇量应达到5500个单词和1200个词组，其中2500个单词为积极词汇（见附件3：《课程要求》积极词汇表）。

Higher Requirements:

1.Listening: Students should be able to understand longer dialogues and passages, and grasp the key points even when sentence structures are complicated and views are only implied. They should, by and large, be able to understanding radio and TV programs produced in English-speaking countries. They should be able to understand lectures related to their areas of specialty and grasp the gist and main points.

2.Speaking: Students should be able to conduct dialogues or discussion with certain degree of fluency and accuracy on general or specialized topics, and to make concise summaries of extended texts or speeches in difficult languages. They should be able to deliver papers at academic conferences and participate in discussions.

3.Reading: Students should be able to read rather difficult texts, and understand their meanings. With the help of dictionaries, they should be able to read original versions of English textbooks and articles in newspapers and magazines published in English-speaking countries, ant to re

ad literature related to their areas of specialty without much difficulty.

4.Writing: Students should be able to express their opinions freely on general topics with clear structure, rich content and good logic. They should be able to write brief reports and papers of their areas of specialty, and to write within 30 minutes expository or argumentative essays of 200 words on a given topic. The text has complete content, logical thinking, and clear expression of ideas.

5.Translating: With the help of dictionaries, students should be able to translate fairly difficult English texts on popular science, culture, and reviews in newspapers and magazines published in English-speaking countries into Chinese, and translate Chinese introductory texts on the conditions of China or Chinese culture into English. The speed of translation from English into Chinese should be 400 English words per hour whereas the speed of translation from Chinese into English should be 350 Chinese characters per hour.

The translation should convey the idea with accuracy and smoothness and be basically free from mistakes and misinterpretation.

6.Recommended Vocabulary: Students should acquire a total of 6,500 words and 1,700 phrases ( including those that have been covered in high school English courses and the Basic Requirements), among which 2,500 are active words (including the active words that have been covered in the Basic Requirements and Intermediate Requirements.

In developing competence in listening, speaking, reading, writing and translation at the three levels mentioned above, colleges and universities should lay more stress on the cultivation and training of listening and speaking abilities. A good command of vocabulary, especially of active words, constitutes the basis for the improvement of students’ ability to use English in an all-round way. Therefore, teaching plan for this component should be specified in the College English syllabus of each school.

Moreover, colleges and universities should cover components of learning strategies and intercultural communication in their teaching so as to enhance students’ abilities of independent learning and of communication.

Course Designing

Colleges and universities should take into account the schools’ circumstances and follow the guidelines of the Requirements in setting the goals of their College English teaching and designing College English course systems. The course system, which is a combination of required and selective courses in comprehensive English, language skills, English for practical uses, language and culture, and English of specialty, should ensure that students at different levels receive adequ

ate training and make improvement in their ability to use English.

In designing College English course, requirements for competence in listening and speaking should be fully considered, and corresponding teaching hours and credits should be adequately allocated. Moreover, the extensive use of advanced information technology should be encouraged, computer-and Web-based English teaching should be promoted, and students should be provided with favorable environment and facilities for language learning. With regard to computer-based courses, face-to-face coaching should be dully provided, and the hours spent on coaching should be counted in the teachers’ teaching load. Students should receive credits after completing courses they learn via computers and passing the exams.

College English course designing should give a full play to the strengths of traditional classroo

m teaching, and encourage excellent teachers to offer courses suited to classroom teaching, thus forming a combination with computer-and Web-based courses.

College English is not only a language course that provide basic knowledge about English, but also a capacity enhancement course that helps students to broaden their horizons and learn about different cultures in the world. When designing College English courses, therefore, it is necessary to take into full consideration the development of students’ cultural capacity and the teaching of knowledge about different cultures in the world.

All the courses, whether computer-based or classroom based, should be fully individual-oriented, taking into account students with different starting points, so that students who start from lower level will be taken good care of while students whose English is better will find room for f

urther development. College English course designing should enable students to have a solid foundation in the English language while developing their ability to use English, especially their ability to listen and speak English. It should ensure that students make steady progress in English proficiency throughout their undergraduate studies and make it conducive to students’ individualized learning so as to meet the needs of their development in different specialties.

Teaching Model

In view of marked increase in student enrolments and the relatively limited resources, colleges and universities should remould the existing unitary teacher-centered pattern of language teaching by introducing new models with the help of multimedia and network technology. The new model should be built on modern information technology, particularly network technology, so th

at English language teaching will be free from the constraints of time or place and geared towards students’ individualized and autonomous learning. The new model should combine the principles of practicality, knowledge and interest, mobilize the initiative of both teachers and students, and attach particular importance to the central role of technically attain to a high level of interactivity, feasibility and operability. In addition, it should take into full account and incorporate into it the strengths of the current model while fully employing modern information technology.

Colleges and universities should each design a PC-based or intranet-or campus-network-based multimedia listening and speaking teaching model that suits their own needs in line with their own conditions and student situation. Those in more favorable situations may deliver listening and speaking course via the Internet. The teaching or reading, writing and translation can be con

ducted either in the classroom or online. In either case, however, enough teachers should be guaranteed for instructions or lectures.

An important indicator of the successful reform of the teaching model is the development of individualized study methods and the autonomous learning ability on the part of students. The new model should enable students to select materials suited to their individual needs, make up for the limitations of the conventional classroom teaching of listening and speaking, and track down, record and check the progress of learning as well as teaching and coaching, so that students will be supervised to learn on their own initiative, and their listening and speaking abilities and other language abilities will be improved at a faster pace.

For effective reforms of the teaching model, the proportion of teaching hours or credits for computer-based English courses should be increase

d. It is proposed that the credits acquired via computer-based learning account for 30%- 50% of total.

Changes in the teaching model by no means call for changes in teaching practices or approaches only, but, more important, consist in changes in teaching philosophy, and in a shift from the teacher-centered pattern, in which knowledge of the language and skills are imparted by the teacher in class only, to the student-centered pattern, in which the ability to use the language and ability to learn independently are cultivated in addition to language knowledge and skills.

Evaluation

Evaluation is a key component in College English teaching. A comprehensive, objective, scientific and accurate evaluation system is of vital importance to the achievement of the course goal.

It not only help teachers obtain feedback, improve the administration of teaching, and ensure teaching quality but also provides students with an effective means to adjust their learning strategies and methods, and improve their learning efficiency.

Evaluation consists of formative assessment and summative assessment.

Formative assessment includes students’ self-assessment, peer assessment, and assessment conducted by teachers and school administrators. By keeping a record of students’ in and outside of classroom activities and online self-learning data, keeping files on students’ study results, conducting interviews and holding meetings, students’ learning process is under observation, evaluation and supervision, thus contributing to the enhancement of their learning efficiency. Formative assessment is particularly important in computer-based teaching which is characterized by st

udents’ independent learning.

Summative assessment refers to final tests and proficiency tests. These tests are designed to assess student’s all-round ability to use English. Students’ scores in reading, writing and translation should not substitute for or offset the scores in listening and speaking, or vice versa.

To evaluate the results of the set goal, colleges and universities may administer tests of their own, run tests at the intercollegiate or regional level, or let students take the national test in accordance with the different requirements set by the Requirements. Whatever form the tests may take, the focus should be on the assessment of students’ ability to use English in communication, particularly their ability to speak and write in English.

Government education administrative officials at different levels and colleges and universities sh

ould regard the evaluations of College English teaching as an important part of the evaluation of overall teaching quality of each school.

Teaching Administration

A system of teaching administration should be established that is accountable for the whole process of College English teaching. To ensure that the set teaching objectives can be achieved, efforts should be made to strengthen the guidance for and supervision of the teaching process. For this purpose, the following measures should be taken:

A system of teaching and teaching administration documentation should be established.

Documents of teaching include College English Curriculum of the colleges and universities conce

rned, as well as the documents stipulating the teaching objectives, course description, teaching arrangement, teaching objectives, course description, teaching arrangement, teaching progress, and methods of assessment for all the course within the program. Documents of teaching administration include documents registering students’ status and their academic credits, regulations of assessment, and guidelines for teaching.

Efforts should be made to promote the credit system.

College English program should adapt itself to the overall credit system of the colleges and universities concerned and should account for 10% (around 16) of the total undergraduate credits. The credits students acquire by computer-based independent learning should be equally acknowledged.

A system of faculty management and development should be established.

The quality of teachers is the key to the success of College English teaching reform and to the long-term development of the discipline. Colleges and universities should lay emphasis on the training and development of College English teachers so that they can better adapt to the new model of English teaching. Meanwhile, opportunities should be created so that the teachers can enjoy sabbaticals and engage in advanced studies, thus ensuring a sustainable improvement in their academic performance and methods of teaching.