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lop students' communicative competency, and suggestions for its applicationfor English education.
Under the background of curriculum reform in the world，in order to enhanceeducational quality and adapt the curriculum for the demands of social development,many programmatic documents and curriculum standards centered on Englisheducation for PreK-12 students have come out. As a result, the comparative studybetween curriculum standards of different countries or regions has been more andmore valued. Although the implementation of the new CECS and SECS has beenbelieved to have positively impacted ELT in China，it is not without problems andcontroversies. Whether it is a fundamental change representative of a great success orjust a change in form but not in content compared with the previous documents,examining the CECS and SECS in a global perspective will bear out the answer. Inaddition, CEF and ELP can lend plenty of insight and inspiration to the improvementof CECS and SECS.

Chapter Two The Background for the Four English CurriculumStandards

2.1 The Background for CECS
The undergoing globalization has witnessed the growing cooperation andincreasing contacts among countries. As the most widely used language, English hasbeen enjoying its valuable position, whose proficient mastery has been considered asboth national and personal asset. English education thus has been attached prominentimportance and that is true in China. Persistent efforts have been devoted to raisingthe quality of English education, which can find much expression in the practice ofEnglish language educational reform whose core lies in English curriculum reform.From the English Syllabus for Full-time Ten-year Primary and Secondary Schools(tentative draft) (1978)，English syllabus for Full-time Middle School (1986)，EnglishSyllabus for Nine-year Compulsory Full-time Middle School (probation)( 1992),English Syllabus for Nine-year Compulsory Full-time Middle School (revised version)(2000) to the current English Curriculum Standards for Full-time Compulsory HighSchool (trial version) (2001)，Chinese English education has undergone a tortuousprocess of reform and development. As for the previous English syllabus of nationaleducation for K-12 students, its educational notions were outmoded and the coursesoffered lacked diversity and selectivity，which failed to meet the demands for theEnglish curriculum under the new requirements of the times. Firstly there was anoveremphasis on the delivery of language knowledge while ignoring the developmentof students' language competence. Because of the outdated educational notion,English education is far away from the desired quality-oriented education. Secondly,there was a lack of connection or transition between different stages of schooling withno consistency between educational stages from primary school to university. Thirdly, little attention was paid to the uniqueness and individuality of different languagelearners. As a consequence, students' affective factors like motivation, attitudes, andinterests were quite neglected in the course of language teaching, which did harm tostudents' lifelong development. Fourthly, assessment was done mainly bypaper-and-pencil tests which focus on language knowledge without due value placedon the assessment of language competence. Lastly there was an insufficiency ofcompetent professional teaching staff being able to put curriculum syllabus intoeffect本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。