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curriculum  have  guided  the  reform  of  the  English  curriculum.  For  the English  subject,  the  educational  objectives  have  shifted  from  the  original  five dimensions of “language skills, language knowledge, cultural  awareness, emotional attitudes  and  learning  strategies”  to  cultivating  students’  key  competencies  of “language ability, cultural awareness, thinking quality and learning ability”. And each of these dimensions has its own unique characteristics. 

The English Curriculum Standard for Senior High Schools (2017) clearly states that  students  should  develop  the  four  English  key  competencies,  namely  language ability, cultural awareness, thinking quality and learning ability. Therefore, cultivating and developing students’ English key competencies have become an important goal of English teaching. Senior high school English reading teaching plays an important role in developing students’ English key competencies. This study will use three research methods,  namely  classroom  observations,  questionnaires  and  interviews  to  achieve the following goals. Firstly, this study aims to find out the current situation of teachers’ implementation of English key competencies in their’ reading teaching. Secondly, this study tries to identify the factors that contribute to the implementation of English key competencies in senior high school English reading teaching. Thirdly, according to the results of the survey and the findings of the literature reviewed, this study attempts to provide  some  feasible  suggestions  for  English  teachers  to  better  implement  English key competencies in English reading teaching.  

Chapter Two Literature Review

2.1 Related Terms

2.1.1 Key Competencies

According  to  Zhanghua（2016）,“key  competencies”,  with  the  English  word competencies  and  the  Latin  root  competere  from  the  etymology.  Etymologically,  it refers to the  aggregation of competencies or powers that enable  a person  to respond appropriately  to  situations.  Key  competencies  emphasize  “nurturing  education”  and the “holistic development of the student”.

DeSeCo defines competencies from a functionalist perspective. “Competencies” is a dynamic and integrated concept. The project sees competencies as the ability to cope  with  complex  demands,  which  is  broader  than  the  concept  of  knowledge  and skills, and is action-based and context-oriented. The acquisition of competencies is an ongoing, lifelong learning process. (Quoted from Zhang Na, 2019) Key competencies are  something  that  important  to  everyone  and  can  help  individuals  meet  important needs in all areas of life. 

The Ministry of Education（2016）releases the Key Competencies Framework for Chinese Students, which focuses on cultivating a well-rounded human being, and it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。