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vements and academic achievements, ignoring the development of students’ emotional attitude, ideology and morality, social responsibility and so on. Therefore, teachers must change their ideas of teaching evaluation and take the development of students’ key competencies as the primary starting point and foothold of teaching. 

Chapter 2  Literature Review

2.1  Key Competencies

The key competency is a concept born under the background of new challenges posed to people in the new era, and it is also one of the significant concepts for conducting education reform in China (Zhong, 2016). Key competencies are characterized by times, comprehensiveness, cross-domain and complexity. Developing students’ key competencies should be based on the Party’s educational policy. It emphasizes cultivating students’ requisite character and key competencies to satisfy with the demands of lifelong learning and social development, cultivating students into all-round development people and improving the core competitiveness of national talents (Cui, 2016).

2.1.1  Definitions of Key Competencies

Key competency research group (2016) pointed out key competencies concern three dimensions, which are comprehensively expressed as six major competencies and specifically refined into eighteen basic points. Three aspects refer to cultural foundation, independent development and social participation. The six competencies are humanistic heritage, scientific spirit, learning to learn, healthy life, responsibility and practical innovation. The eighteen basic points include humanistic accumulation, humanistic feelings, aesthetic taste, rational thinking, critical questioning, courage in exploration, love to learn, diligence in reflection, information awareness, cherishing life, sound personality, self-management, social responsibility, national identity, international understanding, labor awareness, problem solving and technology application.

2.2  English Classroom Teaching Evaluation

This section mainly combs English classroom teaching evaluation, including the definitions and functions of English classroom teaching evaluation.

2.2.1  Definitions of English Classroom Teaching Evaluation

Interpretation of English Curriculum Standards for General High School points (2017 Edition, 2020 Revision) points out that classroom teaching evaluation refers to the evaluation activities of the objects that appear in the process of classroom teaching, including teaching and learning, and is an important means to promote students’ growth, teachers’ development and improve the quality of classroom teaching. Teaching evaluation is the process of studying the value of teachers’ teaching and students’ learning, and it is also the evaluation of students’ learning effect and teachers’ teaching process (Xing ＆ Tian, 2020).

Zhou Qian (1997) thought that classroom teaching evaluation was based on teachers’ classroom teaching, and made objective measurement and value judgment on the process and effect of teaching and learning. Lu Litao, Liang Wei and Shen Qian (2012) believed that the connotation of classroom teaching evaluation had three points. Firstly, classroom teaching evaluation was fundamentally a value judgment. Secondly, classroom teaching evaluation mainly involved three aspects, namely, teachers’ teachin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。