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《英语课程标准》不仅提出知识、技能、能力的要求,还提出了思想情感、道德品格、跨文化交际意识、智力和非智力因素开发等方面的要求,甚至把非智力因素(兴趣、信心、学习习惯、自主学习能力等)放在首位。这一系列的变化足可说明,英语课程教育目标在由单纯传授知识向提高学生全面素质的方向转变。而有些小学生英语学习能力薄弱,英语成绩低下,一上英语课就心情烦躁,思维抑制,继而放弃英语学习,两极分化现象由
The “English Curriculum Standards” not only put forward the requirements of knowledge, skills and abilities, but also put forward the requirements of ideological emotion, moral character, awareness of intercultural communication, development of intellectual and non-intellectual factors, and even put non-intellectual factors (interests, Study habits, self-learning ability, etc.) in the first place. This series of changes is sufficient to show that the goal of English curriculum education by simply imparting knowledge to improve the overall quality of students in the direction of change. However, some primary school students have weak English learning ability and low English achievement. When they attend English class, they feel irritated, inhibited thinking and then give up English learning. The phenomenon of polarization