| Abstract:In China, it is know that "when learned English, it means that we have opened the Window of the World." Our country attaches great importance to English education, but "foreign language teaching consumes more time but produces fewer results""deaf-mute English" and "high score but low-energy" phenomenon is still a popular phenomenon in current society of China. To master a language, the most important thing is to be able to use the comprehensive skills in listening, saying, reading, and writing. Secondary English plays the role of connecting the primary and the college, which is the core stage of learning English. Therefore, in the period of secondary school, we should put special emphasis on language skills training. We need to start from goals of secondary school English language skills goals to develop the language skills. There are many kinds of ways to study secondary school English language skills, and we just use the education historiography method to learn lesson from past and make the past serve the present. We Use this method to find objective historical experiences and lessons in middle school English language skills and find the law of the secondary school English language skills goals, in order to provide direction and theoretical basis for the future establishment of secondary school English language skills goals. It also can enhance people’s awareness of our country secondary school English language skills goals. According to the change of the content of language skills in the middle school English syllabus or curriculum standards, language skills goals in1978-2013can be divided into the several following stages:The first stage is from1978to1985. With the opening and reform policy being carried out and the reconstruction of the education, it focuses on training reading and translation abilities. The characteristics of language skills goals are as follows:they focus on cultivation of reading ability and self-study ability; the goals are brief and highlight the ability of translation; and it pays attention to grammar teaching. However, these skills goals are fuzzy and general, ignoring the language pragmatic competence.The second stage is from1986to1986. With the deepening of reform and opening-up and the "Four Haves" put forward, it focuses on cultivating a preliminary communication. Language skills goals make the initial use of English ability, focusing on hearing and speaking and adding the functional-notional project as their features. But language skills goals are not comprehensive, their links are not strong and ignoring the ability to read and write.The third stage is from1992to2000. With the development of economic globalization and the rise of quality-oriented education, it focuses on cultivating the communicative ability. Language skills goals mainly are to cultivate communicative competence and attach great importance to the overall quality; expand the language input; and Increase communication and topics. However, Language input and output does not come to balance, and the syllabus ignores the function.The fourth stage is from2001to2013. With information technology and human resource development are putting forward, it needs to develop comprehensive skills. The characteristics of language skills goals are as follows:to cultivate students’comprehensive language using ability; the goals are divided into nine grades, and highlight "what can to do"; master the "four aspects", and develop various aspects of abilities. The goals lateral connection is weak, and the skills goals are fragmented. We can also know that language knowledge arms are "complicated, difficult, partial, and old".Therefore, in the future design of curriculum standard, we need to enhance horizontal integration and connect with other disciplines, while we also need to develop vertical cohesion. Finally, we should pay attention to the goal of flexibility to prevent the target fragmentation. |
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