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高考评价体系的基本内涵是“一核”“四层”“四翼”。其中，“一核”为考查目的，即“立德树人、服务选才、引导教学”，是对素质教育中高考核心功能的概括，回答“为什么考”的问题；“四层”为考查内容，即“核心价值、学科素养、关键能力、必备知识”，是素质教育目标在高考中的提炼；“四翼”为考查要求，即“基础性、综合性、应用性、创新性”，是素质教育的评价维度在高考中的体现，回答“怎么考”的问题。
语言能力：指在社会情景中，以听、说、读、看、写等方式理解和表达意义的能力，以及在学习和使用语言的过程中形成的语言意识和语感。文化意识：指对中外文化的理解和对优秀文化的认同，是学生在全球化背景下表现出的跨文化认知、态度和行为取向。思维品质：指思维在逻辑性、批判性、创新性等方面所表现出的能力和水平。学习能力：指学生运用和主动调试英语学习策略、拓宽英语学习渠道、努力提升英语学习效率的意识和能力。
学科素养是学生在面对生活实践或学习探索问题时，能够在正确的思想价值观念指导下，运用科学的思维方式，有效地整合学科相关知识，运用学科相关能力，高质量地认识问题、分析问题和解决问题的综合品质。高考中的学科素养融汇国家课程标准中的核心素养要求和高校人才选拔要求中的素养内涵。
高中英语科的学科素养包括交际、学习和思辨3项指标：交际素养指在相对熟悉或不熟悉的主题语境中，使用英语与来自不同文化背景的人进行书面和口头交流并达到交际目的的意识和能力；学习素养指在相对简单或复杂的主题语境中，运用多种策略学习英语，并使用英语学习新知识、新技能、新思维方法等的意识和能力；思辨素养指在使用英语进行交际或学习时，独立思考与判断，运用科学的思维方式发现问题、分析问题并解决问题的意识和能力。
 
T for teacher; P for principleT: Oh, sorry, principle. I didn’t see you.P: I understand you had an issue yesterday with parents about our student .T: It did get a little crazy.P: When things get out our hand, I really need you let me know about it.T: Sure. So how do you want to handle it?P: I think you can apologize.T: What? His mother hit me.P: I understand you told Danny he had a wrong answer on his test.T: He did have a wrong answer on his test.P: It’s not our job to tell our students when he is right or wrong. T: This is exactly what our job is.P: Parents don't want your ramming your biased views down their kids throats. T: That's not biased. That's how math works. P: You know, it doesn't work. Your attitude, but maybe I can explain this in math terms so you can understand. If you took all the kids in this classroom and divided them by zero, that's exactly the amount of respect you're giving them. Something you'd like to say. T: You can't divide a number by zero and then get zero.P: So now I'm stupid. Some crazy administrator doing paperwork while you're superstar teachers that change the world.1) I understand .../I know.../ I learn.../ I heard.../ I was told.../ It is said...
2) have an issue with../ get out of hand/ ramming your biased views their kids throats3) He did have a wrong answer on his test.4) This is exactly what our job is.1) What do you know about the diffentces between China's education system and America's?
2) How would the same prolem possily solved if it happened to you and your parents?1) Why is the short vedio named "alternative math"? Do you like the title? If you were to name a new one fot it, what would be your choice?
2) What do you think would be the result in the end?
老师们，针对Activity 3，从培养学生面对与学科相关的生活实践或学习探索问题情境时，有效地认知问题、分析问题、解决问题的角度，我们能再思考一下怎么设计具有综合性、关联性和实践性特点的英语学习活动使学生通过学习理解、应用实践、迁移创新等一系列融语言、文化、思维为一体的活动，发展多元思维和批判性思维，提高英语学习能力和运用能力吗？
从高考评价体系，说英语科关键能力培养（上）
从学讲故事说英语学习（上）
从学讲故事说英语学习（下）
33问禹海军老师《高考英语备考教学中的学生观》
一匹想要皮鞭的小马
从契科夫的叔叔养猫说起
一篇文章引发的基于阅读教学中的文本解读的思考
【中考备考】基于情境的中考英语完形填空语篇教学的探究及案例
也说学习和教学中的“啐啄同机” 基于“放羊理论”的教学实践-课前篇
禹海军老师“放羊理论”再思考 跟着主席学写英语书信 如果喜欢，辛苦点击一下文末右下角的“在看”。感谢
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