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1、The Concept of Key Competence and Its Implementation in English Teaching【Abstracts】This paper analyzes the concept of key competence defined by different international organizations and countries， points out the parallel between the Western key competence and the Chinese “all-round personality”， and
2、 then explores how to reform English teaching in terms of curriculum design， course arrangement and classroom teaching so as to foster key competence in students， or in other words， nurture all-round personality of students. 【Key words】key competence； components； all-round personality； English teach
3、ing 【摘要】本?文通过分析不同国际组织和国家给“核心素养”下的定义而界定了该术语的概念，指出了西方的“核心素养”与我国的“素质型人才”之间的相似之处，并进而探索了如何在课程方案设计、课程内容设置和课堂教学方法等方面进行英语教学改革的问题，以达到培养核心素养的目的。 【关键词】核心素养 成分 素质型人才 英语教学 I. Introduction Nowadays， the new task education faces is how to improve the quality of education to cultivate innovative talents. The best w
4、ay to cultivate innovative talents is to develop something known as “key competence” in every discipline as well as nationwide. At the beginning of the 21st century， the EU introduced the lifelong learning strategy in the field of education and training， and put forward the concept of “key competenc
5、e”. It has since become a reference framework underlying all education goals and policies， and has subsequently triggered curriculum reforms in all EU Member States. Although Chinas research into key competence is still in its infancy， in recent years Chinas education policies have been emphasizing
6、the building of a national character marked by fine qualities and the cultivation of students innovativeness. The National Long-term Education Reform and Development Plan （2010-2020） designates human-centeredness and nurturing of all-round personality as two major goals of education reform so that s
7、tudents can get all-round development. It can be seen that Chinas education reform pursues exactly what EU calls key competence （Dun Jian， 2015：44-47）. II. The Definition of Key Competence What is key competence？ Many countries are now referring to the framework laid down by the OECD project as key
8、competence， EUs lifelong learning objective. The research into key competence sponsored by international organizations has been going on for quite some years. The OECD project and EUs formulation of “lifelong learning key competence” are but a few examples （Chang Shanshan et al， 2015：29-32）. Besides
9、， the UNESCO published a report entitled “To life-long learning ?C what children should learn”. The OECD-financed project proposes three primary components of key competence and nine secondary components. The EU lists eight elements of lifelong learning key competence. Following the humanist traditi
10、on， the UNESCO sets forth a model of seven constituents of key competences. When we compare findings of the OECD-financed project， the EUs eight elements of key competence and UNESCOs seven constituents of key competence， it is not difficult to find that they actually have many shared features. They
11、 all embody the idea that knowledge shouldnt be the only pursuit of education. It should be combined with skills， attitudes and morality， etc. to turn out graduates of all-round personality. In addition to the aforesaid studies into key competence， the United States， and some other countries have al
12、so developed the content and structure of key competence suitable for education in their native countries. The major qualities of the key competence defined by the United States are called “21st-century competence”. After the framework of “21st-century competence” was formulated， the United States k
13、ept updating and refining it until it includes the core curriculum， necessary themes and three major skill areas. III. Proposals about Curriculum Design， Course Arrangement and Classroom Teaching to Foster Key Competence Chinas current “Compulsory Education English Curriculum Standards （2011） ” （“St
14、andards” ） points out that English courses in compulsory education have both instrumental and humanist functions. The “Standards” emphasizes the learning process and integration of all language skills. This is consistent with the concept of key competence. Namely， knowledge， skills， ability and emot
15、ional attitude should all be taken into consideration in the education process. Now that English courses are no longer a mere means to facilitate students second language acquisition， new course design guidelines are needed. 3.1 Two urgent tasks in curriculum design The two urgent tasks in curriculu
16、m design are defining the disciplinary aspect of key competence and integrating different discipline-related key competence in students. Experiences gained through international curriculum design indicate that there are two basic relations between the curriculum and students key competence. That is to say， first， each course has the responsibility of cultivating one aspect of students key competence. Second， different courses have different contribu
