Research on the Development Path of Junior High School English Teachers’ Core Literacy under the New Curriculum Standard

Abstract

The 2022 Edition of Compulsory Education English Curriculum Standard has formally established a core literacy-oriented English education system, defining four core literacy goals: linguistic competence, cultural awareness, thinking quality, and learning ability. It has transformed junior high school English teaching from the traditional knowledge-based orientation to a literacy-based orientation. As the core subject of curriculum implementation, classroom teaching and literacy cultivation, teachers’ core literacy directly determines the implementation effect of the new curriculum standard and the quality of students’ literacy development. At present, junior high school English teachers still have prominent deficiencies in conceptual cognition, teaching practice, evaluation capability and comprehensive literacy, which fail to meet the requirements of the new curriculum reform. Based on the core concepts of the new curriculum standard, this paper defines the connotation of junior high school English teachers’ core literacy, analyzes the practical dilemmas in teachers’ professional development, and explores feasible development paths from five dimensions: concept innovation, classroom teaching empowerment, evaluation transformation, teaching research optimization and digital empowerment. It provides theoretical references and practical implications for the professional growth of junior high school English teachers and the high-quality development of English classroom teaching.