The English test paper for the national college entrance examination in 2025 was truly impressive. With its three distinct features - "value guidance, thinking advancement, and realistic scenarios", it not only set a new benchmark for talent selection, but also served as a guiding light, illuminating the path that English teaching should follow - shifting from focusing solely on knowledge points in the past to truly paying attention to the comprehensive growth of students. This test paper is actually asking us: What exactly can English classes bring to students? To answer this question, we must first understand the educational philosophy hidden within the test paper, and then figure out how to implement it in the classroom.
2025年全国高考I卷英语试题，让人眼前一亮。它用“价值引领、思维进阶、情境真实”这三个鲜明的特点，不仅划出了人才选拔的新刻度，更像一盏灯，照亮了英语教学该走的路——从过去盯着知识点讲，转向真正关注学生的全面成长。这份试题其实在问我们：英语课，到底能让学生收获什么？要回答这个问题，就得先读懂试题里藏着的育人思路，再琢磨怎么把它落到课堂里。
1. The educational wisdom in the test questions: It goes beyond mere examination; it also serves as a guide.
The college entrance examination papers are never merely "assessment tools"; they subtly convey the message of "what kind of person should be cultivated". This 2025 exam paper has made this message very clear.
Value-driven: Let culture and responsibility grow naturally
This is by no means just empty slogans; instead, it integrates the sense of patriotism for the country and a global perspective into the article. For instance, in the reading section, when it talks about the practice of garbage classification in rural areas of China, it not only enables students to see our local wisdom, but also naturally leads them to think that this is a common issue for all humanity. In the grammar filling section, the collision between traditional paper-cutting art and modern design, while testing the tenses of verbs, also makes people unconsciously reflect on "how can old skills regain their vitality". This reminds us that teaching English should not merely focus on "how to spell 'recycle'", but can allow students to talk about the environmental protection practices in their hometowns in English, and then compare with foreign experiences. Gradually, they will understand that "the community of mankind" is not just empty words.
一、试题里的育人巧思：不止于考，更在于导
高考试卷从来都不只是“测试工具”，它悄悄传递着“该培养什么样的人”的信号。2025年的这张卷子，把这个信号放得很清晰。
价值引领：让文化与责任自然生长
这绝不是空喊口号，而是把家国情怀和全球视野揉进了文章里。比如阅读中讲中国乡村垃圾分类的实践，既让学生看到咱们本土的智慧，也自然联想到这是全人类共同的课题；语法填空中，传统剪纸艺术与现代设计的碰撞，在考查动词时态的同时，也让人不自觉地思考“老手艺如何焕发新生”。这就提醒我们，教英语不能只停留在“recycle怎么拼”，可以让学生用英语说说家乡的环保做法，再对比国外的经验，慢慢就会明白“人类命运共同体”不是一句空话。
Thinking Advancement: From "Finding Answers" to "Thinking of Solutions"
In the past, when doing reading comprehension questions, many times we just "copied the answers" from the text. But now it's different. The test questions force students to think deeper. For example, there was an article about the management problems of shared bikes in cities. The questions ranged from "What troubles are we currently facing?" to "Why was such a policy introduced?" and even asked students to speculate on "What improvements might be made next?". This means that in class, we can no longer be satisfied with "standard answers". I tried organizing debates in the class, having students discuss in English "Will artificial intelligence replace translation?" Even if they spoke haltingly, it was more meaningful than rote memorization of "Technology changes life" - at least they began to think independently.
Contextual authenticity: Make language more grounded.
In the listening section, international students consult about health preservation methods at the traditional Chinese medicine clinic. In the writing part, one needs to design an autumn festival activity plan for the international student association. These scenarios are so realistic! They seem like things that students might actually encounter one day. Last year, I led my students to conduct an "English Tour Guide for Campus Open Day" activity. The children had to research beforehand and answer various questions from parents on the spot. Afterward, they all said, "It turns out that English can really come in handy." Compared to blindly doing multiple-choice questions, this kind of practice enables students to truly feel that language is not just symbols on a page, but a tool that can solve practical problems.
思维进阶：从“找答案”到“想办法”
以前做阅读题，不少时候是从文章里“抄答案”；现在不一样了，试题逼着学生往深了想。比如有篇讲城市共享单车管理难题的文章，问题从“现在遇到了什么麻烦”，问到“为什么出台这样的政策”，甚至让学生推测“下一步可能怎么改进”。这就意味着，课堂上不能再满足于“标准答案”了。我试过在班里组织辩论，让学生用英语讨论“人工智能会不会取代翻译”，哪怕说得磕磕绊绊，也比死记硬背“technology changes life”有意义——至少他们开始独立思考了。
情境真实：让语言接上“地气”
听力里，留学生在中医馆咨询养生方法；写作中，要给国际学生社团设计中秋活动方案。这些场景多真实啊，就像学生某天可能真会遇到的事。去年我带学生做过“校园开放日英文导览”，孩子们得提前查资料，现场还要应对家长的各种问题，回来后都说“原来英语真能派上用场”。比起闷头做选择题，这种实践能让学生真切感受到：语言不是书本上的符号，是能解决实际问题的工具。
II. The Breakthrough Point for Teaching Transformation: All Three Elements - Content, Method, and Evaluation - Are Changed Together
If the direction of the test is clear, then the teaching methods must change accordingly. The key is to break away from the old approach of "circling around the test points", and to re-examine everything from what to teach, how to teach, to how to evaluate.
Revised content: From "Dispersed Knowledge Points" to "Socio-Cognitive Chain"
The textbook is just a starting point. Teachers need to learn to "use the textbook to teach", rather than "teach the textbook". For example, around the core topic of "cultural inheritance", several sections can be combined: first, read several English articles introducing traditional festivals (input), then have students tell a family story to a foreign pen pal in English (output), and finally try to write an English introduction for a local intangible cultural heritage inheritor (practice). I also took students to the old vinegar factory in the suburbs, asking them to record the master's craftsmanship in English and then organize it into a short article. This way of learning makes the content closely related to life and students can remember it better.
Method Innovation: From "Teacher's Lecture" to "Student's Action"
Language skills are not acquired by simply listening; they are developed through practical use. It might be helpful to adopt "project-based learning": for instance, have students work in groups to develop a "class library renovation plan", discussing the plan in English, writing an application, and communicating with the school staff. During this process, they might argue vehemently over an opinion and have to explain their reasoning in English; if the data is incorrect, they also need to explain how to correct it in English. Although these tasks seem small, the language skills, logical thinking, and teamwork involved are the core competencies that the tests aim to assess. I also use mind maps to help students organize the ideas in argumentative essays, and use "list of advantages and disadvantages" to analyze social phenomena, so that this intangible "thinking" can be touched upon and practiced.
二、教学转型的突破口：内容、方法、评价一起变
试题的方向明了，教学就得跟着转。关键是要跳出“围着考点转”的老路子，从教什么、怎么教到怎么评价，都得重新琢磨。
内容重构：从“零散知识点”到“素养链条”
教材只是个起点，老师得学会“用教材教”，而不是“教教材”。比如围绕“文化传承”这个核心，可以把几部分内容串起来：先读几篇介绍传统节日的英文文章（输入），再让学生用英语给外国笔友讲个家族老故事（输出），最后试着给本地非遗传承人写个英文简介（实践）。我还带学生去过城郊的老醋坊，让他们用英语记录老师傅的手艺，回来整理成短文。这样学，内容贴着生活，学生记得也牢。
方法创新：从“老师讲”到“学生做”
语言能力不是“听”会的，是“用”会的。不妨多试试“项目式学习”：比如让学生分组做“班级图书角改造计划”，用英语讨论方案、写申请书、跟校工沟通。过程中，他们可能为了一个观点争得面红耳赤，得用英语讲道理；数据算错了，也得用英语解释怎么修正。别看事小，里面用到的表达能力、逻辑思维、团队协作，都是试题想考的核心素养。我还会用思维导图帮学生梳理议论文的思路，用“优缺点清单”分析社会现象，让“思维”这个看不见的东西，能被摸到、能被练到。
评价改革：从“一张分数单”到“成长全记录”
判断学生学得好不好，不能只看期末那一个分数。我班上有个“成长袋”，里面放着学生的项目报告、课堂辩论的录音、改了又改的作文草稿，甚至还有他们自己写的反思：“今天用英语跟外教聊天，没听懂他的笑话，下次得大胆问一句”。评价写作时，我不光看句子对不对，更看他有没有从“东一句西一句”变得“条理清晰”；评价口语时，也不光听发音准不准，还看他能不能听懂对方的话、会不会礼貌回应。这样的评价，才真正能帮到学生“会用英语”。
III. The New Role of Teachers: From "Teacher" to "Guide of Growth"
The teaching model needs to undergo a transformation. The role of teachers must change first. They can no longer be mere "knowledge transporters"; instead, they should become "guiders" and "companions" for students' growth.
Be the "designer" of the course, rather than the "repeater" of the textbook.
The materials in the test are diverse, covering aspects such as life, technology, and culture. The teacher needs to extract themes that can nourish students from these materials. For example, when reading an article in the test about "an elderly person recording rural life through short videos", I extended the design to create a lesson titled "Yearning in the Digital Age", asking students to shoot a vlog of their hometown in English and add a narration. This not only improved their language skills but also deepened their feelings for their hometown. This requires us to pay more attention to the things around us and social hotspots, and bring fresh materials into the classroom.
Act as a "catalyst" for thinking, rather than a "wholesaler" of answers.
In class, we should ask less "What does this word mean?" and more "How do you understand this sentence?". When analyzing the article about "Teenagers' Internet Addiction", I would guide the students to think: "The author says 'Online communication makes people become indifferent', what examples did he give?" "If your friend always plays with his mobile phone, how would you persuade him in English?" I even deliberately put some "cultural traps" in the translation exercises, such as asking students to figure out why it is inappropriate to say "giving a clock to an elder" in English. Through correcting mistakes, we gradually cultivate their cross-cultural thinking.
Be a lifelong "learner" rather than an "old-fashioned" person who clings to past experiences.
Today's students are exposed to so many different things that teachers who don't keep up with the latest developments will fall behind. I learned from young teachers how to use AI to generate reading materials of different difficulty levels, taking into account the varying abilities of different students. I also tried to analyze students' wrong answers using data, realizing that they always made mistakes in "logical connectives", and then specially designed exercises. More importantly, I spent a lot of time chatting with students, listening to what they like such as e-sports, Chinese trends, and the metaverse. All these can become lively materials in the classroom, making the lessons more engaging.
Conclusion: Make English teaching a "bridge" for education
The changes in the 2025 college entrance examination English test are actually calling for a more empathetic and profound English education. It doesn't merely teach vocabulary and sentence structures; it also imparts a perspective on viewing the world, the ability to express oneself, and the awareness of taking responsibility. When our teaching truly shifts from "teaching knowledge" to "cultivating qualities", what students learn will not only be the skills to pass the exam, but also the abilities that they can carry with them for a lifetime: the ability to tell Chinese stories in English, the ability to understand the complex world with their minds, and the ability to participate in global affairs through actions. This is the most anticipated educational vision behind the college entrance examination reform.
三、教师的新角色：从“教书匠”到“成长引路人”
教学要转型，老师的角色首先得变。不能再当“知识点搬运工”，得成为学生成长的“引路人”和“同行者”。
做课程的“设计师”，而不是教材的“复读机”
试题里的素材五花八门，生活、科技、文化都有，老师得从中提炼出能滋养学生的主题。比如读到试题中“老人用短视频记录乡村生活”的文章，我就延伸设计了“数字时代的乡愁”主题课，让学生用英语拍一段家乡vlog，配上解说，既练了语言，又加深了对家乡的感情。这就要求我们多留心身边事、社会热点，把鲜活的素材带进课堂。
做思维的“催化剂”，而不是答案的“批发商”
课堂上要少问“这个词是什么意思”，多问“你怎么理解这句话”。分析“青少年网络成瘾”的文章时，我会引导学生想：“作者说‘线上交往让人变冷漠’，他举了哪些例子？”“如果你的朋友总玩手机，你会用英语怎么劝他？”我甚至故意在翻译练习里放些“文化陷阱”，比如让学生发现“给长辈送钟”用英语说出来为啥不妥，在纠错中慢慢培养他们的跨文化思维。
做终身的“学习者”，而不是经验的“守旧者”
现在的学生接触的东西太杂了，老师不学习肯定跟不上。我跟着年轻老师学过用AI生成不同难度的阅读材料，照顾到不同学生的水平；也试着用数据分析学生的错题，知道他们在“逻辑连接词”上总出错，就专门设计练习。更重要的是多跟学生聊，听他们说喜欢的电竞、国潮、元宇宙，这些都能变成课堂上的鲜活素材，让课上得有生气。
结语：让英语教学成为育人的“桥梁”
2025年高考英语试题的变化，其实是在呼唤一种更有温度、更有深度的英语教育。它教的不只是单词句型，更是一种看世界的眼光、一种表达自己的能力、一种担当责任的意识。当我们的教学真的从“教知识”转到“育素养”，学生学到的就不只是应付考试的技巧，更是能带着走一辈子的本事：能用英语讲好中国故事，能用脑子看懂复杂世界，能用行动参与全球事务。这，才是高考改革背后，最让人期待的育人图景。
《红东方英语》高考命题研究中心
