【正文】Abstract： The new college entrance examination attaches great importance to the cultivation of humanistic literacy. This paper initially discusses the causes of this problem. From the importance of humanistic literacy training， it is necessary to start the fundamental reform from the assessment criteria.
　　Key Words： cultivation， humanistic， literacy， accomplish
　　Humanism originated from the freedom and rational thinking of human ethics， knowledge intelligence and literature and art. Its core is to value people， respect human rights， people's freedom of thought and self-selection. The ongoing curriculum reforms in developed countries reflect the resurgence of humanistic thinking and the emphasis on human development， focusing on the humanity， personality development， basic literacy improvement and sustainable development of students. 
　　First， the current situation of high school English teaching
　　There are very few schools in China that can present humanity in teaching in high school English teaching. Most of the English classes are based on the teacher's explanation of vocabulary and grammar knowledge， followed by listening， speaking， reading and writing these language skills and language knowledge. After class， there is a lot of consolidation. But can these all blame the teacher？ In the back， the remote control teacher is the invisible baton of the final exam， the senior high school entrance exam， and the college entrance examination. These large and small exams are nothing more than listening， single-filling （that is， grammar）， cloze， reading comprehension， essay correction， and writing. These questions are familiar to me when I started learning English from junior high school. This method of assessment makes both teachers and students mistakenly believe that English is composed of vocabulary， grammar， and skills. Doing the problem， writing a simple application， and saying a few words of English is to learn English. Teachers who teach others will be considered a waste of time and a waste of students' brain storage space. Our generation went to college to specialize in English and realized that the language of English is beautiful. English can be appreciated. Only when you know Shakespeare and what is a sonnet， you know what the rest of the English-speaking world is like.  We started to get in touch with English from junior high school. Some places started from elementary school. For a language， do we have to study its grammar vocabulary for 6 or even 12 years to get to know and understand the language？ 
　　Second， the humanities flash of the new high school English course
　　With the implementation of the new curriculum， we are delighted to see revolutionary changes in the new curriculum standards for high school English， and more attention has been paid to the humanistic qualities of students' learning strategies， emotional attitudes， and cultural awareness. This is also reflected in the preparation of the current high school English teaching version of experimental textbooks. Such as compulsory 1 Unit 1， it discusses friends and friendship， initially involved in the handling of interpersonal relationships. The article “Annie's Diary” was chosen for the students to have a preliminary understanding of the work， and thus to know some historical backgrounds about World War II. I remember telling them “Schindler's list” when they talked about it， talking about the concentration camp， and asking them to carefully appreciate the beautiful words written in “Annie's Diary” and ask them to try to translate them. The students are very novel and very interested. Another example is the design of Unit 5 Nelson-Mandela ─ a modern hero inside Warming up and Pre-reading. I think it is well designed： 
　　What are the qualities you should find in a great person？  Who do you think is a great person？  What qualities do you have？  Most of the great people are also important people. But important people may not also be great people. 
　　The design of these open questions can develop students' critical thinking skills and innovative spirit. These are the humanities of English teaching， because critical thinking is also one of the components of the humanities. 
　　Third， confusion and reflection
　　It can be said that the implementation of the new curriculum is already “there is a law to follow”， but is it not “there is a law to rely on”？ I encountered the following problems when I personally implemented the new course： 
　　1. Most teachers and students don't pay attention 
　　Since our school is an ordinary high school， the level of students is poor. It is usually necessary to find out some of the contents of the textbooks. Speaking a little about human knowledge or arranging some group assignments is considered a waste of time by students. Some students have asked me： “Teacher， I admit that you have not heard a lot of knowledge about class. It is very useful. We are very happy to have classes like this， but you also have some homework tests that we have to do. No test， what is the use of learning？ It is better to focus more on the topic and talk about the topic. ”Many teachers also think that it is better to analyze the grammar and to do more questions for the students. Even the school itself is reading the test results. The education in this area is neglected， so the cultivation of the human spirit has not seen the dawn.” 
　　2. The cultivation of humanistic quality calls for new forms of assessment
　　What is the root cause of this problem？ In the final analysis， it is the question of the assessment criteria. Although the “high school curriculum standard” proposed “providing multiple choices and adapting to individual needs” highly praises humanism and reflects the humanity of high school English courses， but the facts do not look like this from the test form of test learning. The concept is in line. No matter what students end up， they are all exams. There is no education department that specializes in designing a question for each student that suits his characteristics. A test-taking mechanism for lifelong examinations makes it difficult for students to take English learning as a kind of enjoyment， or to immerse themselves in the chore of backing up language， remembering words， and doing test questions. Why is there still an English education that ignores the humanistic spirit for language and language？ It is the status quo of the new curriculum standard and the separation of evaluation in high school English. 
　　Fourth， the conclusion
　　The essence of education is to teach and educate people， to train people， to develop students from a natural person into a society， that is， the complete person of socialist construction with humanistic spirit. This is a task that no discipline can evade. If the emotional attitude， learning strategy and cultural awareness proposed by the new curriculum standard can not be truly embodied in the evaluation system， if it is still out of reach with reality， then it will always be a piece of paper. How can we realistically implement the cultivation of humanistic literacy into the new curriculum？ This is a question that every educator must think about.