1 Introduction

The 'Yi Jiao Ke Biao' focuses on cultivating students' moral character, refining the Party's educational policy, and emphasizing the cultivation of students' core literacy through English courses. The course aims to develop core competencies, optimize content structure, and propose a learning activity concept of "combining learning and thinking, and using creativity as the foundation" and an integrated design of "teaching learning evaluation". The revision of the vocabulary follows the core competency orientation, reflecting the curriculum philosophy, objectives, and content requirements, with the aim of enhancing the effectiveness of vocabulary teaching.

2. Basic situation of vocabulary revision

The revision of the vocabulary list in the "Compulsory Education English Curriculum Standards" is based on the six elements of core literacy and curriculum content. The 2011 version of the vocabulary list has been adjusted, with 249 new words added, 56 deleted, 88 Level 5 vocabulary adjusted to Level 2, 2 Level 2 vocabulary adjusted to Level 3, 4 sets of synonyms merged, and 89 words removed to a separate list. The revised vocabulary list consists of 1600 words, including 505 second level vocabulary and 1095 third level vocabulary, aimed at reducing students' learning burden and aligning with high school curriculum standards. Second level vocabulary is usage oriented, while third level vocabulary is primarily based on root words, taking into account students' cognitive development. The revision process extensively solicited opinions, referred to the International Vocabulary List, and encouraged localities to add 100-300 words based on actual conditions.

3 Vocabulary Revision Objectives: Adhere to the Core Competency Orientation

The third chapter of the revised principles and teaching implementation suggestions for the vocabulary list in the "Compulsory Education English Curriculum Standards" emphasizes that the goal of vocabulary list revision is to adhere to the core literacy orientation. Core literacy includes four aspects: language ability, cultural awareness, thinking quality, and learning ability, which permeate, integrate, interact, and develop together. The revision of the vocabulary aims to support the course objectives and reflect the learning characteristics of different stages.

4 Principles for vocabulary revision: Based on the discourse theme, follow the rules of vocabulary learning

Discussed the principles and teaching implementation suggestions for revising the vocabulary list of the "Compulsory Education English Curriculum Standards". The revision principle is based on the discourse theme, follows the rules of vocabulary learning, and aims to promote the development of students' core competencies. The revision of the vocabulary revolves around the six elements of course content: theme, discourse, language knowledge, cultural knowledge, language skills, and learning strategies, which together form the foundation of core competencies. The revision of the vocabulary starts from the theme and covers three major categories: human and self, human and society, and human and nature. It gradually deepens and expands to adapt to the cognitive characteristics of students and the task of cultivating moral character. The revised vocabulary includes newly added and adjusted vocabulary to reflect students' requirements in life, study, interpersonal communication, and other aspects. Vocabulary learning involves not only memorizing words, but also understanding word formation and using words in discourse. The revision of the vocabulary takes into account the characteristics of real life and the times to provide necessary teaching materials. The rules of vocabulary learning have also been incorporated into the revision principles to conform to students' cognitive abilities and language learning characteristics. The arrangement of a vocabulary list has scientific and internal logic, including word selection, difficulty classification, entry setting, and style design, in order to improve learning efficiency and promote students' learning and use of words in specific contexts.

5. Implementation of vocabulary teaching: emphasizing integration, contextuality, and activity

In the paper on the revision principles and teaching implementation suggestions of the vocabulary list in the "Compulsory Education English Curriculum Standards", Chapter Five emphasizes the integration, situationality, and activity of vocabulary teaching implementation. Integrated teaching requires establishing connections between sound, form, and meaning in vocabulary learning, constructing a semantic network of vocabulary, and combining vocabulary knowledge with cultural knowledge. Situational teaching emphasizes learning vocabulary in real contexts and designing teaching activities based on students' life experiences and social backgrounds. Activity based teaching is the core of vocabulary teaching, which promotes the formation of students' core competencies through experiential, practical, and innovative learning activities. For example, through image and chunk learning, teachers can help students understand the different meanings and usages of vocabulary, while promoting the structuring and systematization of vocabulary knowledge through strategies such as mind mapping and semantic web. In situational teaching, teachers can use social hot topics such as campus bullying and environmental behavior to design teaching activities related to vocabulary. Activity based teaching guides students to learn vocabulary through participation and experience through phased teaching design, such as learning comprehension, practical application, and transfer innovation, while focusing on the cultivation of language ability, cultural awareness, thinking quality, and learning ability.

6 Conclusion

The importance of revising the vocabulary list in the "Compulsory Education English Curriculum Standards" was emphasized, and it was pointed out that the revision work should be guided by core competencies and follow the laws of students' cognitive development. Three dimensions of integration, contextuality, and activity were proposed, providing implementation suggestions for English vocabulary teaching. Advocate combining vocabulary teaching with the cultivation of listening, speaking, reading, and writing skills, integrating correct values and key abilities to achieve the educational goals of the curriculum.