語(yǔ)言教學(xué)中的課程設(shè)計(jì)

前言

　　Like many language teaching professionals， I entered the field of languageteaching as a classroom teacher， anticipating that as I accumulated experi-ence and professional knowledge， I would become a better teacher. As manyothers have discovered， however， I soon came to realize that being an ef-fective teacher meant much more than becoming a more skillful and knowl-edgeable classroom practitioner. It meant learning how to develop and adaptmaterials， to plan and evaluate courses， to adapt teaching to students needs，and to function within an institutional setting. It became clear that effectiveteaching was dependent on understanding the context for teaching， theneeds of teachers and learners， the careful planning of courses and materi-als， as well as the monitoring of teaching and learning. In short， it was nec-essary to try to understand teaching as a part of an interrelated set of factorsand processes that are often referred to as curriculum development.　　This book seeks to describe and examine the processes of curriculum de-velopment in language teaching in order to acquaint language teachers andteachers-in-training with fundamental issues and practices in language cur-riculum development. Curriculum development is an essentially practicalactivity since it seeks to improve the quality of language teaching throughthe use of systematic planning， development， and review practices in all as-pects of a language program. The book tries to provide as many examplesas possible of how some of the practical problems in language program de-velopment have been addressed by practitioners in many parts of the world.At the same time， the practices employed in developing and renewing lan-guage programs themselves reflect ongoing theories and developments inlanguage teaching pedagogy， second language acquisition theory， educa-tional theory， and related fields; hence the book also seeks to highlight im-portant theoretical issuesthat can have a significant impact on language cur-riculum practices.

內(nèi)容概要

　　隨著對(duì)語(yǔ)言教學(xué)的深入研究，人們逐漸認(rèn)識(shí)到，語(yǔ)言教學(xué)并非應(yīng)用語(yǔ)言理論的簡(jiǎn)單實(shí)踐，而是與教學(xué)相關(guān)的多種要素的綜合反映。一個(gè)建立在課程設(shè)計(jì)基礎(chǔ)上的語(yǔ)言教學(xué)觀是非常必要的。　　本書(shū)通過(guò)豐富的教學(xué)應(yīng)用實(shí)例介紹了課程設(shè)計(jì)中的以下環(huán)節(jié)： 需求分析、對(duì)教學(xué)環(huán)境的分析、教學(xué)目標(biāo)的設(shè)定、教學(xué)大綱的設(shè)計(jì)、教材的開(kāi)發(fā)和修訂、課程評(píng)估。

作者簡(jiǎn)介

　　Jack C. Richards 是一位著名的語(yǔ)言教育專(zhuān)家，有30余年的英語(yǔ)教學(xué)研究和實(shí)踐經(jīng)驗(yàn)，能充分理解教師的實(shí)際需要，這一點(diǎn)在本書(shū)的敘述方式、章節(jié)安排和思考題的設(shè)計(jì)上均有體現(xiàn)。

書(shū)籍目錄

Series editors prefacePreface1　The origins of language curriculum developmentHistorical backgroundVocabulary selectionGrammar selection and gradationAssumptions underlying early approaches to syllabus designDiscussion questions and activitiesAppendix 1　Entries from A General Service List of English WordsAppendix 2　Entries from Cambridge English LexiconAppendix 3　Part of an early English grammatical syllabusReferences2　From syllabus design to curriculum developmentThe quest for new methodsChanging needs for foreign languages in EuropeEnglish for specific purposesNeeds analysis in ESPCommunicative language teachingEmergence of a curriculum approach in language teachingDiscussion questions and activitiesAppendix 1　Example of scientific writingAppendix 2　Words found often in academic reading materialsReferences3　Needs analysisThe purposes of needs analysisWhat are needs?The users of needs analysisThe target populationAdministering the needs analysisProcedures for conducting needs analysisDesigning the needs analysisMaking use of the information obtainedDiscussion questions and activitiesExamples of needs analysesAppendix 1　Designing a questionnaireAppendix 2　Needs analysis questionnaire for Cantonese learnersAppendix 3　Needs analysis questionnaire for non-English-background studentsReferences4　Situation analysisSocietal factorsProject factorsInstitutional factorsTeacher factorsLearner factorsAdoption factorsProfiling the factors identified in the situation analysisDiscussion questions and activitiesAppendix 1　Situation analysis profileAppendix 2　Matrix for identifying factors in curriculum renewal processReferences5　Planning goals and learning outcomesThe ideology of the curriculumStating curriculum outcomesNonlanguage outcomes and process objectivesDiscussion questions and activitiesAppendix 1　Behavioral objectivesAppendix 2　Listening and conversation skillsAppendix 3　ESOL standards for grades 4-8References6　Course planning and syllabus designThe course rationaleDescribing the entry and exit levelChoosing course contentDetermining the scope and sequencePlanning the course structurePreparing the scope and sequence planDiscussion questions and activitiesAppendix 1　Proficiency descriptions for the domain of speakingAppendix 2　Description of performance levels; writingAppendix 3　Band descriptors for oral interaction skillsAppendix 4　Grammar items and their sequence in a first-year English courseAppendix 5　Threshold level syllabusAppendix 6　Skills syllabus for listening and speakingAppendix 7　Designing a course from textsAppendix 8　A unit from Passages 1Appendix 9　Part of the scope and sequence chart from New Interchange, vol. 1References7　Providing for effective teachingThe institutionThe teachersThe teaching processThe learning processDiscussion questions and activitiesAppendix 1　Institutional mission statementAppendix 2　Best practice in English language teachingAppendix 3　Assessment criteria for teaching practiceAppendix 4　Checklist for evaluating a teachers lessonAppendix 5　Qualities and competencies of a good English teacherAppendix 6　Self-evaluation of a teachers lessonAppendix 7　Student appraisal formAppendix 8　Peer appraisal formReferences8　The role and design of instructional materialsAuthentic versus created materialsTextbooksEvaluating textbooksAdapting textbooksPreparing materials for a programManaging a materials writing projectMonitoring the use of materialsDiscussion questions and activitiesAppendix l　Guidelines for developing reading activitiesAppendix 2　Checklist for evaluation and selection of course booksAppendix 3　Case study of materials development projectReferencesApproaches to evaluationPurposes of evaluationFormative evaluationIlluminative evaluationSummative evaluationIssues in program evaluationProcedures used in conducting evaluationsDiscussion questions and activitiesAppendix　Examples of program evaluationsReferencesAuthor indexSubject index

章節(jié)摘錄

　　The goal of needs analysis is to collect information that can be used to de-velop a profile of the language needs of a group of learners in order to beable to make decisions about the goals and content of a language course.However, other factors apart from learner needs are relevant to the des!gnand implementation of successful language programs. Language programsare carried out in particular contexts or situations. Clark (1987, xii) com-ments:　　A language curriculum is a function of the interrelationships that hold betweensubject-specific concerns and other broader factors embracing socio-politicaland philosophical matters, educational value systems, theory and practice incurriculum design, teacher experiential wisdom and learner motivation. Inorder to understand the foreign language curriculum in any particular contextit is therefore necessary to attempt to understand how all the various influencesinterrelate to give a particular shape to the planning and execution of theteaching/learning process.　　The contexts for language programs are diverse and the particular variablesthat come into play in a specific situation are often the key determinants ofthe success of a program. Some language curricula are planned for centrallyorganized state school systems where a great deal of direction and supportfor teaching is provided. Others take place in settings where there are lim-ited human and physical resources. Some proposals for curriculum changeare well received by teachers, but others may be resisted. In some situations,teachers are well trained and have time available to plan their own lessonmaterials. In other situations, teachers may have little time for lesson plan-ning and materials production and simply teach from their textbooks. Eachcontext for a curriculum change or innovation thus contains factors that canpotentially facilitate the change or hinder its successful implementation(Markee 1997). It is important, therefore, to identify what these factors areand what their potential effects might be when planning a curriculumchange (Bean 1993). Pratt (1980, 117) observes:

編輯推薦

　　《語(yǔ)言教學(xué)中的課程設(shè)計(jì)》通過(guò)豐富的教學(xué)應(yīng)用實(shí)例介紹了課程設(shè)計(jì)中的以下環(huán)節(jié)：　　需求分析、對(duì)教學(xué)環(huán)境的分析、教學(xué)目標(biāo)的設(shè)定、教學(xué)大綱的設(shè)計(jì)、教材的開(kāi)發(fā)和修訂、課程評(píng)估。

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