課堂教學(xué)決策

內(nèi)容概要

　　《外語教學(xué)法叢書之3：課堂教學(xué)決策》的書名是《課堂教學(xué)決策》，但是《外語教學(xué)法叢書之3：課堂教學(xué)決策》并不是討論教師如何作出“課堂教學(xué)決策”，而是闡述如何使學(xué)生參與“課堂教學(xué)決策”，由此引出一個(gè)近年來在外語教學(xué)中出現(xiàn)的一個(gè)概念，即語言教學(xué)中的“協(xié)商”（negotiation）的定義是什么、如何實(shí)現(xiàn)教師和學(xué)生在外語學(xué)習(xí)中的“協(xié)商”、在“協(xié)商”過程中會(huì)出現(xiàn)什么問題、如何解決這些問題等?！　”緯菄@上述問題的探討而收集的一部論文集，匯集了近二十位語言教學(xué)研究方面的資深教授和專家的論文。本書主編M.P.布雷恩（M.P.Breen）是蘇格蘭斯特靈大學(xué)的語言教育學(xué)教授及英語語言教學(xué)中心主任，另一位主編A.利特爾約翰（A.Littlejohn）目前任教于倫敦大學(xué)教育學(xué)院，已編輯出版多部教材?！　”緯占?8篇論文，第一篇首先詳述了課堂教學(xué)中“協(xié)商”這一概念的起源，追溯了語言教學(xué)交際法、合作性的語言學(xué)習(xí)的價(jià)值、以學(xué)習(xí)者為中心的理念、自主學(xué)習(xí)和學(xué)生參與課堂教學(xué)決策等教學(xué)原理的發(fā)展。本章也概述了強(qiáng)調(diào)學(xué)習(xí)過程的教學(xué)大綱的基本框架，及其如何在課堂教學(xué)中實(shí)踐的有關(guān)問題。

書籍目錄

ContributorsAcknowledgementsIntroduction and overview1 The sigruficance ofnegotiationPart 1 Accounts of practice in primary and secondary schools Overview2 Negotiated evaluation in a primary ESL context3 Negotiating assessment with secondary-schoolpupils4 Introducing negotiation processes: an experiment with creative project work5 We do what we like': negotiated classroom work with Hungarian children6 Is a negotiated syllabus feasible within a national curriculum?7 Refining negotiated classroom work in a Spanish secondary schoolPart 2 Accounts of praaice in tertiary institutions Overview8 Negotiation in tertiary education: clashes with the dominant educational culture9 Syllabus negotiation in a school of nursing 10 Negotiating the syllabus:learning needs analysis through pictures11 Reality therapy: using negotiated work in a techriical-writing class12 Negotiation of outcome: evaluation and revision decisions in the writing curriculum13 Learners, practitioners, teachers: diamond spotting and negotiating role boundariesPart 3 Accounts ofpractice in teacher education Overview14 A process syllabus in a methodology course: experiences,beliefs, challenges15 Discourse, process and reflection in teacher education16 Negotiation, process, content and partiapants' experience in a process syllabus for ELT professionals17 Negotiation as a participatory dialogue Conclusions18 The practicalities ofnegotiationReferencesIndex

章節(jié)摘錄

　　Much of the research on language classrooms reveals that many learners　are placed in a responsive and seemingly passive role {Chaudron，工988;van Lier， 1988， Breen， 1998）. In such circumstances， learners are positioned like children who may seek to conform to a teacher's expectations and may even underachieve in order to do this. This passive conformity can be misinterpreted by the teacher as a lack of sufficient background knowledge， an unformed learning agenda or a lack of the capacity to participate in decision-making. However， all learners bring prior knowledge and capability to learning and further understanding is sought on the basis of what is already known and not merely given. Negotiation provides a context in which opportunities exist for learners to articufate and， thereby， refine their prior under-standings， purposes and intentions as reference points for new learning. All learning also requires intention and decision and， as the humanist psychologists discovered， learners work harder if they can explore and articulate their own ideas，ask their own questions and seek their own answers. Psychologists such as Kelly， Maslow and Vygotsky （see pre-vious section） all identified deeper learning as a gradual quest. Learners need time and space to think things through and to talk， read， write and act themselves into new understandings. They need to confront willingly the risk of the problematic and to identify uncertainties. They also need a sense of continuity and progress and this requires ongoing reflection at appropriate moments. None of these requirements are likely to be attained by a learner without support and feedback from others and negotiating new understandings， uncertainties and evaluative reflections with a group of other people who are sharing the learning experience can clearly provide such support.　　……

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