大学英语教学改革余谓深.ppt

余渭深 重庆大学外语学院 W 2007. 4. 27 重庆,西南大学,大学英语教学改革与 课程创新管理 CET Reform and Management of Curriculum Innovation,大学英语教学改革的主要创新变化,教学目标 学习方式 课程设置 教学方法 测试体系,多元化目标,强调自主学习,多系列课程,新的课堂教学方法,多元化的测试体系,什么是课程改革（创新）?,Curricular innovation is a managed process of development whose principal products are teaching (and/or testing) materials, methodological skills, and pedagogical values that are perceived as new by potential adopters. (from Numa Markee) 是一种创新 是一个有控制的发展过程 以教材、教法、教育理念变化为主要内容 强调参与者的变化和感受,改革的定义,Innovation is a willed intervention, which results in the development of ideas, practice, or beliefs that are fundamentally new.(Nicholls 1983) an idea, object or practice perceived as new by an individual or individuals, which is intended to bring about improvement in relation to desired objectives, which is fundamental in nature and which is planned and deliberate. ( Nicholls 1983),Defining educational innovation,大学英语改革的背景方案（external/internal),全球化背景 语言与社会经济、文化的、技术的发展 中国经济社会的更加开放 教育的国际化 教育技术的推广 世界各国和地区的改革：日本、韩国、新加坡、印度尼西亚、东欧各国等推行改革（强调外语的重要性，特别是听说和应用能力） 世界英语学术界的思考（英语的地位、应用、学生自主学习及学习策略、教育技术、职业定位、教师发展等）,对我国外语教育的批判思考,如何面对改革的形势？（外语怎么了？外语惹谁了？社会不要外语了吗？外语影响了专业学习吗？外语影响了母语学习吗？外语有特权吗？） 外语是否具有公共性和基础性？ 中国外语教育的构架的如何重新调整？ 如何思考大学外语的定位？（如何适应这种定位的变化，社会文化学习环境的变化（GE/ ESP or EPP/ EAP） 如何面对当前进行的教学改革？内容（听说/实际应用）、手段（现代信息技术的使用）、理念（以学生为中心，自主学习，语言为主/知识为主),我国英语教学改革的现状,小学开英语 基础教育新课标 高职高专英语教学改革 本科大学英语课程教学要求 大学英语四、六级考试改革,Models of educational innovation,Center-periphery model: The innovation Initiation,(France, Japan)The power to promote educational change rests with small number of senior ministry of education officials who are at the center of the decision-making process. Teachers, who are on the periphery of this decision-making process, merely implement the decisions that are handed down to them. Decision makers derive the right to exercise authority based on the the hierarchical positions they occupy in a bureaucratically organized institution. Use rewards or sanctions to ensure that subordinates comply with institutional policies and goals. From Numa Markee,The Social Interaction Model: Communication of Innovation Development,Persuasion of adoption Diffusion of the innovation The model of innovation spread: (from one network to another network),Innovation Management Process：,社会目标,启动,执行,评价,近期大学英语改革的历程回顾,90年代末,国务院副总理多次谈外语教育 近十多年,社会各界媒体批评外语教育 2000年开始,高教司长多次撰文谈外语教学改革 2002年部长参加改革讨论 2003年启动编写新教学要求 2004年以来颁布要求，推行新教材，新技术，启动考试改革，改革项目申报，示范院校申报,大学英语改革的目标,强调综合应用能力的培养。 重应用和实用使用。 重听说，重表达。 重个性化的学习。 重自主学习能力的培养。 重信息技术的使用。,改革的主要任务,Primary Innovation (teaching materials, test, methodological skills, development of pedagogical ideas) Secondary Innovation (organization development, monitoring system, evaluating system, necessary facilities. The function of secondary innovations is restricted to enabling primary innovation.),以推行新教材和新的自主学习平台为主要内容的大学英语改革,The dimensions of curricular innovation pedagogical values teaching materials methodological skills,Materials are the most tangible products of innovation. It is often used as a convenient entry point for teachers into the larger process of curricular innovation.,教学理念的发展（pedagogical values）,课堂教学的新实践,突出以技能训练为主的语言应用能力的发展。 以任务法为基础的课堂教学新模式的出现。 强调语言的使用和应用。 强调语言、思维、文化、生活经验的相互包容。 语言教学的中的input和output的并重。 多种语言技能的并重，强调其相互关联和相互转换。 强调学生作为语言学习的主体作用。 强调以网络和信息技术为基础的学生自主学习方式的推广。 强调尊重学生语言学习的个体差。,General Principles of Curricular innovation,Manage many complex factors Try every means to effect desired changes. Need good communication among participants. Need a strategic approach to managing changes. It is an inherently messy, unpredictable business. It takes longer time to effect changes. Misunderstanding occurs very often. Implementers should have a stake in the innovation. Change agents have to work through opinion leaders.,课程创新的艰巨性,创新需要参与者改变思想观念和实践。 创新需要增加参与者的工作付出。 创新需要时间和资金的投入。 From Management in English Language Teaching by Ron White et al, !995, CUP,影响课程创新的主要因素,适当的创新性： Original and compatibility 适当的复杂性： Complexity and Difference 较高的明晰性: Explicitness of objectives and ways 成果的可预见性: Relative potential advantages 可试验性: Trialability 可参照性: Status and homophily 可操作性: Practicality 较大的灵活性: flexibility and easy adjustment,课程创新需要思考的几个主要问题,What is the innovation? What is the new approach? (Task-based, autonomy，self-access, listening and speaking) What is it for? In what way?(learners, teachers, stakeholders, clients, sponsors ) Do we actually need it? What justifications are there for it? adapted from White (1988) and Evard and Mo