英语课程标准与修订高中教材.ppt

英语课程标准与修订高中教材,龚亚夫 人民教育出版社 2003年,新的基础教育体系与课程改革目标,1 改变课程过于注重知识传授的影响，强调形成积极主动的学习态度，使获得基础知识与基本技能的过程同时成为学会学习和形成正确价值观的过程。 2 改变课程结构过于强调学科本位、门类过多和缺乏整合的现状，使课程结构具有均衡性、综合性和选择性。,3 改变课程内容繁、难、偏、旧和偏重书本知识的现状，加强课程内容与学生生活以及现代社会科技发展的联系，关注学生的学习兴趣和经验，精选终身学习必备的基础知识和技能。 4 改变课程实施过于强调接受学习、死记硬背、机械训练的现状，倡导学生主动参与，乐于探究、勤于动手，培养学生搜集和处理信息的能力、获取新知识的能力、分析和解决问题的能力，以及交流与合作的能力。,5 改变课程评价过分强调评价的甄别与选拔的功能，发挥评价促进学生发展、教师提高和改进教学实际的功能。 6 改变课程管理过于集中的状况，实行国家、地方、学校三级课程管理 ，增强课程对地方、学校及学生的适应性。 王湛,Humanistic language teaching,Humanistic principles of education: Emphasize the achievement of students full potential for growth by acknowledging the importance of the affective dimension in learning as well as the cognitive. Encourage learners to recognize their feelings and put them to use by caring for and sharing with others,多元的目标体系,语言知识目标- 从语言运用的角度描述目标 情感态度目标- 情感、态度、动机的作用 学习策略目标- 对于学习方法的选择 文化意识目标- 跨文化交际意识与能力,情感、态度、动机,社会建构主义的理论 Learners learn what is meaningful to them Learners learn in ways that are meaningful to them Learners learn better if they feel in control of what they are learning Learning is closely linked to how people feel about themselves Learning takes places in a social context,跨文化交际意识 Intercultural communication,思维方式 历史地理 民族特性 价值观念 文学艺术 交通通讯 词语概念 体育运动 生活习惯 传统节日 社交礼仪 教育体系 体态语言 饮食文化 禁忌幽默 宗教信仰,学习策略,认知策略-学习时采用的具体方法，自己的风格 调控策略-计划、实施、反思、评价与调整 交际策略-维持交际、克服困难、争取机会 资源策略 利用多种媒体，获取信息、学习资源,AAA Curriculum theory,Awareness 意识 Autonomy 自主 Authenticity 真实,Awareness,Focusing attention Role of perception,Know what you are doing, and why Conscious engagement Reflection,Autonomy,Self-regulation Motivation Depth of processing,Responsibility Accountability Free choice Democratic education,Authenticity,Language use in life Relevance,Commitment to learning Integrity Respect,Constructivisit model of the teaching and learning theory,自我 - 每个人的关注点不同 自择 - 个性、学习策略、做事的方式不同 自主 - 控制进度、学习目标、学习材料 自信 - 自我感觉、自信心 自律 - 规划、寻求帮助、与人合作 互动 - 真正的信息交流,自我,Learners learn what is meaningful to them. Individuals tend to learn what they think is worth learning: Grammar Wide vocabulary Accent Conversationally fluent,自择,Learners learn in ways that are meaningful to them Each learner is different Preferred ways of learning and learning strategies Make sense of the learning situation and learning tasks in ways that are unique to them,自主,Learners learn better if they feel in control of what they are learning. Individuals make choices about what they do, control their actions and personal responsibilities Talk about their aims, set goals, select materials, and monitor their own progress,自信,Learning is closely linked to how people feel about themselves Individuals self-concept influences on the way in which he/she learns Negative avoid risk-taking or initiating conversation Positive set more optimistic goals， seek out opportunities to use the language,自律,Self-regulation (a) assistance from more capable peers or adults (b) interaction with equal peers (c) interaction with less capable peers (d) inner resources: knowledge, experience, memory, strength,互动,Learning takes place in a social context through interaction with other people Using language is a social activity Interaction in target language is an integral part of the learning process Learn to communicate through interaction,Curriculums and Assessments,Planned curriculum- what is in the curriculum content, syllabus outlines, textbooks based on the objectives Implemented curriculum what happens moment-by-moment realities in the classroom Realized curriculum the skills and knowledge that learners actually acquire as a result of instruction Nunan,现代外语教学评价的特点,require students to perform，create，produce or do something； use real-world contexts or simulations； are non-intrusive in that they extend the day-to- day classroom activities； allow students to be assessed on what they normally do in class everyday； use tasks that represent meaningful instructional activities； focus on processes as well as products；,tap into higher level of thinking and problem-solving skills； provide information about both the strengths and weakness of students； ensure that people，not machines， do the scoring，using human judgment； encourage open disclosure of standards and rating criteria； call upon teachers to perform new instructional and assessment roles.,Three Language assessment Paradigms,The Psychometric Tradition Closed type - Objective, reliability and validity - multiple choice ( TOEFL) Language is broken down into levels Phonemes, vocabulary items, grammatical patterns and morphemes,Integrative Language Tests,Objective and reliability Unitary in nature Cloze test - grammar, vocabulary, reading comprehension, reading strategies,Communicative Language Testing,1 Communicative test involves performance (表现) - the test performance and criterion performance are the same 2 Communicative tests are authentic (真实) - testee must be tested on a real situational context 3 Communicative test are scored on real life outcomes ( 结果 ),Performance Assessment,Performance assessment is defined as systematic attempt to measure a learners ability to use previously acquired knowledge in solving problems or completing specific tasks. ( Stiggins 1982),Given an oral request, the learner will say his/her name, address and telephone number to a native speaker of English and spell his/her name, street and city so that an interviewer may write down the data with 100% accuracy.,Authenticity,Listen to phone conversation and write down