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,Humanisticlanguageteaching,Humanisticprinciplesofeducation:Emphasizetheachievementofstudentsfullpotentialforgrowthbyacknowledgingtheimportanceoftheaffectivedimensioninlearningaswellasthecognitive.Encouragelearnerstorecognizetheirfeelingsandputthemtousebycaringforandsharingwithothers,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LearnerslearnwhatismeaningfultothemLearnerslearninwaysthataremeaningfultothemLearnerslearnbetteriftheyfeelincontrolofwhattheyarelearningLearningiscloselylinkedtohowpeoplefeelaboutthemselvesLearningtakesplacesinasocialcontext,跨文化交际意识Interculturalcommunication,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,AAACurriculumtheory,Awareness意识Autonomy自主Authenticity真实,Awareness,FocusingattentionRoleofperception,Knowwhatyouaredoing,andwhyConsciousengagementReflection,Autonomy,Self-regulationMotivationDepthofprocessing,ResponsibilityAccountabilityFreechoiceDemocraticeducation,Authenticity,LanguageuseinlifeRelevance,CommitmenttolearningIntegrityRespect,Constructivisitmodeloftheteachingandlearningtheory,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,Learnerslearnwhatismeaningfultothem.Individualstendtolearnwhattheythinkisworthlearning:GrammarWidevocabularyAccentConversationallyfluent,自择,LearnerslearninwaysthataremeaningfultothemEachlearnerisdifferentPreferredwaysoflearningandlearningstrategiesMakesenseofthelearningsituationandlearningtasksinwaysthatareuniquetothem,自主,Learnerslearnbetteriftheyfeelincontrolofwhattheyarelearning.Individualsmakechoicesaboutwhattheydo,controltheiractionsandpersonalresponsibilitiesTalkabouttheiraims,setgoals,selectmaterials,andmonitortheirownprogress,自信,LearningiscloselylinkedtohowpeoplefeelaboutthemselvesIndividualsself-conceptinfluencesonthewayinwhichhe/shelearnsNegativeavoidrisk-takingorinitiatingconversationPositivesetmoreoptimisticgoals，seekoutopportunitiestousethelanguage,自律,Self-regulation(a)assistancefrommorecapablepeersoradults(b)interactionwithequalpeers(c)interactionwithlesscapablepeers(d)innerresources:knowledge,experience,memory,strength,互动,LearningtakesplaceinasocialcontextthroughinteractionwithotherpeopleUsinglanguageisasocialactivityInteractionintargetlanguageisanintegralpartofthelearningprocessLearntocommunicatethroughinteraction,CurriculumsandAssessments,Plannedcurriculum-whatisinthecurriculumcontent,syllabusoutlines,textbooksbasedontheobjectivesImplementedcurriculumwhathappensmoment-by-momentrealitiesintheclassroomRealizedcurriculumtheskillsandknowledgethatlearnersactuallyacquireasaresultofinstructionNunan,现代外语教学评价的特点,requirestudentstoperform，create，produceordosomething；usereal-worldcontextsorsimulations；arenon-intrusiveinthattheyextendtheday-to-dayclassroomactivities；allowstudentstobeassessedonwhattheynormallydoinclasseveryday；usetasksthatrepresentmeaningfulinstructionalactivities；focusonprocessesaswellasproducts；,tapintohigherlevelofthinkingandproblem-solvingskills；provideinformationaboutboththestrengthsandweaknessofstudents；ensurethatpeople，notmachines，dothescoring，usinghumanjudgment；encourageopendisclosureofstandardsandratingcriteria；calluponteacherstoperformnewinstructionalandassessmentroles.,ThreeLanguageassessmentParadigms,ThePsychometricTraditionClosedtype-Objective,reliabilityandvalidity-multiplechoice(TOEFL)LanguageisbrokendownintolevelsPhonemes,vocabularyitems,grammaticalpatternsandmorphemes,IntegrativeLanguageTests,ObjectiveandreliabilityUnitaryinnatureClozetest-grammar,vocabulary,readingcomprehension,readingstrategies,CommunicativeLanguageTesting,1Communicativetestinvolvesperformance(表现)-thetestperformanceandcriterionperformancearethesame2Communicativetestsareauthentic(真实)-testeemustbetestedonarealsituationalcontext3Communicativetestarescoredonreallifeoutcomes(结果),PerformanceAssessment,Performanceassessmentisdefinedassystematicattempttomeasurealearnersabilitytousepreviouslyacquiredknowledgeinsolvingproblemsorcompletingspecifictasks.(Stiggins1982),Givenanoralrequest,thelearnerwillsayhis/hername,addressandtelephonenumbertoanativespeakerofEnglishandspellhis/hername,streetandcitysothataninterviewermaywritedownthedatawith100%accuracy.,Authenticity,ListentophoneconversationandwritedowntheinformationinaphonemessageReadanadanddecidetheapartmentyouwantrentListentoaweatherreportanddecidewhatclothesyouneedtobringforthetrip,Areallifeoutcome,Twokindsofoutcomes:Tangibleposter,aform,anadIntangiblesolutions,debate,Integratingthetwoapproaches,Dir