2.Introduction.ppt

ABriefIntroductiontoCurriculumDesign Development Evaluation Languageissystemofarbitraryvocalsymbolsusedforhumancommunication Itisasystem sincelinguisticelementsarearrangedsystematically ratherthanrandomly LanguageacquisitionTheoriesofCLAThebehavioristTheinnatistTheinteractionist Whystudycurriculumdesign 1 Ourconceptoflanguagehasgreatlyexpandedtoincludemanycomponentsotherthanthepurelylinguistic 2 thetaskofthelearnerhasalsogrown3 thescopeoftheteacherhasbeenenlarged andtheteachingsituationhasbeenenrichedinordertoallowforthechangesfacingthesecondlanguagelearner 4 Thefieldoflanguageteachinghasundergoneprofoundchangesduringthelast30to40years 5 acurriculumdevelopmentapproachthatviewslanguageteachingandlanguageprogramdevelopmentasadynamicsystemofinterrelatedelementsshouldbeadopted Therelationshipbetweenthese3elements 4categoriesofteachingactivities CategoriesDefinitionapproaches waysofdefiningwhat howstudentsneedtolearnsyllabuses waysoforganizingthecourse materialstechniques waysofpresentingthematerials teachingexercises waysofpracticingwhathasbeenpresented Approaches waysofdefiningwhat howstudentsneedtolearnEveryteacherenterstheclassroomwithsomeideaofwhatthestudentsneedtolearn Theseideas assumptionswillbeputhereunderthetermapproaches Overtheyears manyteachershavedrawnonmanydisciplinesinformulatingtheirviewsofwhatstudentsneeds Classicalapproach Humanism studentsneedtoreadtheclassic ThepurposesoflanguagelearningistogainassesstothegreatworksofWesternthought Thestudentsneedtoread translate andmemorizevariousbitsandpiecesoftextinthetargetlanguage Communicativeapproach Focusontheneedforstudentsexpressmeaningsthatareimportanttothemandtheirlives Thisapproachassumesthatlanguagecanutilizebothinductive deductivelearning basedonwhatisknownfromanalysisofnaturaldiscourseaboutsemantics pragmatics tomeettheparticularneedsofthetargetlearners Whatstudentsneedmaybereading writing listening speakingskills eachofwhichcanbeapproachedfromacommunicativeperspective Syllabuses waysoforganizingthecourse materialsStructural Situational Topical basedFunctionalNotionalSkill basedTask based StructuralsyllabusesWaysoforganizingcourse materialsGrammatical phonologicalstructuresaretheorganizingprinciples sequencedfromeasytodifficultorfrequenttolessfrequent SituationalSyllabusesSituations suchasatthebank atthesupermarket atarestaurant formtheorganizingprinciples sequencedbythelikelihoodstudentswillencounterthem techniques waysofpresentingthematerials teachingBridgingactivitiesdirecteddialogueDiscussiongrammardemonstrationdialoguelectureonrulesoflanguageObject centeredlessonverb centeredlesson Exercises waysofpracticingwhathasbeenpresentedMultiple choicesubstitutiondrillTranslationmatchingPatterndrillsentencecombiningTrue falseclozeSpeedwritingproofreading OverviewofcurriculumComponents Historically modelsoflanguagecurriculumdesignhaveundergoneconsiderableevolution anevolutionreflectedinthemodelsandflowchartsproposedbyvariousauthorstorepresentdifferentcurriculumdesignprocessesoverthelast30years J D Brownpresentshismodelinfigure1 2 Thismodelismeanttobeapplicabletolanguageprograms yetcompleteandconsistentwiththewidelyacceptedsystemsapproachusedineducationaltechnologyandcurriculumdesigncircles particularlythatofDickandCarey 1985 Figure1 2Systematicapproachtodesigningandmaintaininglanguagecurriculum Learner sneed Theanalyticalfocusisonthelearners andtheirneedsareviewedinlinguisticterms Butatthesametime teachers administrators employers institutions societies andevenwholenationshaveneedsthatmayalsohaveabearingonthelanguageteachingandlearningsituation Thelearner shumanneedsmustalsobeacknowledgedalongsidetheirpurelylanguage relatedones Goals objectives goals thatis generalstatementsaboutwhatmustbeaccomplishedinordertoattainandsatisfystudents needs Objectives ontheotherhand areprecisestatementsaboutwhatcontentorskillsthestudentsmustmasterinordertoattainaparticulargoal Testing Twodifferenttypesoftestsareoftenrequiredinthetestdevelopment norm referencedtestsintendedtocomparetherelativeperformanceofstudentstoeachother andcriterion referencedtestsintendedtomeasuretheamountofcoursematerialthateachstudenthaslearned Thesetwotypesoftestscanbeusedtoservedifferentpurposeswithintheprogram Materials materialschoicesandusewillbeaffectedbywhatislearnedfromeachoftheothercomponentsofaprogramandwillinturnhaveaneffectoftheirownonthoseothercomponents Thatiswhymaterialshouldbehandledrationally whetheradopted developed oradapted Teaching Thesystemforcurriculumdevelopmentallowsteachersmorefreedomthanusualintheclassroomtoteachastheyfeelappropriate Ofcourse theteachersandstudentsshouldbeawareofwhattheobjectivesforagivencourseareandhowthetestingwillbeconductedattheendofthecourse Tothoseends teachersneedsupportandalsoneedtobeintimatelyinvolvedintheprocessofcurriculumdevelopmentandrevision Teachershavealsobeenresponsibleforselectingordevelopingcoursetestsandmaterials Givenareasonablyhighlevelofprogramsupport theteachercanbeleftalonetoconcentrateonthemosteffectivemeansforteachingthecoursesathand Theteacherandonlytheteachershouldmakejudgmentsabouttheparticularstudentsinagivenclass Programevaluation Evaluationmightbedefinedasthesystematiccollectionandanalysisofallrelevantinformationnecessarytopromotetheimprovementofthecurriculumandtoassessitseffectivenesswithinthecontextoftheparticularinstitutionsinvolved Evaluationmakespossibletheassessmentofthequalityofacurriculumonceitisputinplaceaswellasthemaintenanceofthatcurriculumonanongoingbasis Curriculumthatisviewedasaprocesscanchangeandadapttonewcondition whetherthoseconditionsbenewtypesofstudents changesinlanguagetheory newpoliticalexigencieswithintheinstitution orsth else Thisprocessisknownassystematiccurriculumdevelopment Interfaceofteachingandcurriculumactivities P 29 Brown Overviewofcurriculum Languageteachingtheories theoriesofteachingmethods 1 Grammar municativelanguageteachingapproach7 task basedlanguageteaching Definitionsofcurriculum 1 Acurriculumisaplanforlearning Taba 1962 课程是一种学习计划 塔巴Taba 2 Allexperiencesalearnerhasundertheguidanceoftheschool Foshay 1969 课程是学习者在学校的指导下所学得的全部经验 福谢伊Foshay 3 Ageneraloverallplanofthecontentorspecificmaterialsofinstructionthattheschoolshouldofferthestudentbywayofqualifyinghimforgraduationorcertificationorforentranceintoprofessionalorvocationalfield Good 1959 课程是学校传授给学生的 旨在使他们取得毕业 获得证书或进入职业领域的资格的教学内容和具体教材的总计划 古德Good 4 Theplannedandguidedlearningexperiencesandintendedlearningoutcomes formulatedthroughthesystematicreconstructionofknowledgeandexperience undertheauspicesoftheschool forthelearner scontinuousandwillfulgrowthinpersonal socialcompetence TannerandTanner 1975 课程是通过有组织地重建知识与经验而得到系统阐述的有计划 有指导的学习经验和预期的学习结果 在学校的帮助下 推动学习者个人的社会能力不断地 有目的的向前发展 坦纳和坦纳TannerandTanner 5 curriculumisamethodologicalinquiryexploringtherangeofwaysinwhichthesubjectmatterelementsofteacher student subject andmilieucanbeseen WestbuyandSteimet 1971 课程是一种对教师 学生 学科和环境等教材组成部分的范围的方法论的探究 韦斯特伯里和斯泰默WestburyandSteimet 从广义来说 课程是指学生在学校获得的全部经验 其中包括有目的 有计划的学科设置 教学活动 教学进程 课外活动以及学校环境和氛围的影响 也就是说 广义的课程除了学校的课程表所表示的正式课程之外 还包括学生的课程活动以及影响学生的整个学校生活中潜移默化的校园文化中的非制度侧面 不仅指有书本的知识内容 还应该对学生各种课内外的活动作出明确的安排 不断地促进学生知识与经验的结合 从狭义来说 课程是指各级各类学校为了实现培养目标而开设的学科及其目的 内容 范围 活动 进程等的总和 它主要体现在课程计划 课程标准和教材之中 6 Richardsetal 1985 thestudyofthepurposesforwhichalearnerneedsalanguage thesettingofobjectivesandthedevelopmentofasyllabus teachingmethodsandmaterials theevaluationoftheeffectsoftheseteachingproceduresonthelearner slanguageability Acurriculumcontainsabroaddescriptionofgeneralgoalsbyindicatinganoveralleducational culturalphilosophywhichappliesacrosssubjectstogetherwithatheoreticalorientationtolanguageandlanguagelearningwithrespecttothesubjectmatter Dubin Olshtain 2002 DefinitionofCurriculum Acurriculumisconcernedwithmakinggeneralstatementsaboutlanguagelearning learningpurpose andexperience andtherelationshipbetweenteachersandlearners Nunan P3 1988 课程程序 夏纪梅 2003 制定计划分析需求设定目标设计评价课程程序选择内容设计测试设计课程组织内容 Curriculumdevelopment Curriculumdevelopmentisamorecomprehensiveprocessthansyllabusdesign Itincludestheprocessesthatareusedtodeterminetheneedsofagroupoflearners todetermineanappropriatesyllabus coursestructure teachingmethodsandmaterials andtocarryoutanevaluationofthelanguageprogram DefinitionofSyllabus Asyllabusismorelocalizedandarebasedontheaccountsandrecordsofwhatactuallyhappensattheclassroomlevelasteachersandstudentsapplyacurriculumtotheirsituation Nunan P3 1988 Asyllabusisaspecificationofthecontentofacourseofinstructionandlistswhatwillbetaughtandtested Richards 2001 DefinitionofSyllabus Asyllabusisamoredetailedandoperationalstatementofteachingandlearningelementswhichtranslatesthephilosophyofthecurriculumintoaseriesofplannedstepsleadingtowardsmorenarrowlydefinedobjectivesateachlevel Dubin Olshtain 2002 Coursedesign Acourseisaorganizedprogramoflanguageinstruction Coursedesignistheprocessbywhichtherawdataaboutalearningneedisinterpretedinordertoproduceanintegratedseriesofteaching learningexperience whoseultimateaimistoleadthelearnerstoaparticularstateofknowledge Hutchinson 1987 65 Syllabus curriculum inBritain syllabusrefertothecontentorsubjectmatterofanindividualsubject whereascurriculumreferstothetotalityofcontenttobetaughtandaimstoberealizedwithinoneschooloreducationalsystem InUSA curriculum tendstobesynonymouswith syllabus intheBritish Australiansense BritishEnglishAmericanEnglishCurriculumdesign InstructionaldesignSyllabusdesign Curriculumdesign Differentpurposesofcurriculum syllabus Thecoursedesigners fullresponsibilityisthatofsettingnotonlybroad generalgoalsbutalsospecifyingobjectiveswhicharemadeaccessibletoallthoseinvolvedwiththeprogram Thetask ofcourse istraditionallycarriedoutthroughwrittendocumentswhicharegivenanynumberofdifferentnames guides plans outlines etc Inourdiscussion however twotitlesareused curriculumandsyllabus Animportantreasonsfordifferentiatingbetweenthetwoistostressthatasinglecurriculumcanbethebasisfordevelopingavarietyofspecificsyllabuseswhichareconnectedwithlocallydefinedaudiences particularneeds and