Chapter13能力导向型教学法.ppt

Charpter13Compentency BasedLanguageTeaching 2016 11 LOREMIPSUMDOLOR 能力导向型教学法源于美国70年代出现的能力型教育运动 将这一方法应用到语言教学中来 教学目标就是训练学生的输出型能力 Background MostMs AsMostMs AsinthisbookfocusoninputstoLLbyimprovingsyllabuses materials andactivitiesorbychangingtheroleofLs TsformoreeffectiveLL Competency BasedEducationCBEbycomparisonisaneducationalmovementfocusesonoutcomesoroutputsoflearninginthedevelopmentoflanguageprograms Background CBEaddresseswhatthelearnersareexpectedtodowiththelanguage howevertheylearnedtodoit CBEemergedintheUSinthe1970sandreferstoaneducationalmovementthatadvocatesdefiningeducationalgoalsintermsofprecisemeasurabledescriptionsoftheknowledge skills andbehaviorsSsshouldpossessattheendofacourseofstudy 为了培养学生未来生活所需的能力 能力型教育运动极其重视学习结果而不是输入 主张将教育目标确定为可测量的知识 技能 行为 能力导向型教学法是美国19世纪70年代兴起的一项教育运动 能力导向型教学法提倡多方位制定教育目标 主要从课程学习结束时学生所必须掌握的知识 技能 行为习惯等方面 CharacteristicsofCBE 1 类似之处CBEhasmuchincommonwithsuchapproachestolearningasperformance basedinstruction成果导向型 masterylearning掌握型学习andindividualizedinstruction个性化指导 Itisoutcome basedandisadaptivetothechangingneedsofstudents teachersandthecommunity 2 不同之处 CompetenciesdifferfromothergoalsandobjectivesinthattheydescribetheS sabilitytoapplybasicandotherskillsinsituationsthatarecommonlyencounteredineverydaylife ThusCBEisbasedonasetofoutcomesthatarederivedfromananalysisoftaskstypicallyrequiredofstudentsinrealsituations 日常生活场景为依据 角色 能力 要求 CBLT的出现及发展 Bytheendof1970 IthasbeenwidelyadoptedLanguagedesignforwork relatedandsurvival orientedEspeciallyforadults CBLT的出现及发展 Revently Reemerge ReemergeinsomepartsoftheworldAmajorapproachtoplanlanguagepro themostimprotantbreakthroughinadultESL CBLT的出现及发展 Bythe1990s thestate of the artapproachtoadultESLbynationalpolicymakersandleadersincurriculumdevelopmentaswell KP141 下方 AdvocatesofCBLTseeitasapowerfulandpositiveagentofchange Teaching Assessment Offer teachershaveachancetorevitalizetheireducationandtrainingprograms Improvements 1 thequalityofassessment 2 thequalityofteaching 3 students learningReasons theclearspecificationofexpectedoutcomesandthecontinuousfeedbackBeneficialeffects alllevelsandkindsofeducationandtraining primaryschool university academicstudies workplacetraining FurtherdevelopmentofCBLT TheWashingtonD C basedCenterforAppliedLinguisticsundercontracttotheTESOL TeachingEnglishtoSpeakersofOtherlanguages organizationundertooktodeveloptheK 12 school standardsforESL whichwerecompletedin1997 KP142 TheESLstandards ThreeGoalsandNineStandards Eachstandardisfurtherexplicatedbydescriptors sampleprogressindicators andclassroomvignetteswithdiscussionsGrade levelClusters 等级族群Pre K 3 4 8 and9 12 Eachclusteraddressesallgoalsandstandardswithdescriptors progressindicators andvignettesspecifictothatgraderange FeaturesofCBLT InBritaininthe1980s ForeignlanguageteachingmovementGradedObjectivesMovement多级目标运动 Gradedobjectives是指制定的一系列短期目标 每一个目标顺次推进 因此 学习者可以逐步实现对知识和技能的掌握 在英国 这种语言学习的方式被认为是语言学习最显著的成就之一 Approach Theoryoflanguageandlearning TheoryoflanguageTheoryoflearningCentraltobothlanguageandlearningtheory mosaic SharefeatureswithComminicativeLanguageTeaching Theoryoflanguage CBLTisbasedonafunctionalandinteractionalperspectiveonthenatureoflanguage 主张建立社会语境socialcontexts和语言language之间的关系Languagealwaysoccursasamediumofinteractionandcommunicationbetweenpeoplefortheachievementofspecificgoalsandpurposes 中介性 因此 能力导向型经常用于建立情景教学模式 语言学习者通常有特殊学习需要和目的 或特殊社会角色 而他们的语言技能可以根据这些目标被准确的预测和决定 Theoryoflearning CBLTshareswithbehavioristviewsoflearningthenotionthatlanguageformcanbeinferredfromlanguagefunction thatis certainlifeencounterscallforcertainkindsoflanguage ThisassumesthatdesignersofCBLTcompetenciescanaccuratelypredictthevocabularyandstructureslikelytobeencounteredinthoseparticularsituationsthatarecentraltothelifeofthelearnerandcanstatetheseinwaysthatcanbeusedoorganizeteaching learningunits Predicatable CentraltobothL Ltheoryistheviewthatlanguagecanbefunctionallyanalyzedintoappropriatepartsandsubparts thatsuchpartsandsubpartscanbetaught andtested incrementally 增加地 逐渐增量地 分解 慢慢学 Centraltobothlanguageandlearningtheory mosaic CBLTtakesa mosaic 马赛克 拼合而成的 approachtoLLinthatthe whole communicativecompetence isconstructedfromsmallercomponentscorrectlyassembled Whole Part1 Part2 Part3 CBLTisbuiltaroundthenotionofCCandseekstodevelopfunctionalcommunicationskillsinlearners CBLTthussharessomefeatureswithCLT 看重交际技能 ObjectivesKP144 Generalgoal 能力导向型旨在发展学生从 知 到 做 的能力 尤其是在生活环境中从事有效活动所必须的能力 知识 态度和行为 Thefinalgoal ToenableSstobecomeautonomousindividualscapableofcopingwiththedemandsoftheworld Design ThesyllabusKP143 从传统大纲设计 CBT大纲设计 Traditionalapproach Theuseofone sunderstandingofsubjectTostartwithwhatisgoingtoteachAsyllabusaredevelopedaroundthesubjectHavelittleroleintheteaching Assessmentisbasedonnormreferencing CBEapproach CBLTisdesignednotaroundthenotionofsubjectknowledgebutaroundthenotionofcompetency ThefocusmovesfromwhatSsknowaboutlanguagetowhattheycandowithit Thefocusoncompetenciesorlearningoutcomesunderpins 加强 的基础 thecurriculumframeworkandsyllabusspecification teachingstrategies assessmentandreporting Insteadofnorm referencedassessment criterion basedassessmentproceduresareusedinwhichlearnersareassessedaccordingtohowwelltheycanperformonspecificlearningtasks 不以教学内容为主 以能力为主 从 知 到 做 标准有别 因才施测 测试与任务结合 增加了大纲及教学 评测等系统的精确度 Design Typesofactivities Classroomteachingactivitiesarebasedonthereal worldtaskoractivity Theseactivitiesarerelatedtoanydomainoflife thoughhavetypicallybeenlinkedtothefieldofworkandtosocialsurvivalinanewenvironment 以真实世界的活动为导向 FactorsinvolvedintheimplementationofCBEprogram AfocusonsuccessfulfunctioninginsocietyAfocusonlifeskillsTask orperformance centeredorientationModularizedinstructionOutcomesthataremadeexplicitaprioriContinuousandongoingassessmentDemonstratedmasteryofperformanceobjectivesIndividualized student centeredinstruction AdvantagesofCBLT Fromthelearner spointview Thecompetenciesarespecificandpracticalandcanbeseentorelatedtothelearner sneedsandinterests Thelearnerscanjudgewhetherthecompetenciesseemrelevantanduseful Thecompetenciesthatwillbetaughtandtestedarespecificandpublic hencethelearnerknowsexactlywhatneedstobelearned Competenciescanbemasteredoneatatime sothelearnercanseewhathasbeenlearnedandwhatstillremainstobelearned 针对 实用 个性化 自主性 目标性 分步性 Disadvantages Thereareinfactnovalidproceduresavailabletodevelopcompetencylistsformostprograms 涉及的能力领域太广 impossibletoorganize Reductionistapproac