能力导向型教学法Competency-Based-Language-Teaching教学提纲

13Competency-BasedLanguageTeaching(CBLT)第一页，共18页。BackgroundCompetency-BasedEducation(CBE)referstoaneducationalmovementthatadvocatesdefiningeducationalgoalsintermsofprecisemeasurabledescriptionsoftheknowledge,skills,andbehaviorsstudentsshouldpossessattheendofacourseofthestudy.ThedistinctivefeatureofCBEisthefocusonoutput,outcomeorcompetence.第二页，共18页。ThreephasesofCBE:1960s-1980sbehavioristicapproach(vocation-relatedcompetency)1980s-1990sbehavioristicapproach+genericskillsRecentyearsspecificcompetence+thinking+complicatedworkingconditionsBackground(-黄福涛.《能力本位教育的历史与比较研究》[J].中国(zhōnɡɡuó)高教研究,2012:27-31)第三页，共18页。CBE教学体系的原理：1.任何学生如果给予高水平的指导都可以熟练的掌握所学的内容。2.不同学生，学习成绩之所以不同是因为学习环境不充分，而不是学生本身的差异，大多数学生，若有适合自己的学习条件，那么(nàme)在学习能力、学习进度、学习动力等方面都会很相似。3.教育工作者应该重视学，而不是重视教。4.在教与学的过程中，最重要的是学生接受指导的方式方法和指导质量。Background(王淑玲,褚健.《加拿大CBE教学模式带给我的体会(tǐhuì)》[J].教育研究,2012:12-14)第四页，共18页。Competency-BasedLanguageTeaching(CBLT)istheapplicationoftheprinciplesofCBEtolanguageteaching.BackgroundAjobcontains8to12comprehensivecompetence;eachofthemincludes5to30specificskillsorsub-competenceonwhichtheteachingunitsorcurriculararebased.(王淑玲,褚健.《加拿大CBE教学模式带给我的体会(tǐhuì)》[J].教育研究,2012:12-14)CBLTsharesfeaturesofthegradedobjectivesmovements.第五页，共18页。Weddel(2006)outlinesthecomponentsofCBEandsaystheapproachconsistsfourparts.Anassessmentofthelearners’needsTheselectionofthecompetenciesThetargetinstructionAnevaluationofthecompetencyattainmentBackgroundNkwetisama,C.M.(2012).ThecompetencybasedapproachtoEnglishlanguageeducationandthewallsbetweentheclassroomandthesocietyinCameroon:Pullingdownthewalls”TheoryandPracticeinLanguageStudies,2(3),516-523第六页，共18页。Approach:Theoryoflanguageandlearning1.CBLTisbasedonafunctionalandinteractionalperspectiveonthenatureoflanguage.2.Languageformcanbeinferredfromlanguagefunction.3.Languagecanbefunctionallyanalyzedintoappropriatepartsandsubparts.4.CBLTisalsobuiltaroundthenotionofcommunicativecompetenceandseekstodevelopfunctionalcimmnuicationskillsinlearners.第七页，共18页。Design:Objectives,syllabus,roleoflearnersandteachersObjectives:TheabilityofoutputThemajorareasofhumanactivitieswhichSpencerbelievedshouldbethebasisforcurricularobjectives.Numeroussub-objectivesWhatdoyouthinkofthemicro-aspectslikevocabulary,grammar,etc?Question第八页，共18页。Syllabus:CBEisdesignednotaroundthenotionofsubjectknowegdbutaroundthenotionofcompetence;thefocusisnottheknowledgebutwhatstudentscandowithit.studntsareassessedaccordingtohowwelltheycanperformonspecificlearningtaskinsteadofnormreferencing.Design:Objectives,syllabus,roleoflearnersandteachers第九页，共18页。Design:Objectives,syllabus,roleoflearnersandteachersRoleoflearnersandteachers:leaners-centered,activeparticipantsofwholelearningprocessfacilitators,evaluators,organizers(creatingleaningsituation),monitors(monitoringthestrengthsandweaknessoflearnersinordertheeffectivelearningtakesplace)第十页，共18页。Design:Objectives,syllabus,roleoflearnersandteachersEightkeyfeaturesinvolvedintheimplementationofCBE:1.Afocusonsuccessfulfunctionninginsociety.2.Afocusonlifeskills.3.Task-orperformance-centeredorientation.4.Modularizedinstruction.（e.g.formulaicspeech）5.Outcomesthataremadeexplicitinadvance.6.Continuousandongoingassessment.7.Demonstratedmasteryofperformanceobjectives.8.Individualized,student-centeredinstruction.第十一页，共18页。Procedure(alessonplan)ACBLTlessonplancallsfor:Presentationoftheproblem-solvingsituationSystematisation(constructivism)previouslylearnedelements+newelements.

rules3)Applicationofthenewknowledge4)PartialIntegrationActivities:Theteacherprovidesanewcomplexsituation(inreality)inwhichtheskillscanbeexercised.第十二页，共18页。StrengthsandweaknessThecompetenciesarespecificandpracticalandcanbeseentorelatetothelearner’sneedsandinterests.Thelearnercanjudgewhetherthecompetenciesseemrelevantanduseful.Thecompetenciesthatwillbetaughtandtestedarespecificandpublic--hencethelearnerknowsexactlywhatneedstobelearned.Competenciescanbemasteredoneatatimesothelearnercanseewhathasbeenlearnedandwhatstillremainstobelearned.第十三页，共18页。Novalidproceduresavailabletodevelopcompetencylistsformostprograms.(Tollefson,1986)Thesumofthepartsdoesnotequalthecomplexityofthewhole.Itpreparesstudentstofitintothestatusquo.Itignoresthedevelopmentsofthinkingskills.Strengthsandweakness第十四页，共18页。Comments:Itdeservesmeritsforitsemphasisonoutput.ThefeatureContinuousandongoingassessmentshouldbeadvocated.Ithasnostrictcriteriontodecidewhetheracompetencebelongstoajobornot.ItisidealforlearnersinChinathoughitseemssoeffectiveandinteresting.第十五页，共18页。常模参照：常模参照测验以鉴别学生个别差异为指导思想，目的是为了测得学生在所处团体(tuántǐ)中的相对水平。常模实际上即是该团体(tuántǐ)在测验中的平均成绩，学生成绩便是以常模为参照标准来确定的。这一测验衡量的是学生的相对水平，故其评分属相对评价范畴。标准参照测验（Criterion-Referenced