课程设计lecturefour.ppt

《课程设计lecturefour.ppt》由会员分享，可在线阅读，更多相关《课程设计lecturefour.ppt（38页珍藏版）》请在三一办公上搜索。

1、Steps involved in designing a course(Taba),diagnosis of needsformulation of objectives（realistic）selection of content organization of contentselection of learning experiencesorganization of learning experiencesdetermination of what to evaluate,and the means to evaluate,The components of a curriculum

2、,A viewpoint on the nature of language,Your beliefs about which view of language shouldbe emphasized will translate into beliefs abouthow the language should be learned.e.g.An emphasize on language as rule-governed may translate into the belief that learning a language means,Task,Complete the follow

3、ings:An emphasize on language as rule-governed may translate into the belief that learning a language meansAn emphasize on language as meaning-based may be manifest in the belief that language in classroom should be An emphasize on language as socially constructed among people in discourse community

4、 may be manifest in the belief that,An emphasize on language as rule-governed may translate into the belief that learning a language means learning it accurately,with no grammatical errors.An emphasize on language as meaning-based may be manifest in the belief that language in classroom should be re

5、levant and meaningful to the students in the class.An emphasize on language as socially constructed among people in discourse community may be manifest in the belief that learning a language requires an awareness of how language is used within a given community such as the classroom or neighborhood.

6、,An educational-cultural viewpoint(View on how language should be learnt),Teachers can hold contradictorybeliefs about the process,the roles,and the focus of learning&accommodate them in the classroom.,An educational-cultural viewpoint(View on how language should be taught),A process of providing pr

7、oblem-solving activities&helping students to negotiate themA process of shared decision making with the studentsA process of students determining the problems to be solved and use the teacher as a language&cultural resource.,Behaviourist Theory,Initiated by behavioural psychologist Skinner,who appli

8、ed Watson.The key point of the theory is that:“you can train an animal to do anything(within reason)if you follow a certain procedure which has three major stages,stimulus,response,and reinforcement”Skinner suggested that language is also a form of behaviour.It can be learned the same way as an anim

9、al is trained to respond to stimuli.One influential result is the audio-lingual curriculum,which involves endless“listen and repeat”drilling activities.The idea is that language is learned by constant repetition and the reinforcement of the teacher.,Cognitive Theory,It is the result of Noam Chomskys

10、 reaction to Skinners behaviourist theory.The key point of Noam Chomskys theory is reflected in his most famous question:if all language is a learned behaviour,how can a child produce a sentence that has never been said by others before?According to Noam Chomsky,language is not a form of behaviour,i

11、t is an intricate rule-based system and a large part of language acquisition is the learning of this system.There are a finite number of grammatical rules in the system and with a knowledge of these rules an infinite number of sentences can be produced.A language learner acquires language competence

12、 which enables him to produce language.One influential idea of this theory is that students should be allowed to create their own sentences based on their understanding of certain rules.,Humanistic Theory,Carl Rogers has had a significant impact on our present understanding of learning.His formal pr

13、inciples focused on the development of an individuals self-concept and of his or her personal sense of reality,those internal forces which cause a person to act.Rogers believes that human beings are able to adapt and to grow in the direction that enhances their existence.Given a nonthreatening envir

14、onment,a person will form a picture of reality that is indeed congruent with reality and will grow and earn.Rogers position has important implications for education.The focus is away from“teaching”and toward“learning”.The goal of education is the facilitation of change and learning.Learning how to l

15、earn is more important than being“taught”something from the teacher.We should not deny persons both freedom and dignity when prescribing curricular goals.H.Douglas Brown,Process/means,Syllabus Objectives,General Goals of a Curriculum,Product/outcomes,Key questions about three components of a syllabu

16、s:,content-a.what?b.order?c.criteria for the decisions?process a.how to present?b.roles of t&Ss?c.how can materials contribute to learning process?Product:a.knowledge of language?b.language skills?c.techniques of evaluation?,Task:Syllabus&Classroom teacher,In your experience,for which of these tasks

17、 do you see the classroom teacher as having primary responsibility?Rate each task on a scale from 0（no responsibility）to 5(total responsibility).-identifying learners communicative needs 0 1 2 3 4 5-selecting and grading syllabus content 0 1 2 3 4 5-grouping learners into different classes or learni

18、ng arrangements 0 1 2 3 4 5-selecting/creating materials and learning activities 0 1 2 3 4 5-monitoring and assessing learner progress 0 1 2 3 4 5-course evaluation 0 1 2 3 4 5,Syllabus&Classroom teacher,Teachers have primary responsibilities for all the above tasks except for the third one.Few teac

19、hers are in the position of being able to design their own syllabuses.Most teachers are in the position to interpret and modify their syllabuses in the process of translating them into action.i.e.consumers of other peoples syllabuses,Structural-grammatical syllabus(1),centered around items such as t

20、enses,article,singular/plural,e.g.There is a man standing near the car.There are some oranges and some cheese on the table.I like oranges but not cheese.I dont like cheese.I dont come from Shanghai.I usually come at 6 oclock.,Structural-grammatical syllabus(2),1.The most common type of syllabus 2.Sy

21、llabus input is selected and graded according to grammatical notions of simplicity and complicity.3.The transition from lesson to lesson is intended to enable material in one lesson to prepare the ground for the next;and conversely for material in the next to appear to grow out of the previous one.,

22、Structural-grammatical syllabus(3),Task 12 As we have already noted,all syllabus outlines or proposals are underpinned by assumptions about the nature of language and language learning.What assumptions about language and language learning do you imagine might underpin a grammatical syllabus?,Structu

23、ral-grammatical syllabus(3),The three assumptions behind most grammatical syllabuses are:language consists of a finite set of rules which can be combined in various ways to make meaning these rules can be learnt one by one,in an additive fashion,each item being,mastered on its own before being incor

24、porated into the learners pre-existing stock of knowledge.once learners have internalized the formal aspects of a given piece of language,they will automatically be able to use it in genuine communication outside the classroom.,Criticizing grammatical syllabus(1),During the 1970s,the use of structur

25、al syllabus came under increasing criticisms.structurally-sequenced syllabuses misrepresented the nature of language.They did so in tending to focus on only one aspect of language,i.e.formal grammar.In reality,there is more than one aspect to language.,Criticizing grammatical syllabus(1),Task 13How

26、many different communicative purposes can you think of for these statements?“This is a book.”“The cliffs are over there.”,Criticizing grammatical syllabus(1),Task 14How many forms can you find to realize the following function?Function:requesting for a drink,Criticizing grammatical syllabus(1),So:1.

27、there is no one-to-one relationship between function and forms.Not only can a single form realize more than one function,but a given function can be realized by more than one form.,Criticizing grammatical syllabus(2),2.Grammatical complexity doesnt necessarily equate with learning difficulty.In othe

28、r words,whats grammatically complex will not necessary be that which is difficult to learn,and that which is grammatically simple will not necessarily be that which is easy to learn.,Criticizing grammatical syllabus(3),3.There are also arguments against grammatical grading of contents on the ground

29、that grammatical grading distorts the language available to the learner.It could well interfere with language acquisition because language is more a global process than a linear process.,Criticizing grammatical syllabus(4),4Grammatical syllabuses fail to adequately reflect the changing views on the

30、nature of language,Implications for syllabus design,Wider view of language Focusing not only on linguistic structuresFocusing on communicative purposes for which language is used,Some linguists(Rutherford)think that the abandonment of grammar as the pivotal element in the syllabus may be premature.T

31、hey think a major task for syllabus designers is to identify those aspects of the grammatical system from which learners can generate the most powerful generalizations.Back,Notional syllabus,organized around themes relating to broad areas of meaning such as space,time,obligation Back,Functional syll

32、abus,focuses on the social function of language:invitation,suggestions,apologies,Back,Situational syllabus,e.g.tourist phrase book,secretarys English Back,Notional-functional syllabus(also called notional syllabus),A notional-functional syllabus is contrasted with a grammatical syllabus or structura

33、l syllabus(one which consists of a sequence of graded language items)or a situational syllabus(one which consists of situations and the relevant language items)A notional-functional syllabus contains:A the meaning and concepts the learner needs in order to communicate and the language needed to expr

34、ess them.These concepts and meanings are called notions.b.the language needed to express different functions.These notions and functions are used to develop learning/teaching units in a language course.,Task,What difficulties do you envisage for a syllabus designer attempting to address the issues o

35、f grading&sequencing from a functional-notional perspective?,Criticizing notional-functional syllabus,selection and grading of items are very complex the inventories of functions and notions do not necessarily reflect the way languages are learnt any more than do inventories of grammatical points an

36、d lexical items.(Widdowson:1979)dividing language into discrete units of whatever type misrepresents the nature of language as communication.,Communicative Syllabus,selects various linguistic,thematic or functional elements that are based on learners needsBack,Task-based syllabus(1),It has been put

37、by Prabhu in his discussion of the Bangalore Project.His central hypothesis is that“structure can best be learned when attention is focused on meaning”In Bangalore solution,the tasks were prepared by the teachers alone,on the basis of their experience and their knowledge of the learners stage of con

38、ceptual development as well as in terms of the reaction they got in the classroom In 1984,the project was cautiously but favorably evaluated.,Task-based syllabus(2),(in language teaching)a syllabus which is organized around tasks rather than in terms of grammar or vocabulary.For example the syllabus

39、 may suggest a variety of different kinds of tasks which the learners are expected to carry out in the language.It has been argued that this is a more effective way of learning a language since it provides a purpose for the learning and use of a language other than simply learning language items for

40、 their own sake.,Features of tasked based syllabus:,-is associated with the work of Prabhu who has developed a“learning-centered approach to language”-at the basis of Probhus project are tasks which engage the learner in thinking processes,the focus of which is completion of that task rather than le

41、arning the language.-it intends to enable the learners to achieve“grammatical conformity in their use of language”which is believed“to arise from the operation of some internal system of abstract rules or principles”.This process of“internal system-development”was believed to go on“at a subconscious

42、 level of their minds.”-the tasks are selected and graded in terms of cognitive complexity.The language selection which arises from such a sequence of tasks will be based on“the needs of the activity and manageability for learners.”-there is no attempt to focus on the language and to provide a rule of grammar or spelling.-each lesson consists of two stages:a pre-task and a task.,