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l1 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l2 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l3 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 l4 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l5 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l6 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l l 王湛Humanistic language teachinglHumanistic principles of education: Emphasize the achievement of students’ full potential for growth by acknowledging the importance of the affective dimension in learning as well as the cognitive.lEncourage learners to recognize their feelings and put them to use by caring for and sharing with others 多元的目标体系l语言知识目标-- 从语言运用的角度描述目标l情感态度目标-- 情感、态度、动机的作用l学习策略目标-- 对于学习方法的选择l文化意识目标-- 跨文化交际意识与能力情感、态度、动机l社会建构主义的理论lLearners learn what is meaningful to themlLearners learn in ways that are meaningful to themlLearners learn better if they feel in control of what they are learninglLearning is closely linked to how people feel about themselveslLearning takes places in a social context跨文化交际意识 Intercultural communicationl思维方式 历史地理 民族特性l价值观念 文学艺术 交通通讯l词语概念 体育运动 l生活习惯 传统节日l社交礼仪 教育体系l体态语言 饮食文化l禁忌幽默 宗教信仰 学习策略l认知策略--学习时采用的具体方法，自己的风格l调控策略--计划、实施、反思、评价与调整l交际策略--维持交际、克服困难、争取机会l资源策略– 利用多种媒体，获取信息、学习资源AAA Curriculum theorylAwareness 意识lAutonomy 自主lAuthenticity 真实AwarenesslFocusing attentionlRole of perceptionlKnow what you are doing, and whylConscious engagementlReflectionAutonomyl Self-regulationl Motivationl Depth of processingl Responsibilityl Accountabilityl Free choicel Democratic educationAuthenticityl Language use in lifel Relevance lCommitment to learningl Integrityl RespectConstructivisit model of the teaching and learning theoryl自我 --- 每个人的关注点不同l自择 --- 个性、学习策略、做事的方式不同l自主 --- 控制进度、学习目标、学习材料l自信 --- 自我感觉、自信心l自律 --- 规划、寻求帮助、与人合作l互动 --- 真正的信息交流自我lLearners learn what is meaningful to them.lIndividuals tend to learn what they think is worth learning:lGrammarlWide vocabularylAccent lConversationally fluent自择lLearners learn in ways that are meaningful to themEach learner is different Preferred ways of learning and learning strategiesMake sense of the learning situation and learning tasks in ways that are unique to them自主lLearners learn better if they feel in control of what they are learning.lIndividuals make choices about what they do, control their actions and personal responsibilitieslTalk about their aims, set goals, select materials, and monitor their own progress自信Learning is closely linked to how people feel about themselveslIndividual’s self-concept influences on the way in which he/she learnslNegative– avoid risk-taking or initiating conversationlPositive– set more optimistic goals， seek out opportunities to use the language自律lSelf-regulation (a) assistance from more capable peers or adults (b) interaction with equal peers (c) interaction with less capable peers (d) inner resources: knowledge, experience, memory, strength互动Learning takes place in a social context through interaction with other peopleUsing language is a social activityInteraction in target language is an integral part of the learning processLearn to communicate through interactionCurriculums and AssessmentslPlanned curriculum-- what is in the curriculum content, syllabus outlines, textbooks based on the objectiveslImplemented curriculum– what happens moment-by-moment realities in the classroomlRealized curriculum– the skills and knowledge that learners actually acquire as a result of instruction Nunan现代外语教学评价的特点l require students to perform，create，produce or do something；l use real-world contexts or simulations；l are non-intrusive in that they extend the day-to- day classroom activities；l allow students to be assessed on what they normally do in class everyday；l use tasks that represent meaningful instructional activities；l focus on processes as well as products； l tap into higher level of thinking and problem-solving skills；l provide information about both the strengths and weakness of students；l ensure that people，not machines， do the scoring，using human judgment；l encourage open disclosure of standards and rating criteria；l call upon teachers to perform new instructional and assessment roles.Three Language assessment Paradigms lThe Psychometric Tradition Closed type ----- Objective, reliability and validity ---- multiple choice ( TOEFL) Language is broken down into levels Phonemes, vocabulary items, grammatical patterns and morphemesIntegrative Language TestslObjective and reliabilitylUnitary in naturelCloze test --- grammar, vocabulary, reading comprehension, reading strategies Communicative Language Testing1 。