外语课程设计

Session2ReadingChapters1-2(p.1-112)Questions:1.Whatis“language”?2.Whatis“course”?3.Whatarethesignificancesofcoursedesign?4.Whoisqualifiedtodothejob?5.Whatarethestandards?6.Isthedesigningworkcomplicated?Whataretherelevantfieldsofstudy?7.Whataretheareastobeconcernedorincluded?8.Whatarethestepsindesigningacourse?1.(pp.14-15)2.(pp.1-3)3.(pp.10-11)4.(p.11)5.(p.13)6.(pp.14-40)TeachingmaterialsSometheorists’pointsofview1.JamesDeanBrown2.XiaJimei3.ShuDingfang4.FraidaDubin&EliteOlshtain5.DavidNunan6.JackRichards1.ThesignificanceofcoursedesignCurriculumdevelopmentallowsteachersmorefreedomthanusualintheclassroomtoteachastheyfeelappropriate.Ofcourse,theteachersandstudentsshouldbeawareofwhattheobjectivesforagivencourseareandhowthetestingwillbeconductedattheendofthecourse.Teachershavealsobeenresponsibleforselectingordevelopingcoursetestsandmaterials.(JamesDeanBrown.１９９５／２００１.１２，北京外研社，汤姆森学习出版社）.2.TwodifferentkindsofdesigningpreconditionsForthecoursethathasbeentaughtformanyyears,thefocusshouldbeonclarifyingtheintendedlearningoutcomes.Forthenewcourse,thefocusshouldbeonjustifyingthecourseandemphasizingtherationale.CurriculumDevelopmentProcess/Products(p.9Table4))XiaJimei,2003(p.11)3.ThecontentsincoursedesignPosner’s“fourcomponents”1.Arationaleforthecourse(includinggeneralgoals)2.Acurriculumplan:explainobjectives(=coursedescription?)3.Aninstructionalplan:detaileddescriptionofthetaughtlessonsandapproachestobeadopted(=syllabus/teachingplan?)4.Anevaluationplan:explainevaluationcriteriaandmajoreffects(=Testing/Exams/Investigations?)(XiaJimei,2003.p.11)Thefact-findingstage:assessingsocietalfactorsTheanswerstothesequestionsdeterminepolicy:1.1.Whoarethelearners?2.2.Whoaretheteachers?3.3.Whyistheprogramnecessary?4.4.Wherewilltheprogrambeimplemented?5.5.Howwillitbeimplemented?(FraidaDubin&EliteOlshtain.２００２.上外出版社）Factfinding:1.Thelanguagesetting2.Patternsoflanguageuseinsociety3.Groupandindividualattitudestowardlanguage4.Thepoliticalandnationalcontext(FraidaDubin&EliteOlshtain.２００２.pp.15-22.上外出版社）Languagesetting:ESL?EFL?Patternsoflanguageuseinsociety:education,thelabormarket,theprocessofmodernization?Groupandindividualattitudestowardlanguage:Positive?Negative?Thepoliticalandnationalcontext:WelcomeLWC(languageofwidercommunication=aninternationallanguage)?Maintainingthepurityofthenationallanguage?Readingtime:束定芳：“thedifferencesbetweenESLandEFLandcoursedesign”pp.128-129-1544.stagesincoursedesign1.planning2.implementation3.evaluation(DavidNunan,1988)5.CoursedesignshouldincludeendandmethodologyThe4aspects:1.principlesandproceduresfortheplanning2.delivering3.management4.assessmentofteachingandlearning(JackRichards,1994:1)The6thingstodo:1.needsanalysis(Allkindsofneeds(p.44--)2.goalsetting3.syllabusdesign4.methodology5.testing6.evaluationSummary:Howtodothefollowing?1.Needsanalysis(pp.?)2.Goalsetting(pp.?)3.Syllabusdesign(pp.?)4.Methodology(pp.?)5.Testing(pp.?)6.Evaluation(pp.?)Howtodothefollowing?1.Needsanalysis(Xia:pp.44-61；Shu:pp.22-34)2.Goalsetting(pp.61-67)3.Syllabusdesign(pp.67-112)4.Methodology(pp.113-156)5.Testing(pp.75-82)6.Evaluation(pp.82–89)6.LookingintocurriculummattersCurriculum(课程)Syllabus(课程提纲/大纲)Observationofsomecourseadsinthemarket1.世纪桥护士出国英语预科班课程2.出国英语培训护士课程ObservationactivityLookingintosomesamplecurriculaandsyllabuses(alllevels;producedathomeandabroad):pp.158-197:Samples#1-4;#12,#13Pp.1987-223:Samples#1,4,5,7,8Lookingintosometeachingmaterials(forsyllabuses)Summary:OverviewofCurriculumFourcategoriesoflanguageteachingactivities1.Waysofdefiningneeds:approaches2.Waysoforganizing:syllabuses(8kinds)3.Waysofpresenting:techniques4.Waysofpracticingthelanguage:exercises--JamesD.Brown(1995)ObservationoftypesofexercisesTeachers’and“students’”choices--adiscussionAutonomousinteraction(4,7)Clozeprocedure(5,0)Copying(0,0)Fill-in(1,0)Multiple-choice(3,6)Proofreading(7,0)Responsedrill(1,1)Rosettaprocedure(?,?)Sentencemodification(0,0)Substitutiondrill(0,0)Translation(6,5)Chaindialogue(4,7)Conversion(0,0)Expansion(7,3)Matching(0,3)Patterndrill(0,.)Replacement(0,0)Restatement(6,1)Sentencecombining(0,0)Speedwriting(7,3)Transformationdrill(0,0)True-false(0,3)Videowatching(6,2)Worddictation(0,?)Retellingstories(5,1)Recital(0,)7.NeedsanalysisNeedsassessmentisanintegralpartofsystematiccurriculumbuilding.(ReadingXiaJimei,pp.42-61)Questions:Howimportantisneedsanalysis?Howtodoit?Bywhatmeans?束定芳？8.SystematicCurriculumbuildingDecidingonContents(syllabus)GoalsandobjectivessettingNeedsanalysisComposingmaterialsDesiningactivities/exercisesDesigningTeachingPlan(TeachingApproaches)DesigningevaluationFeedbackFromstudents/teachersCurriculum(Adjustment)Adiscussion:TheprosandconsofcurriculumobjectivesPros1.Objectiveshelpteacherstoconverttheperceivedneedsofthestudentsintoteachingpoints;2.Helpteacherstoclarifyandorganizetheirteachingpoints;3.Helpteacherstothinkthroughtheskillsandsub-skillsunderlyingdifferentinstructionalpoints;4.…..(p.96)ConsAssociationwithbehavioralpsychologySomethingsjustcannotbequantifiedObjec