curriculum-DevelopmentPPT格式课件下载.ppt

curriculum-DevelopmentPPT格式课件下载.ppt

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syllabusdesign;

Methodology;

testingandevaluation;

1.Needsanalysis,thesituationsinwhichalanguagewillbeusedandwhoitwillbeusedwith;

theobjectivesandpurposesforwhichthelanguageisneeded;

thetypesofcommunicationthatwillbeused（e.g.written,spoken,formal,informal）;

thelevelofproficiencythatwillberequired;

2.Goalsandobjectives,Behavioralobjective（performanceobjectiveorinstructionalobjective）;

skill-basedobjective;

content-basedobjective;

proficiency-based/level-basedobjectives;

task-basedobjective;

thecharacteristicsoftask-basedobjective:

-convertknowledgeeducationintocapacityeducationorintomethodologyeducation;

-changeeducationintohelpingstudentslearntoknow,todo,tosurvive,tocommunicateortoco-operateandtobe;

-changeteacher-centeredintostudent-oriented;

culturallearningobjective;

3.syllabusdesign,Tabasmodelofcurriculumprocesses（1962：

12）consistsof：

（handoutP.8）Step1：

DiagnosisofneedsStep2：

FormulationofobjectivesStep3：

Selectionofcontent（syllabus）Step4：

Organizationofcontent（syllabus）Step5：

SelectionoflearningexperiencesStep6：

OrganizationoflearningexperiencesStep7：

Determinationofwhattoevaluateandmeanstoevaluate,3.syllabusdesign,Typesofsyllabusdesign:

（handoutP.9）StructuralFunctional;

Notional;

Topical;

Situational;

Skills;

Taskoractivity-based,3.syllabusdesign,Communicativesyllabus（Yalden（1987a:

86）,Thecommunicativesyllabusinvolves“considerationofanumberofextra-linguisticfactors,havingtodowiththeeducationalsettinginwhichthecourseistobetaught,thecharacteristicsofthelearners,thecircumstancesinwhichtheeducationalinstitutionoperates,eventhesocietyinwhichthelanguagelearningandteachingprocessistobecarriedon.,4.methodology,principlesforlanguageteachingmethodologyA.focusonlearner1.makeinstructionalgoalcleartolearners;

2.helplearnerstocreatetheirowngoals;

3.encouragelearnerstousetheirsecondlanguageoutsideoftheclassroom;

4.helplearnerstobecomemoreawareoflearningprocessesandstrategies;

5.teachlearnershowtocreatetheirownlearningtasks;

B.roleoftheteacher;

（handoutP.12）C.roleofthelearners;

（handoutP.13）,4.methodology,D.buildinstructionalsequencesbasedonapre-task,task,andfollow-upcyclepre-taskfunctions:

tocreateinterest,helpbuildstudentsbackgroundknowledge,introducekeyvocabulary,reviseagrammaticalpoint,taskfunctions;

seektomaximizethetimethatthestudentsareprocessingthelanguageofinteractingwitheachother.carefullymonitorthestudentstoensurewhattheyaresupposedtodoandarecarryingoutthetaskscorrectly.follow-upfunctions:

toelicitfeedbackfromthestudentsabouttheirexperience,toprovidefeedbacktothestudentsonhowtheyhaddone,tocorrecterrorsthattheteachermighthavenoticedinthecourseoftheinstructionalsequence,togetstudentstoreflectonthetasksandengageinself-evaluation.,5.TestingandEvaluation,1.Testing:

（handoutP.16）Proficiencytests;

Placementtests;

Achievementtests;

Diagnostictests;

criterion-referencedtest;

Norm-referencedtest;

Individual-referencedtest;

（handoutP.16）2.Evaluation:

（handoutP.17）summativeevaluation;

formativeevaluation;

5.TestingandEvaluation,Proceduresofformativeevaluation:

（Jack.Richard2002P.19）Needs-analysis;

Analysisofprogramcharacteristics;

In-classobservation;

Dataontheprocesses;

Dataontheacceptabilityanddifficultyofmaterials;

Interviewswithstudentsandteachers;

Analysisoftestresults;

6.Implications,Ithasbeenstressedthateffectivelanguageteachingprogramsaredependentuponsystematicdatagathering,planning,anddevelopmentwithinacontextthatisshapedandinfluencedbylearners,teachers,schools,andsocietyfactors.Eachofthesefactorsmustbeconsideredandaddressedineducationalprogramdesign.Curriculumdevelopmentistypicallyagroupplanningprocess,andgroupplanningplaysanimportantpartinalmostallcurriculumdevelopmentprojectsthathavebeenanalyzed.Centralquestionsinthisprocessconcernhowgroupeducationalplanningcanbemosteffective,howplanninggroupscanbeconstitutedandoperate,andinparticular,whatfactorsplanninggroupsshoulddirecttheirattentionto.,