curriculum-DevelopmentPPT格式课件下载.ppt

1、syllabus design;Methodology;testing and evaluation;,1.Needs analysis,the situations in which a language will be used and who it will be used with;the objectives and purposes for which the language is needed;the types of communication that will be used（e.g.written,spoken,formal,informal）;the level of

2、 proficiency that will be required;,2.Goals and objectives,Behavioral objective（performance objective or instructional objective）;skill-based objective;content-based objective;proficiency-based/level-based objectives;task-based objective;the characteristics of task-based objective:-convert knowledge

3、 education into capacity education or into methodology education;-change education into helping students learn to know,to do,to survive,to communicate or to co-operate and to be;-change teacher-centered into student-oriented;cultural learning objective;,3.syllabus design,Tabas model of curriculum pr

4、ocesses（1962：12）consists of：（hand out P.8）Step 1：Diagnosis of needsStep 2：Formulation of objectivesStep 3：Selection of content（syllabus）Step 4：Organization of content（syllabus）Step 5：Selection of learning experiencesStep 6：Organization of learning experiencesStep 7：Determination of what to evaluate

5、and means to evaluate,3.syllabus design,Types of syllabus design:（handout P.9）StructuralFunctional;Notional;Topical;Situational;Skills;Task or activity-based,3.syllabus design,Communicative syllabus（Yalden（1987a:86）,The communicative syllabus involves“consideration of a number of extra-linguistic fa

6、ctors,having to do with the educational setting in which the course is to be taught,the characteristics of the learners,the circumstances in which the educational institution operates,even the society in which the language learning and teaching process is to be carried on.,4.methodology,principles f

7、or language teaching methodologyA.focus on learner1.make instructional goal clear to learners;2.help learners to create their own goals;3.encourage learners to use their second language outside of the classroom;4.help learners to become more aware of learning processes and strategies;5.teach learner

8、s how to create their own learning tasks;B.role of the teacher;（handout P.12）C.role of the learners;（handout P.13）,4.methodology,D.build instructional sequences based on a pre-task,task,and follow-up cyclepre-task functions:to create interest,help build students background knowledge,introduce key vo

9、cabulary,revise a grammatical point,task functions;seek to maximize the time that the students are processing the language of interacting with each other.carefully monitor the students to ensure what they are supposed to do and are carrying out the tasks correctly.follow-up functions:to elicit feedb

10、ack from the students about their experience,to provide feedback to the students on how they had done,to correct errors that the teacher might have noticed in the course of the instructional sequence,to get students to reflect on the tasks and engage in self-evaluation.,5.Testing and Evaluation,1.Te

11、sting:（hand out P.16）Proficiency tests;Placement tests;Achievement tests;Diagnostic tests;criterion-referenced test;Norm-referenced test;Individual-referenced test;（hand out P.16）2.Evaluation:（hand out P.17）summative evaluation;formative evaluation;,5.Testing and Evaluation,Procedures of formative e

12、valuation:（Jack.Richard 2002 P.19）Needs-analysis;Analysis of program characteristics;In-class observation;Data on the processes;Data on the acceptability and difficulty of materials;Interviews with students and teachers;Analysis of test results;,6.Implications,It has been stressed that effective lan

13、guage teaching programs are dependent upon systematic data gathering,planning,and development within a context that is shaped and influenced by learners,teachers,schools,and society factors.Each of these factors must be considered and addressed in educational program design.Curriculum development is

14、 typically a group planning process,and group planning plays an important part in almost all curriculum development projects that have been analyzed.Central questions in this process concern how group educational planning can be most effective,how planning groups can be constituted and operate,and in particular,what factors planning groups should direct their attention to.,