Chapter13能力导向型教学法.pptx
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Chapter13能力导向型教学法.pptx
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Charpter13Compentency-BasedLanguageTeaching,2016.11,LOREMIPSUMDOLOR,能力导向型教学法源于美国70年代出现的能力型教育运动。
将这一方法应用到语言教学中来,教学目标就是训练学生的输出型能力。
Background,MostMs&AsMostMs&AsinthisbookfocusoninputstoLLbyimprovingsyllabuses,materials,andactivitiesorbychangingtheroleofLs&TsformoreeffectiveLL.Competency-BasedEducationCBEbycomparisonisaneducationalmovementfocusesonoutcomesoroutputsoflearninginthedevelopmentoflanguageprograms.,Background,CBEaddresseswhatthelearnersareexpectedtodowiththelanguage,howevertheylearnedtodoit.CBEemergedintheUSinthe1970sandreferstoaneducationalmovementthatadvocatesdefiningeducationalgoalsintermsofprecisemeasurabledescriptionsoftheknowledge,skills,andbehaviorsSsshouldpossessattheendofacourseofstudy.为了培养学生未来生活所需的能力,能力型教育运动极其重视学习结果而不是输入,主张将教育目标确定为可测量的知识、技能、行为。
能力导向型教学法是美国19世纪70年代兴起的一项教育运动。
能力导向型教学法提倡多方位制定教育目标,主要从课程学习结束时学生所必须掌握的知识,技能,行为习惯等方面。
CharacteristicsofCBE,1、类似之处CBEhasmuchincommonwithsuchapproachestolearningasperformance-basedinstruction成果导向型,masterylearning掌握型学习andindividualizedinstruction个性化指导.Itisoutcome-basedandisadaptivetothechangingneedsofstudents,teachersandthecommunity.,2、不同之处,CompetenciesdifferfromothergoalsandobjectivesinthattheydescribetheSsabilitytoapplybasicandotherskillsinsituationsthatarecommonlyencounteredineverydaylife.ThusCBEisbasedonasetofoutcomesthatarederivedfromananalysisoftaskstypicallyrequiredofstudentsinrealsituations.,【日常生活场景为依据】,【角色能力要求】,CBLT的出现及发展,Bytheendof1970:
IthasbeenwidelyadoptedLanguagedesignforwork-relatedandsurvival-orientedEspeciallyforadults,CBLT的出现及发展,ReventlyReemerge,ReemergeinsomepartsoftheworldAmajorapproachtoplanlanguagepro.“themostimprotantbreakthroughinadultESL”,CBLT的出现及发展,Bythe1990s:
“thestate-of-the-artapproachtoadultESLbynationalpolicymakersandleadersincurriculumdevelopmentaswell”(KP141,下方),AdvocatesofCBLTseeitasapowerfulandpositiveagentofchange.Teaching&Assessment,Offer:
teachershaveachancetorevitalizetheireducationandtrainingprograms.Improvements:
1)thequalityofassessment;2)thequalityofteaching;3)studentslearningReasons:
theclearspecificationofexpectedoutcomesandthecontinuousfeedbackBeneficialeffects:
alllevelsandkindsofeducationandtraining;primaryschooluniversity,academicstudiesworkplacetraining.,FurtherdevelopmentofCBLT,TheWashingtonD.C.-basedCenterforAppliedLinguisticsundercontracttotheTESOL(TeachingEnglishtoSpeakersofOtherlanguages)organizationundertooktodeveloptheK-12“school”standardsforESL,whichwerecompletedin1997.,KP142,TheESLstandards,ThreeGoalsandNineStandards.Eachstandardisfurtherexplicatedbydescriptors,sampleprogressindicators,andclassroomvignetteswithdiscussionsGrade-levelClusters.等级族群Pre-K-3,4-8,and9-12.Eachclusteraddressesallgoalsandstandardswithdescriptors,progressindicators,andvignettesspecifictothatgraderange.,FeaturesofCBLT,InBritaininthe1980s:
ForeignlanguageteachingmovementGradedObjectivesMovement多级目标运动,Gradedobjectives是指制定的一系列短期目标,每一个目标顺次推进,因此,学习者可以逐步实现对知识和技能的掌握。
在英国,这种语言学习的方式被认为是语言学习最显著的成就之一。
Approach:
Theoryoflanguageandlearning,TheoryoflanguageTheoryoflearningCentraltobothlanguageandlearningtheory:
“mosaic”SharefeatureswithComminicativeLanguageTeaching,Theoryoflanguage,CBLTisbasedonafunctionalandinteractionalperspectiveonthenatureoflanguage.主张建立社会语境socialcontexts和语言language之间的关系Languagealwaysoccursasamediumofinteractionandcommunicationbetweenpeoplefortheachievementofspecificgoalsandpurposes.【中介性】因此,能力导向型经常用于建立情景教学模式,语言学习者通常有特殊学习需要和目的,或特殊社会角色,而他们的语言技能可以根据这些目标被准确的预测和决定。
Theoryoflearning,CBLTshareswithbehavioristviewsoflearningthenotionthatlanguageformcanbeinferredfromlanguagefunction;thatis,certainlifeencounterscallforcertainkindsoflanguage.ThisassumesthatdesignersofCBLTcompetenciescanaccuratelypredictthevocabularyandstructureslikelytobeencounteredinthoseparticularsituationsthatarecentraltothelifeofthelearnerandcanstatetheseinwaysthatcanbeusedoorganizeteaching/learningunits.,Predicatable,CentraltobothL&Ltheoryistheviewthatlanguagecanbefunctionallyanalyzedintoappropriatepartsandsubparts:
thatsuchpartsandsubpartscanbetaught(andtested)incrementally(增加地、逐渐增量地).,【分解慢慢学】,Centraltobothlanguageandlearningtheory:
“mosaic”,CBLTtakesa“mosaic”(马赛克、拼合而成的)approachtoLLinthatthe“whole”(communicativecompetence)isconstructedfromsmallercomponentscorrectlyassembled.,【Whole=Part1+Part2+Part3.】,CBLTisbuiltaroundthenotionofCCandseekstodevelopfunctionalcommunicationskillsinlearners.CBLTthussharessomefeatureswithCLT.,【看重交际技能】,ObjectivesKP144,Generalgoal:
能力导向型旨在发展学生从“知”到“做”的能力,尤其是在生活环境中从事有效活动所必须的能力,知识,态度和行为。
Th
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