Chapter13能力導(dǎo)向型教學(xué)法課件

Charpter13Compentency-BasedLanguageTeaching2016.11Chapter13能力導(dǎo)向型教學(xué)法LOREMIPSUMDOLOR能力導(dǎo)向型教學(xué)法源于美國70年代出現(xiàn)的能力型教育運(yùn)動(dòng)。將這一方法應(yīng)用到語言教學(xué)中來，教學(xué)目標(biāo)就是訓(xùn)練學(xué)生的輸出型能力。Chapter13能力導(dǎo)向型教學(xué)法BackgroundMostMs&AsMostMs&AsinthisbookfocusoninputstoLLbyimprovingsyllabuses,materials,andactivitiesorbychangingtheroleofLs&TsformoreeffectiveLL.Competency-BasedEducationCBEbycomparisonisaneducationalmovementfocusesonoutcomesoroutputsoflearninginthedevelopmentoflanguageprograms.Chapter13能力導(dǎo)向型教學(xué)法BackgroundCBEaddresseswhatthelearnersareexpectedtodowiththelanguage,however

theylearnedtodoit.CBEemergedintheUSinthe1970sandreferstoaneducationalmovementthatadvocatesdefiningeducationalgoalsintermsofprecisemeasurabledescriptionsoftheknowledge,skills,andbehaviorsSsshouldpossessattheendofacourseofstudy.為了培養(yǎng)學(xué)生未來生活所需的能力，能力型教育運(yùn)動(dòng)極其重視學(xué)習(xí)結(jié)果而不是輸入，主張將教育目標(biāo)確定為可測量的知識、技能、行為。Chapter13能力導(dǎo)向型教學(xué)法能力導(dǎo)向型教學(xué)法是美國19世紀(jì)70年代興起的一項(xiàng)教育運(yùn)動(dòng)。能力導(dǎo)向型教學(xué)法提倡多方位制定教育目標(biāo)，主要從課程學(xué)習(xí)結(jié)束時(shí)學(xué)生所必須掌握的知識，技能，行為習(xí)慣等方面。Chapter13能力導(dǎo)向型教學(xué)法CharacteristicsofCBE1、類似之處CBE

hasmuchincommonwithsuchapproachestolearningas

performance-basedinstruction成果導(dǎo)向型,masterylearning掌握型學(xué)習(xí)

and

individualizedinstruction個(gè)性化指導(dǎo).Itisoutcome-basedandisadaptivetothechangingneedsofstudents,teachersandthecommunity.Chapter13能力導(dǎo)向型教學(xué)法2、不同之處CompetenciesdifferfromothergoalsandobjectivesinthattheydescribetheS’sabilitytoapplybasicandotherskillsinsituationsthatarecommonlyencounteredineverydaylife.ThusCBEisbasedonasetofoutcomesthatarederivedfromananalysisoftaskstypicallyrequiredofstudentsinrealsituations.【日常生活場景為依據(jù)】【角色—能力—要求】Chapter13能力導(dǎo)向型教學(xué)法CBLT的出現(xiàn)及發(fā)展Bytheendof1970:

IthasbeenwidelyadoptedLanguagedesignforwork-relatedandsurvival-orientedEspeciallyforadultsChapter13能力導(dǎo)向型教學(xué)法CBLT的出現(xiàn)及發(fā)展Revently——Reemerge

ReemergeinsomepartsoftheworldAmajorapproachtoplanlanguagepro.“themostimprotantbreakthroughinadultESL”Chapter13能力導(dǎo)向型教學(xué)法CBLT的出現(xiàn)及發(fā)展Bythe1990s:

“thestate-of-the-artapproachtoadultESLbynationalpolicymakersandleadersincurriculumdevelopmentaswell”(KP141,下方)Chapter13能力導(dǎo)向型教學(xué)法AdvocatesofCBLTseeitasapowerfulandpositiveagentofchange.

——Teaching&AssessmentOffer:teachershaveachancetorevitalizetheireducationandtrainingprograms.Improvements：1)thequalityofassessment；2)thequalityofteaching;3)students'learningReasons:theclearspecificationofexpectedoutcomesandthecontinuousfeedbackBeneficialeffects:alllevelsandkindsofeducationandtraining;primaryschool——university,academicstudies——workplacetraining.Chapter13能力導(dǎo)向型教學(xué)法FurtherdevelopmentofCBLTTheWashingtonD.C.-basedCenterforAppliedLinguisticsundercontracttotheTESOL(TeachingEnglishtoSpeakersofOtherlanguages)organizationundertooktodeveloptheK-12“school”standardsforESL,whichwerecompletedin1997.Chapter13能力導(dǎo)向型教學(xué)法KP142,TheESLstandardsThreeGoalsandNineStandards.Eachstandardisfurtherexplicatedbydescriptors,sampleprogressindicators,andclassroomvignetteswithdiscussionsGrade-levelClusters.等級族群Pre-K-3,4-8,and9-12.Eachclusteraddressesallgoalsandstandardswithdescriptors,progressindicators,andvignettesspecifictothatgraderange.Chapter13能力導(dǎo)向型教學(xué)法FeaturesofCBLTInBritaininthe1980s:Foreignlanguageteachingmovement

GradedObjectivesMovement多級目標(biāo)運(yùn)動(dòng)Gradedobjectives是指制定的一系列短期目標(biāo)，每一個(gè)目標(biāo)順次推進(jìn)，因此，學(xué)習(xí)者可以逐步實(shí)現(xiàn)對知識和技能的掌握。在英國，這種語言學(xué)習(xí)的方式被認(rèn)為是語言學(xué)習(xí)最顯著的成就之一。Chapter13能力導(dǎo)向型教學(xué)法Approach:TheoryoflanguageandlearningTheoryoflanguageTheoryoflearningCentraltobothlanguageandlearningtheory:“mosaic”SharefeatureswithComminicativeLanguageTeachingChapter13能力導(dǎo)向型教學(xué)法TheoryoflanguageCBLTisbasedonafunctionalandinteractionalperspectiveonthenatureoflanguage.主張建立社會(huì)語境socialcontexts和語言language之間的關(guān)系Languagealwaysoccursasamediumofinteractionandcommunicationbetweenpeoplefortheachievementofspecificgoalsandpurposes.【中介性】因此，能力導(dǎo)向型經(jīng)常用于建立情景教學(xué)模式，語言學(xué)習(xí)者通常有特殊學(xué)習(xí)需要和目的，或特殊社會(huì)角色，而他們的語言技能可以根據(jù)這些目標(biāo)被準(zhǔn)確的預(yù)測和決定。Chapter13能力導(dǎo)向型教學(xué)法TheoryoflearningCBLTshareswithbehavioristviewsoflearning

thenotionthatlanguageformcanbeinferredfromlanguagefunction;thatis,certainlifeencounterscallforcertainkindsoflanguage.ThisassumesthatdesignersofCBLTcompetenciescanaccuratelypredictthevocabularyandstructureslikelytobeencounteredinthoseparticularsituationsthatarecentraltothelifeofthelearnerandcanstatetheseinwaysthatcanbeusedoorganizeteaching/learningunits.

[Predicatable]Chapter13能力導(dǎo)向型教學(xué)法CentraltobothL&Ltheoryistheviewthatlanguagecanbefunctionallyanalyzedintoappropriatepartsandsubparts:thatsuchpartsandsubpartscanbetaught(andtested)incrementally（增加地、逐漸增量地）.【分解——慢慢學(xué)】Centraltobothlanguageandlearningtheory:“mosaic”Chapter13能力導(dǎo)向型教學(xué)法CBLTtakesa“mosaic”（馬賽克、拼合而成的）approachtoLLinthatthe“whole”(communicativecompetence)isconstructedfromsmallercomponentscorrectlyassembled.【W(wǎng)hole=Part1+Part2+Part3...】Chapter13能力導(dǎo)向型教學(xué)法CBLTisbuiltaroundthenotionofCCandseekstodevelopfunctionalcommunicationskillsinlearners.CBLTthussharessomefeatureswithCLT.【看重交際技能】Chapter13能力導(dǎo)向型教學(xué)法ObjectivesKP144Generalgoal:能力導(dǎo)向型旨在發(fā)展學(xué)生從“知”到“做”的能力，尤其是在生活環(huán)境中從事有效活動(dòng)所必須的能力，知識，態(tài)度和行為。Thefinalgoal:ToenableSstobecomeautonomousindividualscapableofcopingwiththedemandsoftheworld.Chapter13能力導(dǎo)向型教學(xué)法Design:ThesyllabusKP143從傳統(tǒng)大綱設(shè)計(jì)

————CBT大綱設(shè)計(jì)Chapter13能力導(dǎo)向型教學(xué)法TraditionalapproachTheuseofone'sunderstandingofsubjectTostartwithwhatisgoingtoteachAsyllabusaredevelopedaroundthesubjectHavelittleroleintheteaching.Assessmentisbasedonnormreferencing:Chapter13能力導(dǎo)向型教學(xué)法CBEapproachCBLTisdesignednotaroundthenotionofsubjectknowledgebutaroundthenotionofcompetency.ThefocusmovesfromwhatSsknowaboutlanguagetowhattheycandowithit.

Thefocusoncompetenciesorlearningoutcomesunderpins（加強(qiáng)…的基礎(chǔ)）thecurriculumframeworkandsyllabusspecification,teachingstrategies,assessmentandreporting.

Insteadofnorm-referencedassessment,criterion-basedassessmentproceduresareusedinwhichlearnersareassessedaccordingtohowwelltheycanperformonspecificlearningtasks.【不以教學(xué)內(nèi)容為主，以能力為主】【從“知”到“做”】【標(biāo)準(zhǔn)有別，因才施測，測試與任務(wù)結(jié)合】【增加了大綱及教學(xué)，評測等系統(tǒng)的精確度】Chapter13能力導(dǎo)向型教學(xué)法Design:TypesofactivitiesClassroomteachingactivitiesarebasedonthereal-worldtaskoractivity.Theseactivitiesarerelatedtoanydomainoflife,thoughhavetypicallybeenlinkedtothefieldofworkandtosocialsurvivalinanewenvironment以真實(shí)世界的活動(dòng)為導(dǎo)向Chapter13能力導(dǎo)向型教學(xué)法FactorsinvolvedintheimplementationofCBEprogramAfocusonsuccessfulfunctioninginsocietyAfocusonlifeskillsTask-orperformance-centeredorientationModularizedinstructionOutcomesthataremadeexplicitaprioriContinuousandongoingassessmentDemonstratedmasteryofperformanceobjectivesIndividualized,student-centeredinstructionChapter13能力導(dǎo)向型教學(xué)法AdvantagesofCBLT

——Fromthelearner'spointviewThecompetenciesarespecificandpracticalandcanbeseentorelatedtothelearner’sneedsandinterests.Thelearnerscanjudgewhetherthecompetenciesseemrelevantanduseful.Thecompetenciesthatwillbetaughtandtestedarespecificandpublic,hencethelearnerknowsexactlywhatneedstobelearned.Competenciescanbemasteredoneatatime,sothelearnercanseewhathasbeenlearnedandwhatstillremainstobelearned.【針對+實(shí)用+個(gè)性化】【自主性】【目標(biāo)性】【分步性】Chapter13能力導(dǎo)向型教學(xué)法DisadvantagesThereareinfactnovalidproceduresavailabletodevelopcompetencylistsformostprograms.【涉及的能力領(lǐng)域太廣——impossibletoorganize】Reductionistappro