curriculum-Development.ppt

curriculum-Development.ppt

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WhatisMethodology?

approachisthelevelatwhichassumptionsandbeliefsaboutlanguageandlanguagelearningarespecified;techniqueisthelevelatwhichclassroomproceduresaredescribed;methodisthelevelatwhichtheoryisputintopracticeandatwhichchoicesaremadeabouttheparticularskillstobetaught,thecontenttobetaught,andtheorderinwhichthecontentwillbepresented;（JackRichard（2001）Differenttheoriesaboutthenatureoflanguageandhowlanguagearelearned（theapproach）implydifferentwaysofteachinglanguage（themethod）,anddifferentmethodsmakeuseofdifferentkindsofclassroomactivity（thetechnique）,CurriculumDevelopment,Curriculumdevelopment,needsanalysis;goalsetting;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.,