Chapter13能力导向型教学法

Charpter13Compentency-BasedLanguageTeaching2016.11LOREMIPSUMDOLOR•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。BackgroundMostMs&AsMostMs&AsinthisbookfocusoninputstoLLbyimprovingsyllabuses,materials,andactivitiesorbychangingtheroleofLs&TsformoreeffectiveLL.Competency-BasedEducationCBEbycomparisonisaneducationalmovementfocusesonoutcomesoroutputsoflearninginthedevelopmentoflanguageprograms.BackgroundCBEaddresseswhatthelearnersareexpectedtodowiththelanguage,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。CharacteristicsofCBE1、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•CompetenciesdifferfromothergoalsandobjectivesinthattheydescribetheS’sabilitytoapplybasicandotherskillsinsituationsthatarecommonlyencounteredineverydaylife.•ThusCBEisbasedonasetofoutcomesthatarederivedfromananalysisoftaskstypicallyrequiredofstudentsinrealsituations.【日常生活场景为依据】【角色—能力—要求】CBLT的出现及发展•Bytheendof1970:•Ithasbeenwidelyadopted•Languagedesignforwork-relatedandsurvival-oriented•EspeciallyforadultsCBLT的出现及发展•Revently——Reemerge•Reemergeinsomepartsoftheworld•Amajorapproachtoplanlanguagepro.•“themostimprotantbreakthroughinadultESL”CBLT的出现及发展•Bythe1990s:•“thestate-of-the-artapproachtoadultESLbynationalpolicymakersandleadersincurriculumdevelopmentaswell”(KP141,下方)AdvocatesofCBLTseeitasapowerfulandpositiveagentofchange.——Teaching&AssessmentOffer:teachershaveachancetorevitalizetheireducationandtrainingprograms.Improvements：1)thequalityofassessment；2)thequalityofteaching;3)students'learningReasons:theclearspecificationofexpectedoutcomesandthecontinuousfeedbackBeneficialeffects:alllevelsandkindsofeducationandtraining;primaryschool——university,academicstudies——workplacetraining.FurtherdevelopmentofCBLT•TheWashingtonD.C.-basedCenterforAppliedLinguisticsundercontracttotheTESOL(TeachingEnglishtoSpeakersofOtherlanguages)organizationundertooktodeveloptheK-12“school”standardsforESL,whichwerecompletedin1997.KP142,TheESLstandards•ThreeGoalsandNineStandards.Eachstandardisfurtherexplicatedbydescriptors,sampleprogressindicators,andclassroomvignetteswithdiscussions•Grade-levelClusters.等级族群Pre-K-3,4-8,and9-12.Eachclusteraddressesallgoalsandstandardswithdescriptors,progressindicators,andvignettesspecifictothatgraderange.FeaturesofCBLTInBritaininthe1980s: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:TheoryoflanguageandlearningTheoryoflanguageTheoryoflearningCentraltobothlanguageandlearningtheory:“mosaic”SharefeatureswithComminicativeLanguageTeachingTheoryoflanguageCBLTisbasedonafunctionalandinteractionalperspectiveonthenatureoflanguage.•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。TheoryoflearningCBLTshareswithbehavioristviewsoflearningthenotionthatlanguageformcanbeinferredfromlanguagefunction;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】ObjectivesKP144Generalgoal: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。Thefinalgoal:ToenableSstobecomeautonomousindividualscapableofcopingwiththedemandsoftheworld.Design:ThesyllabusKP143从传统大纲设计————CBT大纲设计TraditionalapproachTheuseofone'sunderstandingofsubjectTostartwithwhatisgoingtoteachAsyllabusaredevelopedaroundthesubjectHavelittleroleintheteaching.Assessmentisbasedonnormreferencing:CBEapproachCBLTisdesignednotaroundthenotionofsubjectknowledgebutaroundthenotionofcompetency.ThefocusmovesfromwhatSsknowaboutlanguagetowhattheycandowithit.Thefocusoncompetenciesorlearningoutcomesunderpins（加强…的基础）thecurriculumframeworkandsyllabusspecification,