Analysis of Course Materials C

这是一篇关于Analysis of Course Materials C的思维导图，Attach particular importance to the learning process, and advocate practicality and applicability。

Analysis of Course Materials Currently Used in Middle School

• Syllabus and curriculum
  • Syllabus
    • A syllabus is a descriptive outline and summary of topics of a particular course.
    • A syllabus offers a brief overview of the objectives and expectations of the course.
    • A syllabus is more abstract and contains specific information about the course.
    • A syllabus constitutes the essential guide for the course.
    • The purpose of the syllabus is to allow students to work their schedules for maximum efficiency and effectiveness.
  • Curriculum
    • The curriculum may consist of various courses designed to reach a particular proficiency or qualification.
  • Differences
    • The syllabus is the subset of the curriculum.
    • The syllabus is a detailed overview and the curriculum is content.
    • The syllabus is often distributed to students on the first clay of class, but the course will not.
    • The syllabus may vary somewhat from one teacher to another, but the curriculum is the same.
  • My thoughts
• A brief history of English syllabuses in China
  • 1978 Syllabus
    • The emphasis is put on developing students' reading and self-learning abilities and some listening, speaking, writing and translating ability.
  • 1980 Syllabus
    • It aims to provide students with some basic practice in listening, speaking, reading, writing and translating.
  • 1986 Syllabus
    • Pay more attention to the training of oral, written expression and reading ability.
  • 1992 Syllabus for Junior High Schools
    • Pay more attention to the cultivation of communication ability and learning habits.
    • Pay more attention to quality education and moral education of students.
  • 1993 Syllabus for Senior High Schools
    • Based on the 1992 junior high school syllabus, more attention is paid to the acquisition of knowledge of the target language countries and the students' observation, memorization. thinking and imagination abilities.
  • 2001 National English Curriciiluin for Nine-Year Compulsory Education
    • The main task is to stimulate and cultivate students' interest and confidence in learning the language.
    • Pay more attention to the lifelong development of students.
  • My thoughts
• Principles for 2011 New English Curriculum Standard and requirements for English language teachers
  • Designing principles for 2011 New English Curriculum Standard
    • Emphasize quality-oriented education, and promote students' self-growth
      • The New Standard is to increase studenis' awareness of the cultural dilferences.
      • It pays close attention to students' affective factors in order to stimulate their interest and confidence in learning.
    • Aim for educating all students, and respect individual differences
      • In the New Standard. students' overall development is the motivation and the goal of the English curriculum.
      • principle of learner-cent eredness
    • Develop competence-based objectives, and allow progressiveness and continuity
      • Nine-stage system of describing English learning objectives.
    • Attach particular importance to the learning process, and advocate practicality and applicability
      • Modern foreign language teaching lays much more importance on 1 he learning process than outcome.
      • The New Curriculum Standard Advocates Teachers to Create English Learning Scenarios for Students.
    • Optimize assessment system, and focus on students' comprehensive ability in language use
      • The assessment system refers to summative assessment and formative assessment.
      • Summative assessment focuses on the outcomes of learning
      • Formative assessment focuses on students1 performance and progress during their learning process
    • Improve and utilize various teaching and learning resources
      • English curriculum requires that teachers should properly utilize .
      • Both teachers and students have to explore and make the best use of mass media.
    • My thought
  • Requirements for English language teachers
• Analysis of course materials currently used in middle school
  • Guiding criteria for English course materials
    • The New English Curriculum Standard (2011)(key words)
      • authentic
      • daily life
      • life-long learning
      • students' ages and different language levels
      • language skills, language knowledge, emotions and attitudes, learning strategy and cultural awareness
      • students' cognition and mental development
      • students learning needs, motivation, interests hobbies and wishes.
      • communicative and task-based way
      • flexible
      • adjust the teaching methods
  • Analysis of Go for It ! (revised version in 2012)
    • The Goals of Go for It !
      • Mainly use a step-by-step approach to build students' confidence and combine learning with their personal life.
    • The features of Go for It !(key words)
      • step-by-step approach
      • Variety of form-focused language practice
      • Grammar focus
      • The game-like interactive activities
      • The recycling activities
      • Self-check
      • High practicality
      • communicative competence
      • Broad vocabulary
      • Student-centered and quality-oriented education
      • Topic-function-structure-task language teaching model
      • innovative and operative
      • language skills and learning strategies
      • input of cultural information
    • The topic distributions of Go for It !
    • Analysis of the unit structure of Go for It !
• Relation
• History of English language teaching
  • What is the methodology?
    • In an educational setting , currIculum contains three main subcomponents: syllabus design , teaching methodology and evaluation .
    • Sylabus design
      • Content
        • What contents should we teach ?
        • In what order should we teach this content ?
        • What is the justification for selecting this content ?
    • Methodology
      • Classroom techniques and procedures
        • What exercises , tasks , and activities should we use in the classroom ?
        • How should we sequence and integrate these ?
    • Evaluation
      • Learning outcomes
        • How well have our students done ?
        • How well has our program served our students ' needs?
  • Three levels of conceptualization and organization
    • Approach
      • The level at which assumptions and beliefs about language and language learning are specified.
    • Method
      • An overall plan for systematic presentation of language based on a selected approach.
    • Technique
      • The specific activities manifested in the clasroom , such as substitutional drils , dictation or role - play.
  • Background to language teaching methodology
    • Structural view
      • Language: A system of structurally related elements for the coding of meaning .
      • The target of language learning: The mastery of elements of this system the sound system, grammatical units and lexical items.
      • The Audiolingual Method embodies this particular view of language .
    • Functional view
      • Language: A vehicle for the expression of functional meaning.
      • The communicative movement n language teaching subscribes to this view of language.
      • The semantic and communicative dimensions.(√)
      • The grammatical characteristics of language （×)
    • Interactive view
      • Language : A communicative tool for the creation and maintenance of social relations .
      • Interaction
      • Conveying and receiving authentic messages。
      • Task - basked language Teaching draws on an interactional view of anguage.
    • A learning theory underlying an approach or method responds to two questions
      • What are the psycho - linguistic and cognitive proceses involved in language learning ?
      • What are the conditions hat need to be met in order for these learning processes to be activated ?
    • Four learning theories
      • Behaviorist theory(Skinner)
        • Threebasic ideas
          • Conditioning
          • Habit formation
          • The Importantance of the" environment"
      • Cognitive theory
        • think
        • Norma Chomsky
          • Language is not a form of behavior , it is an intricate rule - based system and a large part of language acquisition is the learning of this system .
          • There are a finite number of grammatical rules in the system and with a knowledge of these an infinite number of sentences can be produced .
          • A language learner acquires language competence which enables him to produce language .
      • Constructive theory
        • Learning is a process in which the learner constructs meaning based on his her own experiences and what he / she already knows .
        • John Dewey
          • Teaching should be built based on what learners already knew and engage learners in learning activities.
      • Socio-constructivist theory
        • Vygotsky
          • Zone of Proximal Development(ZPD)
          • scaffolding
  • Major trends in twentieth-century language teaching
    • The grammar-translation method(19th century)
      • Pay attention to the relationship and accuracy between the original and the translated text.
    • The Direct Method
      • natural language learning principles provided
      • Teaching is mainly through connection with reality, focusing on oral communication.
    • A Typical Audio- lingual Lesson
      • The language was viewed as a system of structurally related elements for the encoding of meaning , the elements being
        • Phonemes
        • Morphemes
        • Words
        • Structures & Sentence types
      • A Typical Audio- lingual Lesson is the Combination of Structural Linguistics and Behaviorism.
      • A controlled audio dialogue→A structure drill→Exploitation activities
      • Chomsky-cognitive code learning
  • Alternative approaches and methods
    • community language learning
    • Suggestopedia
    • Total Physical Response
    • The Silent Way
  • Current communicative approaches
    • Communicative Language Teaching (CLT)
      • Five Core Characteristics
        • Appropriateness
        • Message focus
        • Psycholinguistic processing
        • Risk taking
        • Free practice
      • Communication Continuum
    • Task Based Language Teaching
      • Purpose
      • Context
      • Process
      • Product
• The new English curriculum in 2011 focuses on all aspects of students, and more on their all-round development and lifelong education
• Teachers should use learning resources inside and outside the school to expand their own vision
• Teachers integrate culture into teaching and cultivate students' cultural awareness
• Teachers should provide students with ways of feedback and adjust teaching methods and strategies according to the feedback,
• Teachers should adapt to students' learning level and ability, and encourage students to learn more language learning methods.
• Teachers should understand students and actively establish good relations with them.
• My Understanding
• From 1978 to 2001, the syllabus changed from more emphasis on basic ability to practical ability to focus on the cultivation of students' habits and lifelong learning.Pay more attention to humanistic care
• The biggest difference between the two is that the syllabus is a general overview, the curriculum is specific, the content is fixed, and the overview varies from person to person
• Curriculum is a process in which students receive the knowledge from teachers and practice the knowledge they have learned
• The syllabus mainly provides students with a guiding plan to better understand the teaching tasks and objectives