Transcript 123 - “福建高中新课程” >> 网站首页

Implementation of the Curriculum
and Reflection of Problems
July, 23rd,2008
Main topics of today:
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About the curriculum
Implementation of the curriculum
Reflection of problems and issues
Suggestions
About the curriculum
Main characteristics of the new high school
English curriculum:
 Design curriculum for primary, junior
& senior middle schools as a whole
 Set 9 levels to meet diversified needs
 Offer optional courses in high school
 Implement 3-level curriculum management
English curriculum Senior high school
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9
Teach
-ing
stage
Compulsory courses (module1-5)
6
Series I
Series II
Optional courses in sequence
Optional
courses
11
Module
11
4
2
10
Module
10
4
2
9
Module 9
4
2
8
Module 8
4
2
7
Module 7
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2
6
Module 6
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2
8
7
Optional courses
5
Module 5
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2
4
Module 4
4
2
3
Module 3
4
2
2
Module 2
4
2
1
Module 1
4
2
1-2 primary school Level
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S
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compulsory modules 1-5
Students are required to complete 5 compulsory
modules 1-5 thereby gaining 10 credits.
( Students graduate with high school graduation
certification, upon gaining 144 credit points both
from the compulsory courses and optional
courses, from all the subjects they learn...)
Optional courses in Series I
 Optional courses in Series1 are designed on the
basis of Modules 1～5 and therefore should be
taught in order. There are 6 modules altogether
in this series---Modules 6～11.Students can
meet the requirements of Level 8 after they
finish learning Module 8 and sit for the college
entrance examination，and they will be up to
the standard of Level 9 after learning Modules
9～11 and pass the test. All schools are required
to offer Modules 6--8，and are encouraged to
teach Module 9～11 to enable students to get
better language capacity.
Optional modules 9-11 in Series I
 To meet the needs of very good students
and especially students in a specific interest
area.
 What to choose? It depends on teachers’
language capacity , students’ language
level, schools’ effort to meet diversified
needs of students and teachers’ creative
and cooperative team work.
Optional courses (series II)
Series II are optional courses which are divided
into three categories:
1. Language knowledge and skills
2. Language application
3. Language appreciation
Option One: language knowledge
and skills
English translation, English writing, English
newspaper reading, English speech and
debate…
Aim: to help students to consolidate their basic
knowledge and skills
Option two: language application
English for business , English for travel, English
for personal finance. English for information
technology, English for science and social
science
Aim: to broaden students’ knowledge in some
other specific professional areas…
Option three: language appreciation
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English literature
English dramas
English films, English songs …….
Aim: to help students to appreciate the language
and use English for personal enjoyment and
enrichment
Implementation of the Curriculum
Three focuses:
 Inquiry learning
 Task-based Teaching
 Formative assessment
 What’s new? new curriculum---domains(8)—
subjects(13)—modules– credits(144)
new syllabus—new teaching materials—new teaching
methods—new assessment
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 Inquiry learning:
Notion-- learn to be.
learn to do.
Autonomous learning
learn to know.
learn to live together
Regarding every individual student as a person with potential,
providing students with more opportunities to explore in the learning
process; encouraging students to be autonomous learners--- to be
able to apply :
cognitive strategies,
monitoring strategies,
communicative
strategies and resource
strategies
(cooperate learning , task-based learning, autonomous learning and
inquiry learning….)
Task-based Teaching
Can any learning process that does not
take the learner into account be a
complete one???
What is the best way to teach language
skills and language knowledge?
grammar translation method, grammar
awareness-raising approach, grammar
discovery approach, audio lingual approach,
audio-visual approach, task-based
teaching/Instruction (TBT, TBL, TBI),
communicative language teaching/learning (CLT,
CLL), communicative approach (CA)…..
Teaching should always be “ Learner-centered,
teacher-driven and goal-oriented”…
Teaching of grammar
Without accuracy and fluency, communication
does not really happen!
Learning grammar rules is not the goal of
language teaching. Grammar should be used as
a tool to build communicative abilities and to
strengthen skills needed for authentic
communication to take place. So grammar
should be used as the basic foundation for
building fluency (Evelyn Doman, 2007.)
Teachers should make sure that:
 students try to discover new grammar items from
the context.
 authentic language environment is provided in
which Ss can use the new grammar items and
acquire ability to combine language form,
meaning and usage together.
.
Vocabulary learning
 Teach Ss to use lexical learning strategies, such
as comparison, association, classification…
 Compare the usage through translation.
 Encourage Ss to use new words and
expressions in contexts
Word---sentence---discourse
 abandon, abnormal, abolish, abortion, abrupt,
abundant, accelerate, accessible, accumulate,
acquisition, adolescence, advocate, algebra,
anecdote
effective ways to teach:
 ways that meet diversified needs of students of
different levels
 ways that involve students in learning activities
 ways that enable students to communicate and
cooperate with others
 ways that develop abilities to collect & handle
information, analyze & solve problems
 ways that guide students to apply learning
strategies and give free rein to students’
individual potential.
 ways that arouse students’ interest and
motivation in learning English
formative assessment
It is aimed at:
 showing concern for every individual;
 paying attention to the process of learning; assisting learners to become
skilled judges of their own strengths and weaknesses;
 encouraging students with a sense of success;
 getting students to form the habit of reflecting on the learning effectiveness;
 aiming at improving the quality of learning and instruction and establishing a
diversified assessment system for promoting students’ all-round
development.
Related terms:
assessment and evaluation;
multi-dimensional assessment: Self-assessment & peer assessment
Formative assessment & Summative assessment (Process & result)
Qualitative & Quantitative assessment
Assessment should be based on the
curriculum
What to teach and what to learn(目标)
How to teach and how to learn(策略:途径和方法)
How well it is taught and how well it is learnt
(评价)
(requirements of validity, reliability and feasibility...)
What if…
What role does emotional education play?…
What if you get a student who is extremely talented but
poorly motivated or a student who is extremely motivated
but always achieves bad result…? In either cases,
motivation should be maintained…
Those who think they can not succeed in language
learning need to be re-motivated---to get more positive
feedback and reassurance from the teacher…
Pay attention to the art of teaching…
 Give students a good idea of the aims and demands of
each unit.
 Help students reflect on what they have learnt.
 Guides students to do self-assessment.
 Design test papers that follow the principles of the
curriculum, analyze the result of each test and give
students suggestions as to what to do next to achieve
better result.
Problems and issues:
 Teachers are not clear about the relationship
between the curriculum and teaching materials.
 There are not enough teaching hours for the
module unit contents.
 There is serious lack of coherence between the
junior middle school teaching and the senior
middle school teaching, so students have
difficulties in understanding what is being taught.
 Teacher training is inadequate.
 Supplementary materials such as students’ exercise
books do not match the text book, or have bad
quality…
 Many teachers lack a decent level of language
proficiency needed for applying TBT.
Suggestions for teachers
 Teaching and learning should be based on the
curriculum and meet the requirements of the curriculum
 Teachers should decide on teaching objectives and
inform students of them, to make both teaching and
learning goal-oriented( The more concrete the teaching
objectives are , the easier it is to design ways to check
whether the goals are obtained).
 Teaching should be designed for learning effectiveness
and suitable for learners of different levels…The way to
teach should be varied according to the unit contents
and the students’ interest;
 The textbook used be used in a flexible and
creative way and it’s necessary for teachers to
use multiple teaching resources rather than just
a single textbook; Can teachers become
teaching material developers? Yes.
 It’s crucial for teachers to teach by reflection of
problems;
 Teachers should try to upgrade teaching skills.
 It’s essential to focus teaching and research on
creative and cooperative team work
Achievement is a we thing, not a me thing, always the
product of many heads and hands.
(J.W. Atkinson)
Thank you!
[email protected]