Charpter13Compentency-BasedLanguageTeaching2016.11Chapter13能力導向型教學法LOREMIPSUMDOLOR能力導向型教學法源于美國70年代出現(xiàn)的能力型教育運動。將這一方法應用到語言教學中來，教學目標就是訓練學生的輸出型能力。Chapter13能力導向型教學法BackgroundMostMs&AsMostMs&AsinthisbookfocusoninputstoLLbyimprovingsyllabuses,materials,andactivitiesorbychangingtheroleofLs&TsformoreeffectiveLL.Competency-BasedEducationCBEbycomparisonisaneducationalmovementfocusesonoutcomesoroutputsoflearninginthedevelopmentoflanguageprograms.Chapter13能力導向型教學法BackgroundCBEaddresseswhatthelearnersareexpectedtodowiththelanguage,however

theylearnedtodoit.CBEemergedintheUSinthe1970sandreferstoaneducationalmovementthatadvocatesdefiningeducationalgoalsintermsofprecisemeasurabledescriptionsoftheknowledge,skills,andbehaviorsSsshouldpossessattheendofacourseofstudy.為了培養(yǎng)學生未來生活所需的能力，能力型教育運動極其重視學習結果而不是輸入，主張將教育目標確定為可測量的知識、技能、行為。Chapter13能力導向型教學法能力導向型教學法是美國19世紀70年代興起的一項教育運動。能力導向型教學法提倡多方位制定教育目標，主要從課程學習結束時學生所必須掌握的知識，技能，行為習慣等方面。Chapter13能力導向型教學法CharacteristicsofCBE1、類似之處CBE

hasmuchincommonwithsuchapproachestolearningas

performance-basedinstruction成果導向型,masterylearning掌握型學習

and

individualizedinstruction個性化指導.Itisoutcome-basedandisadaptivetothechangingneedsofstudents,teachersandthecommunity.Chapter13能力導向型教學法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能力導向型教學法CBLT的出現(xiàn)及發(fā)展Bytheendof1970:

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

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

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

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

GradedObjectivesMovement多級目標運動Gradedobjectives是指制定的一系列短期目標，每一個目標順次推進，因此，學習者可以逐步實現(xiàn)對知識和技能的掌握。在英國，這種語言學習的方式被認為是語言學習最顯著的成就之一。Chapter13能力導向型教學法Approach:TheoryoflanguageandlearningTheoryoflanguageTheoryoflearningCentraltobothlanguageandlearningtheory:“mosaic”SharefeatureswithComminicativeLanguageTeachingChapter13能力導向型教學法TheoryoflanguageCBLTisbasedonafunctionalandinteractionalperspectiveonthenatureoflanguage.主張建立社會語境socialcontexts和語言language之間的關系Languagealwaysoccursasamediumofinteractionandcommunicationbetweenpeoplefortheachievementofspecificgoalsandpurposes.【中介性】因此，能力導向型經(jīng)常用于建立情景教學模式，語言學習者通常有特殊學習需要和目的，或特殊社會角色，而他們的語言技能可以根據(jù)這些目標被準確的預測和決定。Chapter13能力導向型教學法TheoryoflearningCBLTshareswithbehavioristviewsoflearning

thenotionthatlanguageformcanbeinferredfromlanguagefunction;thatis,certainlifeencounterscallforcertainkindsoflanguage.ThisassumesthatdesignersofCBLTcompetenciescanaccuratelypredictthevocabularyandstructureslikelytobeencounteredinthoseparticularsituationsthatarecentraltothelifeofthelearnerandcanstatetheseinwaysthatcanbeusedoorganizeteaching/learningunits.

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

————CBT大綱設計Chapter13能力導向型教學法TraditionalapproachTheuseofone'sunderstandingofsubjectTostartwithwhatisgoingtoteachAsyllabusaredevelopedaroundthesubjectHavelittleroleintheteaching.Assessmentisbasedonnormreferencing:Chapter13能力導向型教學法CBEapproachCBLTisdesignednotaroundthenotionofsubjectknowledgebutaroundthenotionofcompetency.ThefocusmovesfromwhatSsknowaboutlanguagetowhattheycandowithit.

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

Insteadofnorm-referencedassessment,criterion-basedassessmentproceduresareusedinwhichlearnersareassessedaccordingtohowwelltheycanperformonspecificlearningtasks.【不以教學內(nèi)容為主，以能力為主】【從“知”到“做”】【標準有別，因才施測，測試與任務結合】【增加了大綱及教學，評測等系統(tǒng)的精確度】Chapter13能力導向型教學法Design:TypesofactivitiesClassroomteachingactivitiesarebasedonthereal-worldtaskoractivity.Theseactivitiesarerelatedtoanydomainoflife,thoughhavetypicallybeenlinkedtothefieldofworkandtosocialsurvivalinanewenvironment以真實世界的活動為導向Chapter13能力導向型教學法FactorsinvolvedintheimplementationofCBEprogramAfocusonsuccessfulfunctioninginsocietyAfocusonlifeskillsTask-orperformance-centeredorientationModularizedinstructionOutcomesthataremadeexplicitaprioriContinuousandongoingassessmentDemonstratedmasteryofperformanceobjectivesIndividualized,student-centeredinstructionChapter13能力導向型教學法AdvantagesofCBLT

——Fromthelearner'spointviewThecompetenciesarespecificandpracticalandcanbeseentorelatedtothelearner’sneedsandinterests.Thelearnerscanjudgewhetherthecompetenciesseemrelevantanduseful.Thecompetenciesthatwillbetaughtandtestedarespecificandpublic,hencethelearnerknowsexactlywhatneedstobelearned.Competenciescanbemasteredoneatatime,sothelearnercanseewhathasbeenlearnedandwhatstillremainstobelearned.【針對+實用+個性化】【自主性】【目標性】【分步性】Chapter13能力導向型教學法DisadvantagesThereareinfactnovalidproceduresavailabletodevelopcompetencylistsformostprograms.【涉及的能力領域太廣——impossibletoorganize】Reductionistappro