| 《语言教学中的课程设计》通过丰富的教学应用实例介绍了课程设计中的以下环节： 需求分析、对教学环境的分析、教学目标的设定、教学大纲的设计、教材的开发和修订、课程评估。 |
| Jack C. Richards 是一位著名的语言教育专家，有30余年的英语教学研究和实践经验，能充分理解教师的实际需要，这一点在本书的叙述方式、章节安排和思考题的设计上均有体现。 |
| Series editors preface Preface 1 The origins of language curriculum development Historical background Vocabulary selection Grammar selection and gradation Assumptions underlying early approaches to syllabus design Discussion questions and activities Appendix 1 Entries from A General Service List of English Words Appendix 2 Entries from Cambridge English Lexicon Appendix 3 Part of an early English grammatical syllabus References 2 From syllabus design to curriculum development The quest for new methods Changing needs for foreign languages in Europe English for specific purposes Needs analysis in ESP Communicative language teaching Emergence of a curriculum approach in language teaching Discussion questions and activities Appendix 1 Example of scientific writing Appendix 2 Words found often in academic reading materials References 3 Needs analysis The purposes of needs analysis What are needs? The users of needs analysis The target population Administering the needs analysis Procedures for conducting needs analysis Designing the needs analysis Making use of the information obtained Discussion questions and activities Examples of needs analyses Appendix 1 Designing a questionnaire Appendix 2 Needs analysis questionnaire for Cantonese learners Appendix 3 Needs analysis questionnaire for non-English-background students References 4 Situation analysis Societal factors Project factors Institutional factors Teacher factors Learner factors Adoption factors Profiling the factors identified in the situation analysis Discussion questions and activities Appendix 1 Situation analysis profile Appendix 2 Matrix for identifying factors in curriculum renewal process References 5 Planning goals and learning outcomes The ideology of the curriculum Stating curriculum outcomes Nonlanguage outcomes and process objectives Discussion questions and activities Appendix 1 Behavioral objectives Appendix 2 Listening and conversation skills Appendix 3 ESOL standards for grades 4-8 References 6 Course planning and syllabus design The course rationale Describing the entry and exit level Choosing course content Determining the scope and sequence Planning the course structure Preparing the scope and sequence plan Discussion questions and activities Appendix 1 Proficiency descriptions for the domain of speaking Appendix 2 Description of performance levels; writing Appendix 3 Band descriptors for oral interaction skills Appendix 4 Grammar items and their sequence in a first-year English course Appendix 5 Threshold level syllabus Appendix 6 Skills syllabus for listening and speaking Appendix 7 Designing a course from texts Appendix 8 A unit from Passages 1 Appendix 9 Part of the scope and sequence chart from New Interchange, vol. 1 References 7 Providing for effective teaching The institution The teachers The teaching process The learning process Discussion questions and activities Appendix 1 Institutional mission statement Appendix 2 Best practice in English language teaching Appendix 3 Assessment criteria for teaching practice Appendix 4 Checklist for evaluating a teachers lesson Appendix 5 Qualities and competencies of a good English teacher Appendix 6 Self-evaluation of a teachers lesson Appendix 7 Student appraisal form Appendix 8 Peer appraisal form References 8 The role and design of instructional materials Authentic versus created materials Textbooks Evaluating textbooks Adapting textbooks Preparing materials for a program Managing a materials writing project Monitoring the use of materials Discussion questions and activities Appendix l Guidelines for developing reading activities Appendix 2 Checklist for evaluation and selection of course books Appendix 3 Case study of materials development project References Approaches to evaluation Purposes of evaluation Formative evaluation Illuminative evaluation Summative evaluation Issues in program evaluation Procedures used in conducting evaluations Discussion questions and activities Appendix Examples of program evaluations References Author index Subject index |
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