【作者】 李晓；

【导师】 徐继旺；

【作者基本信息】 广西师范大学 ， 英语语言文学， 2003， 硕士

【摘要】 课程设计意指对学习者在校内校外一切学习经历的计划，它包括学习者需求分析、学习目标确立、学习内容制订、教学资源、教学方法以及评估方式的选择。由定义可见，课程设计囊括了整个教学过程的方方面面，课程设计的理论对于英语教学的全过程具有重要的指导意义。本文旨在探讨课程设计在学生需求、教学内容、教学资源、教学方法以及评估方式等课程元素研究中的新理念，结合基础教育英语教学中存在的问题，用课程设计新理念来指导目前举国上下正在进行的基础教育英语教学改革。学习者需求分析是课程设计的第一步。在中国大班教学的现实状况下，了解学生个体差异、满足学生个体需求虽然有一定难度，但这是《英语课程标准》（2001）中的基本理念之一，也是现代英语教学对教师提出的基本要求。Hutchinson（1987）以5个W的形式提出的学习者需求分析框架对于中国的英语教师而言具有很强的实用性和可操作性。需求分析可以是有侧重性的(Johnson, 1990; Els, 1984; Widdowson, 1981; Hutchinson, 1987)，或是学生的学习目的，或是学生的语言水平，或是他们的情感状态，也可以是全方位的，即三者的结合。需求分析还应该是多角度的：了解学生的愿望、专家的意见以及社会的要求。教师可以通过问卷调查、个案分析、测试、访谈、观察等方式采集数据、了解情况，分析学生需求。我们认为，多种方式的结合可以更全面地了解学生。大纲设计即是教学内容的选择与排序。教学内容的制订与制订者的语言观及教学观相关联。Krahnke (1987: 74-86) 也提出了影响大纲选择的几个因素：课程因素（包括课程目的、教材、评估等）、教师因素、学生因素，以及需求分析、大纲设计的灵活性、循环式大纲或线性大纲等其它因素。中国的大纲设计经历了从纯语言结构到纯语言功能的转变。实际上，无论是结构大纲、还是情境大纲、功能大纲，以至技能大纲、任务大纲、语篇大纲、主题大纲、内容大纲，每一种大纲都有自己的用武之地，完全摒弃一种大纲而崇尚另一种大纲是幼稚的做法。任务大纲因其“做中学”的教学精神目前在中国受到极大的推崇，但是相应的教材还比较少见，而且教师对于“任务型”教学法还需要一个研究、实验的过程。然而任务大纲不应该是英语课程唯一的大纲，我们仍然坚持多种大纲的并用。教材不仅仅是指教科书，它还应包括视听等各种教学资源。《英语课程标准》提出，教师应大力开发与利用教学资源。Hutchinson（1987：107-8）和Tomlinson（1998：7-22，122-5）列出了教材设计的原则，其中真实性原则对于中国的英语教学尤为重要，因为真实的语言材料正是目前的教学资源中所缺少的。教师在选择真实的语言材料时必须考虑学生的语言水平以及学生对所选材料主题的熟悉程度，此外，教师如何处理所选材料也决定着材料的难易程度以及学生的可接受性。Hutchinson（1987：125）主张，教师最好以现有教材为主，根据教学实际对教材进行适当的增删、替换，补充真实语言材料。自编教材不是人人可做的<WP=5>事情，必须慎之又慎。我们也认为，主干课程的教材最好由权威人士编写。在中外英语教学的发展史中，各种教学法层出不穷，在不同的时期各领风骚、尽显风采。各种教学方法都是一定历史背景和社会环境下的产物，虽然每一种教学法都是建立在前人的基础之上，比先前的教学法有所改进、创新，但是，任何一种教学法都有自己的优势与局限，因此，教师在教学法的使用上不要走极端，不要生搬硬套某一教学法，必须立足于教学实际（包括特定的教学目的、教学内容、教学对象、教学条件等），吸纳各家之长，并将之灵活运用到教学实践中。此外，我们认为，无论选择何种教学方法，都必须遵从一定的教学原则，因为教学原则是指导教学的行动纲领，它也是一种“法”，控制并决定教学中的具体行为。原则必须是一定的，教学方法却可以灵活多样，教学原则比教学方法更为重要。学者们对教学原则仁者见仁、智者见智（周流溪，1995；Hutchinson, 1987: 128-130,139-142; Douglas Brown，1994：15-31），我们认为，所有这些原则都离不开Interest, Integration, Interaction（兴趣、综合、互动）这三大核心。这三大核心即是外语教学的“三大原则”，它完全符合现代英语教学理论与教学规律，能够有效地为英语教学的目的服务。评估是教学过程中必不可少的环节，没有评估的课程是不完整的课程。评估制度的改革是中国教育改革中最为迫切的方面。研究者提出了许多实施评估的方式方法(Richards & Lockhart, 1996; Wallace, 1991; Nunan, 1997; Celce-Murcia, 1991; Hutchinson, 1987)，我们认为，教学评估必须是终结性评估与形成性评估的结合，这也是《英语课程标准》的要求。在中国目前的评估体系下，尤其要强调形成性评估。形成性评估是全方位、全过程、多维度地对学生进行评估，包括学生在整个学习过程中表现出来的语言知识与技能、文化意识、学习策略、以及情感态度等等。评估可以通过访谈、问卷、观察、会议及档案袋等方式，从教师、家长、社区、以及学生本人的角度进行。档案袋最能客观、真实而且准确地反映学生的学习情况，因此值得推荐。然?更多还原

【Abstract】 Curriculum is a plan for all the learning experiences in and out of school in terms of needs analysis, objectives setting, syllabus design, materials design, teaching methodology, and evaluation. Curriculum development then is the process in which the raw data about a learning need is interpreted in order to produce an integrated series of teaching-learning experience, whose ultimate aim is to lead the learners to a particular state of knowledge (Hutchinson, 1987: 65). This thesis intends to examine the new concepts in curriculum development in terms of needs analysis, syllabus design, materials design, methodology, and evaluation, aiming to draw inferences in the English curriculum reform in compulsory education. The reason for the study of every curriculum component is that these components represent all the procedures and learning experiences in the whole learning process, and the respective analysis of these components, especially the investigation of the new concepts underlying each component, will present the English teachers the ideas of how to operate well in the whole teaching process. Needs analysis is the first step in curriculum development. In the large class size in China’s context, it is not an easy-going job to identify and satisfy individual needs, but meeting individual needs is one of the basic concepts in the New English curriculum (2001) and is what modern ELT requires. Hutchinson’s (1987) framework for analyzing learner’s needs in the form of questions concerning five "W"s and how provides the teachers and practitioners with a workable and feasible way in needs analysis. Needs can be assessed with different focuses on the learners’ specific purposes, or their language proficiency, or their psychological state, or on all of them. Needs can be viewed in terms of students’ desires, experts’ judgments and society’s requirements (Johnson, 1990; Els, 1984; Widdowson, 1981; Hutchinson, 1987). No matter whether the needs are defined from the perspectives of the students, the experts, or the society, they should be both goal-oriented as well as process-oriented. Information about learner’s needs can be gathered in various ways. The more workable and practical ways in collecting such information are questionnaires, tests, interviews and consultations. We believe that it is desirable to use more than one of these ways. Syllabus design is to decide what gets taught and in what order. For this reason, the theory of language explicitly or implicitly underlying the ways of selection and gradation will play a major role in determining what syllabus is adopted. Krahnke (1987: 74-86) suggested some other factors affecting syllabus choice and design: program factors including goals and objectives, instructional resources, accountability<WP=7>and measurement, teacher factors, student factors, and other issues concerning needs analysis, reductionism, flexibility of syllabus design, cyclic versus linear syllabuses, etc. The choice of syllabus in China goes through the history of ranging from more or less purely linguistic syllabuses to the purely semantic or functional ones. Different syllabuses have their own benefits and each type of syllabus has its own scope for effectiveness. It is decidedly premature to abandon the traditional, grammatical/structural approach completely and sequence language materials exclusively along situational or functional-notional or skill-based, topic-based, task-based, discourse-based, content-based and themed-based lines, especially in elementary courses for general purposes. Task-based syllabus, highly advocated in the New English Curriculum (2001), is undergoing a national-scale experiment in the English curriculum reform in China because the intent of task-based learning is to use learners’ real-life needs and activities as learning experiences, providing motivation through immediacy and relevance. However, the textbooks correspondent with task-based syllabus are rarely seen in China up till now, and teachers need to invest time and effort in the study of task-based ap更多还原