从综合大纲到分析大纲——论第二语言教学大纲设计范式的转变  

From Synthetic Syllabus to Analytic Syllabus:On the Shift of the Design Paradigms of Second Language Syllabuses

作　　者：张一平[1] 

机构地区：[1]兰州大学外国语学院,甘肃兰州730000

出　　处：《兰州大学学报（社会科学版）》2008年第5期66-73,共8页Journal of Lanzhou University（Social Sciences）

基　　金：教育部第二批大学英语教学改革扩展项目(2005-113-90)资助.

摘　　要：试图从对语言学习过程认识的角度,对不同时期第二语言教学大纲的组织原则和设计理念进行描述和分析,认为第二语言教学大纲的组织原则和设计理念,是建立在不同时期大纲的制定者对语言学习过程的认识基础之上的。第二语言教学大纲设计范式的转变反映了大纲制定者对语言学习过程认识的转变。This paper attempts to describe and analyse the principles and design rationales of second language syllabuses in different periods from the viewpoint of understanding of the processes of language learning. The aim of the paper is to expound that the principles and design rationales of second language syllabuses are built on the understanding of the processes of language learning of syllabus designers in different periods and that the shift of the design paradigms of second language syllabuses reflects that of the understanding of the processes of language learning of the syllabus designers.

关 键 词：综合大纲 分析大纲 设计范式 学习过程 

分 类 号：H319[语言文字—英语]