研究型高校本科生EAP写作教学设计案例——关注大学教师教学设计能力的触发机制  

A Case of Instructional Design for EAP Writing Program of Undergraduates at Research-oriented Universities: The Development Mechanism of College English Teachers’ ID Ability

作　　者：龚嵘[1] 吴承钧[1] 

机构地区：[1]华东理工大学,上海200237

出　　处：《当代外语研究》2013年第8期35-39,77,共5页Contemporary Foreign Language Studies

基　　金：教育部人文社科规划项目"基于复杂适应体系论的大学生英语学术词汇产出性知识发展模型研究"(编号10YJA740025);华东理工大学中央高校基本科研业务费文科培育项目"研究型高校本科生学术英语写作能力生态性塔式培养"(编号WS1122002)资助的研究成果之一

摘　　要：由于具体教学情景的复杂性与不可预测性,促进学习者发展的学习系统的最佳设计者是一线教师,而非专业设计者。本文研究者以大学英语教师身份,在协作教学框架下探索如何通过"教学设计"实现教与学的理论向有效EAP写作教学活动的转化。整个设计过程采用自上而下路径,从EAP写作能力"综合素养观"的宏观目标内涵思考,到"面向学习者共同体的问题驱动式"设计原则的理论视角与微观定位,再到动态交叉设计系统的具体参数设置,并从中发现大学英语教师学科教学设计能力的发展机制即教师意识决定设计行动。Given the complexity and unpredictability of various teaching contexts, front-line teachers, rather than professionals, prove to be the most desirable designers of the learning system conducive to learner development. The present study records the collaborative exploration of two college English teachers in translating teaching and learning theories to effective activities through instructional design (ID) of EAP writing program. The whole ID process takes an up-bottom approach, from the macro-level conceptualization of 'comprehensive literacy' approach to EAP writing competence, to the micro-level establishment of 'leaner community based, problem driving' orienting principle and its theoretical perspective, then down to the setting of parameters in the dynamic interactive designing system. Finally the notion that 'teacher awareness triggers ID action' is suggested as a mechanism for the development of college English teacher’s ID ability.

关 键 词：教学设计 学术英语写作 面向学习者共同体 问题驱动 评判性思维 

分 类 号：H319[语言文字—英语]