二语课程方案编制论纲  

An outline of the program development in SLT

作　　者：尹广琴[1] 

机构地区：[1]安徽农业大学外国语学院,安徽合肥230036

出　　处：《淮南师范学院学报》2013年第6期123-126,共4页Journal of Huainan Normal University

摘　　要：人们通常将第二语言(以下简称二语)教学仅仅看作一种教学行为,因而多数有关二语教学的文献,要么仅论述教学方法,要么仅论及教材的设计与使用。其"潜台词"是,如果学生无心学习,错不在学生,而在教学方法或教材及教师。但是,要顺利实施一项二语课程方案,仅有教学行为是远远不够的,而是像任何成功的教育课程方案一样,其中包含多层次的规划、编制与实施等,不仅要确定目标,还要制订教学大纲、合理运用教材;既要确定教学策略、选择教师并进行培训,还要选定测验与评估的程序。一旦课程方案进入运行阶段,就必须启动相应的监控和评价程序。因此,为了设计出有效的二语课程方案,必须对课程方案编制的本质与过程有一个全面的认识。Second language teaching（SLT）is often viewed as a kind of teaching act. Consequently much of the literature available on second language teaching deals either with teaching methods or with the design and use of instructional materials. If students aren＇t learning it is assumed to be the fault of the method, the materials, or the teacher. Yet the success of a language program involves far more than the mere act of teaching. As with any successful educational program, a number of levels of planning, development, and implementation are involved. Goals and objectives for the program have to be developed as well as syllabuses and instructional materials. Instructional strategies have to be determined, teachers selected and trained, and tests and assessment procedures chosen. Once the program is in operation, procedures are needed to enable the program to be monitored and its effects on learners and learning evaluated. In order to plan for effective second language teaching, a comprehensive view is needed of the nature and process of language program development.

关 键 词：二语教学 课程方案 编制 

分 类 号：G64[文化科学—高等教育学]