亚洲国家中小学英语课程改革实践及其影响因素研究  

Uptake of Primary and Secondary ELT Curriculum Reforms in Asia and Its Inhibiting Factors

作　　者：王昊[1] 刘永兵[1] 

机构地区：[1]东北师范大学外国语学院,吉林长春130024

出　　处：《外国教育研究》2016年第10期31-42,共12页Studies in Foreign Education

基　　金：2016年吉林省社会科学基金博士扶持项目"课程改革背景下的吉林省中学英语课堂教学实证研究--以学生中心教学理论与实践为例"(项目编号:2016BS63);2014年吉林省高等教育教学研究重点课题"大学英语综合教学改革实践研究";东北师范大学教学改革课题"大学英语教学综合改革设计与实践研究"(项目编号:2014DSJX021)

摘　　要：最近几十年亚洲许多国家都开展了大规模的中小学英语课程改革。根据有关的课程改革理论,了解实际的课堂教学实践及其影响因素是改革成功的重要条件之一。文献研究表明,在课堂组织形式、课堂教学焦点、师生母语使用和教师工具使用等方面,实际的亚洲英语课堂教学实践未能较好地贯彻有关的课程改革原则和要求;妨碍课程改革成功实施的原因主要包括教师因素、学校因素和系统因素。有鉴于此,英语课程改革要想取得成功,有关部门应该在教师改革参与度、适当减小班级规模、教师专业发展、高风险考试改革等方面做更多细致深入的工作。ondary English Many countries and regions in Asia have been involved in primary and sec- curricular reforms over the past few decades. According to some theories of curricular reforms, understanding the uptake of curriculum reforms and their inhibiting fac- tors is one of the important conditions of successful reform initiatives. A review of relevant empirical studies indicated that, 1 ） in terms of the social organization of the classroom, foci of classroom instruction, the use of mother tongue and teacher tools, the actual instructional practices in Asian English classrooms do not satisfactorily reflect the principles of curricu- lar initiatives; 2） adverse factors which hinder successful curricular implementation in the examined national educational contexts include teacher-related, school-related and sys- tem-related factors. It is argued that, if we intend to see a more effective curriculum imple- mentation, more work should be done in terms of teachers＇ participation in the process of policy-making, the reduction of class size, opportunities for teacher development, the re- form of high-stakes testing, etc..

关 键 词：课程改革 改革实践 基础教育 英语教育 

分 类 号：G623.313[文化科学—教育学]