高中英语课程资源的系统性开发利用及课程资源库的建设
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摘要
随着课程改革的深入,课程资源系统性开发与利用的重要性日益凸显。英语课程拥有丰富的课程资源,如何充分开发利用这些资源并建立切实有效的课程资源库以满足教师的教学需求和学生的学习需要,这是广大教师所面临的一个问题。但目前对英语课程资源开发利用的研究尚处于起步阶段,大部分探究也多以教师个体为单位,缺乏整体性和系统性。因此,本文结合实践探讨如何系统性地开发利用英语课程资源,并最终建立课程资源库。
首先,阐述相关概念,并对英语课程资源的分类、特点及开发利用的原则进行概述。此外,阐述克拉申(Krashen)输入假设理论及其对英语课程资源开发利用的指导意义。
其次,结合上海市新中高级中学英语课程资源开发利用的实践,探究如何以年级或学校为单位,从听说读写几方面入手,系统性地开发利用高中英语课程资源,并建立课程资源库,对已开发的课程资源进行整合管理。
再次,对测试、问卷调查、访谈等获得的数据进行分析,论证学校系统性开发利用英语课程资源对学生的英语学习,英语教师的专业素养,以及学校整体的英语教学水平都有促进作用。
最后,指出了实践过程中遇到的问题,并针对这些问题,探讨如何促进及改善目前高中英语课程资源的开发利用。在总结部分,对本文的不足之处进行了总结,指出了一些值得进一步探究的问题。
With the deepening of curriculum reform, the importance of the systematic development and utilization of curriculum resources has been increasingly highlighted. With abundant English curriculum resources available, teachers face the problem of how to make good use of these resources and how to construct a valid curriculum resource data bank suiting both their teaching needs and their students' needs. However, the exploration and research about the development and utilization of English curriculum resources is still at the preliminary stage. Most of them are conducted by teachers individually, lacking integrity and systematicality. Therefore, this thesis focuses on how to develop and utilize English curriculum resources systematically and eventually build a data bank of curriculum resources.
Firstly, we clarify the related concepts. Also, we make a classification of different curriculum resources and figure out the characteristics of the English curriculum resources and the principles of resource development and utilization. Besides, we elaborate on Krashen's Input Hypothesis and emphasize its guidance for the development and utilization of English curriculum resources.
Secondly, from the perspective of the practice of Xinzhong Senior High School, we research on the systematic development and utilization of the English curriculum resources concerned with listening, speaking, reading and writing. We also focus on the discussion of the building and running of the bank of English curriculum resources.
Thirdly, we analyze the data acquired from the tests, questionnaires and interviews and prove that the systematic development and utilization of the English curriculum resources helps improve students' English study, teachers' professional development and the English teaching ability of a school.
Finally, we point out some problems in the process of the practice. According to these problems, we put forward some suggestions for improving the present development and utilization of the English curriculum resources at senior high schools. In the conclusion part, this thesis points out the weakness of this study and some problems calling for further discussion.
首先,阐述相关概念,并对英语课程资源的分类、特点及开发利用的原则进行概述。此外,阐述克拉申(Krashen)输入假设理论及其对英语课程资源开发利用的指导意义。
其次,结合上海市新中高级中学英语课程资源开发利用的实践,探究如何以年级或学校为单位,从听说读写几方面入手,系统性地开发利用高中英语课程资源,并建立课程资源库,对已开发的课程资源进行整合管理。
再次,对测试、问卷调查、访谈等获得的数据进行分析,论证学校系统性开发利用英语课程资源对学生的英语学习,英语教师的专业素养,以及学校整体的英语教学水平都有促进作用。
最后,指出了实践过程中遇到的问题,并针对这些问题,探讨如何促进及改善目前高中英语课程资源的开发利用。在总结部分,对本文的不足之处进行了总结,指出了一些值得进一步探究的问题。
With the deepening of curriculum reform, the importance of the systematic development and utilization of curriculum resources has been increasingly highlighted. With abundant English curriculum resources available, teachers face the problem of how to make good use of these resources and how to construct a valid curriculum resource data bank suiting both their teaching needs and their students' needs. However, the exploration and research about the development and utilization of English curriculum resources is still at the preliminary stage. Most of them are conducted by teachers individually, lacking integrity and systematicality. Therefore, this thesis focuses on how to develop and utilize English curriculum resources systematically and eventually build a data bank of curriculum resources.
Firstly, we clarify the related concepts. Also, we make a classification of different curriculum resources and figure out the characteristics of the English curriculum resources and the principles of resource development and utilization. Besides, we elaborate on Krashen's Input Hypothesis and emphasize its guidance for the development and utilization of English curriculum resources.
Secondly, from the perspective of the practice of Xinzhong Senior High School, we research on the systematic development and utilization of the English curriculum resources concerned with listening, speaking, reading and writing. We also focus on the discussion of the building and running of the bank of English curriculum resources.
Thirdly, we analyze the data acquired from the tests, questionnaires and interviews and prove that the systematic development and utilization of the English curriculum resources helps improve students' English study, teachers' professional development and the English teaching ability of a school.
Finally, we point out some problems in the process of the practice. According to these problems, we put forward some suggestions for improving the present development and utilization of the English curriculum resources at senior high schools. In the conclusion part, this thesis points out the weakness of this study and some problems calling for further discussion.
引文
Stem.H.H.,2007,Fundamental concepts Q厂language teaching,上海:上海外语教育出版社.
Johnson,A.2OO5,Introduction to the foundations of American Education,Boston:Allyn &Bacon.
Krashen,S.,1985,The Input Hypothesis:Issues and Implications.London:Longman.
Krashen,S.,1994,The input hypothesis and its rivals.In Ellis,N.(Ed.) Implicit and explicit learning of languages(pp.45-77).London:Academic Press.
McDonough,J.and Shaw,C.,2OO4,Material and Methods in ELT.Beijing:Peking University Press.
Ortega Lourdes,2007,Understanding Second Language Acquisition(Pap).Oxford:Oxford University Press.
Ellis,R.,2005,The Study of Second Language Acquisition,上海:上海外语教育出版社。
Swain,M.,1995,Three functions of output in second language learning.In G.Cook & B.Seidlhofer(Eds.),Principle and practice in applied linguistics:Studies in honour of H.G.Widdowson(pp.125-144).Oxford:Oxford University Press.
陈瑶(chen,yao),2004,基于课程资源开发的中学英语阅读教学,《中小学英语教学与研究》第11期
程晓堂(cheng,xiaotang),2002,小学英语课程资源的开发与利用,《教育实践与研究》5月刊
段兆兵(duan,zhaobing),2003,“论课程资源开发与教师专业成长”,西北师范大学硕士学位论文
范兆雄(fan,zhaoxiong),2002,课程资源系统分析,西北师大学报(社会科学版)第3期
范兆雄(fan,zhaoxiong),2002,《课程资源概论》,北京:中国社会科学出版社
高新芝(gao,xinzhi),2003,小学英语课程资源开发,浙江师范大学硕士论文
何军华(he,junhua),2003,课程资源开发与利用中存在的问题及对策”,《当代教育科学》第6期
胡敏秀(hu,minxiu),2007,中学英语阅读课程资源的开发与应用,华东师范大学硕士论文
黄晓玲(huang,xiaolin),2004,课程资源:界定特点 状态 类型,《中国教育学刊》第4期
贾冠杰(jia,guanjie)、马寅初(ma,yanchu)、姜宁(jiang ning),1999,《中学英语教学心理研 究》,湖南:湖南师范大学出版社
李国英(li,guoying),2005,Krashen的语言输入假设与我国外语教学,《高教探索》3月刊
刘炜(liu wei),2003,合理利用英语报刊有效促进英语教学,《中小学英语教学与研究》第3期
中华人民共和国教育部,2002,《全日制义务教育普通高级中学英语课程标准(实验稿)》,北京:北京师范大学出版社
沈敏(shen min),2003,英语课程资源的开发与利用,《现代中小学教育》2月刊
舒丽萍(shu,liping),2006,英语课程资源开发利用的实践与研究,华东师范大学硕士论文
王雅芬(wang,yafen),2005,新课程下英语课程资源的开发与利用,《基础英语教育》,第7卷第4期
王亚琼(wang,yaqiong),2005,输入假设理论对外语教学的启示,《咸宁学院学报》,第25卷第5期
温冬梅(wen,dongmei),2006,输出的注意功能促进语言形式习得的研究,厦门大学硕士论文
吴刚平(wu,gangping),2001,课程资源的开发与利用,《全球教育展望》第8期
吴刚平(wu,gangping),2002,《走进新课程--与课程实施者对话》,北京:北京师范大学出版社
吴刚平(wu,gangping),2001,课程资源的理论构想,《教育研究》第9期
向平(xiang ping),2003,开发英语课程资源的有效途径,《基础教育外语教学研究》第8期
解华(xie hua),2008,克拉申语言输入说对大学英语视听说教学的启示,《读与写(教育教学刊)》第2期
徐继存(xu,jicun)等,2002,论课程资源及其开发与利用,《学科教育》第2期
叶伶俐(ye,lingli),2006,开展英语诗歌阅读活动,开发利用课程资源,《教研论坛》3月刊
张婧(zhangjin),2003,浅谈中学英语课程资源开发,《教学与管理》11月刊
张文军(zhang,wenjun)等,2004,《高中课程资源开发和利用的实践智慧》,北京:高等教育出版社
张廷凯(zhang,tingkai),2003,《新课程设计的变革》,北京:人民教育出版社
周广强(zhou,guangqiang),2004,《新课程教师课程资源丌发和整合能力培养与训练》, 北京:人民教育出版社
朱浦(zhu pu),2008,《与英语新课程同行》,上海:上海教育出版社
Johnson,A.2OO5,Introduction to the foundations of American Education,Boston:Allyn &Bacon.
Krashen,S.,1985,The Input Hypothesis:Issues and Implications.London:Longman.
Krashen,S.,1994,The input hypothesis and its rivals.In Ellis,N.(Ed.) Implicit and explicit learning of languages(pp.45-77).London:Academic Press.
McDonough,J.and Shaw,C.,2OO4,Material and Methods in ELT.Beijing:Peking University Press.
Ortega Lourdes,2007,Understanding Second Language Acquisition(Pap).Oxford:Oxford University Press.
Ellis,R.,2005,The Study of Second Language Acquisition,上海:上海外语教育出版社。
Swain,M.,1995,Three functions of output in second language learning.In G.Cook & B.Seidlhofer(Eds.),Principle and practice in applied linguistics:Studies in honour of H.G.Widdowson(pp.125-144).Oxford:Oxford University Press.
陈瑶(chen,yao),2004,基于课程资源开发的中学英语阅读教学,《中小学英语教学与研究》第11期
程晓堂(cheng,xiaotang),2002,小学英语课程资源的开发与利用,《教育实践与研究》5月刊
段兆兵(duan,zhaobing),2003,“论课程资源开发与教师专业成长”,西北师范大学硕士学位论文
范兆雄(fan,zhaoxiong),2002,课程资源系统分析,西北师大学报(社会科学版)第3期
范兆雄(fan,zhaoxiong),2002,《课程资源概论》,北京:中国社会科学出版社
高新芝(gao,xinzhi),2003,小学英语课程资源开发,浙江师范大学硕士论文
何军华(he,junhua),2003,课程资源开发与利用中存在的问题及对策”,《当代教育科学》第6期
胡敏秀(hu,minxiu),2007,中学英语阅读课程资源的开发与应用,华东师范大学硕士论文
黄晓玲(huang,xiaolin),2004,课程资源:界定特点 状态 类型,《中国教育学刊》第4期
贾冠杰(jia,guanjie)、马寅初(ma,yanchu)、姜宁(jiang ning),1999,《中学英语教学心理研 究》,湖南:湖南师范大学出版社
李国英(li,guoying),2005,Krashen的语言输入假设与我国外语教学,《高教探索》3月刊
刘炜(liu wei),2003,合理利用英语报刊有效促进英语教学,《中小学英语教学与研究》第3期
中华人民共和国教育部,2002,《全日制义务教育普通高级中学英语课程标准(实验稿)》,北京:北京师范大学出版社
沈敏(shen min),2003,英语课程资源的开发与利用,《现代中小学教育》2月刊
舒丽萍(shu,liping),2006,英语课程资源开发利用的实践与研究,华东师范大学硕士论文
王雅芬(wang,yafen),2005,新课程下英语课程资源的开发与利用,《基础英语教育》,第7卷第4期
王亚琼(wang,yaqiong),2005,输入假设理论对外语教学的启示,《咸宁学院学报》,第25卷第5期
温冬梅(wen,dongmei),2006,输出的注意功能促进语言形式习得的研究,厦门大学硕士论文
吴刚平(wu,gangping),2001,课程资源的开发与利用,《全球教育展望》第8期
吴刚平(wu,gangping),2002,《走进新课程--与课程实施者对话》,北京:北京师范大学出版社
吴刚平(wu,gangping),2001,课程资源的理论构想,《教育研究》第9期
向平(xiang ping),2003,开发英语课程资源的有效途径,《基础教育外语教学研究》第8期
解华(xie hua),2008,克拉申语言输入说对大学英语视听说教学的启示,《读与写(教育教学刊)》第2期
徐继存(xu,jicun)等,2002,论课程资源及其开发与利用,《学科教育》第2期
叶伶俐(ye,lingli),2006,开展英语诗歌阅读活动,开发利用课程资源,《教研论坛》3月刊
张婧(zhangjin),2003,浅谈中学英语课程资源开发,《教学与管理》11月刊
张文军(zhang,wenjun)等,2004,《高中课程资源开发和利用的实践智慧》,北京:高等教育出版社
张廷凯(zhang,tingkai),2003,《新课程设计的变革》,北京:人民教育出版社
周广强(zhou,guangqiang),2004,《新课程教师课程资源丌发和整合能力培养与训练》, 北京:人民教育出版社
朱浦(zhu pu),2008,《与英语新课程同行》,上海:上海教育出版社
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