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DENISE FINNEY
Curriculum Design
The question - what knowledge, skills and attributes as a
learner should a student be able to show on successful completion of the learning experience? - frames the key design questions:
languages education are: language, culture, and understanding the relationship between the two.
This relationship shapes language learning as an
* Reconstructionism
Process Model * Progressivism
absolute.This model underpins the grammar-based curriculum. The syllabus is concerned with Grammar and vocabulary : * Drilling of grammatically correct sentences * Explanation of theory * Memorization of lists of vocabulary
system and to make sure tha students master grammar rules and vocabulary.
The assessment is based on the learners ability to produce
problems of the individual learner or the complexities of the learning process itself.
no longer the content, but the Objectives of the teaching learning program. The main purpose of education is to bring about some kind of social change. The influential curriculum designer E.W Tyler promoted the use of behavioral objectives (1930s). Mager (1962) gave the clearest definition of behavioral objectives: They have three elements: behavior, conditions, criterion.
Objectives are clear to the teacher and the learners 2)Ease of Evaluation Specified objectives can be easily evaluated 3) Accountability Clear methods for needs clarification
just the passive reception of knowledge r the acquisition of specific skills. Objectives are set in terms of the process and procedures by which the individual develops understanding and awareness and creates possibilities for future learning.
A Mixed-Focus Curriculum
The framework most applicable ELT today is an
integrated approach, an attempted synthesis of the product-oriented ends-mean model and the processed-oriented approach.(Nunan, 1988)
A Mixed-Focus Curriculum
Curriculum policy Needs analysis According to Brindley, 1989:
Product-oriented view of needs which focuses on the language and carried out by experts (Narrow, language content) Process-oriented view of needs which takes into account learner motivation and interests, and learning styles (Broad, learners)
Syllabus design Merhodology Evaluation