chapter13能力导向型教学法

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1、Charpter13Compentency-BasedLanguageTeaching2016.11LOREMIPSUMDOLOR能力导向型教学法源于美国70年代出现的能力型教育运动。将这一方法应用到语言教学中来，教学目标就是训练学生的输出型能力。BackgroundMostMs&AsMostMs&AsinthisbookfocusoninputstoLLbyimprovingsyllabuses,materials,andactivitiesorbychangingtheroleofLs&TsformoreeffectiveLL.Compet

2、ency-BasedEducationCBEbycomparisonisaneducationalmovementfocusesonoutcomesoroutputsoflearninginthedevelopmentoflanguageprograms.BackgroundCBEaddresseswhatthelearnersareexpectedtodowiththelanguage,howevertheylearnedtodoit.CBEemergedintheUSinthe1970sandreferstoaneducationalmov

3、ementthatadvocatesdefiningeducationalgoalsintermsofprecisemeasurabledescriptionsoftheknowledge,skills,andbehaviorsSsshouldpossessattheendofacourseofstudy.为了培养学生未来生活所需的能力，能力型教育运动极其重视学习结果而不是输入，主张将教育目标确定为可测量的知识、技能、行为。能力导向型教学法是美国19世纪70年代兴起的一项教育运动。能力导向型教学法提倡多方位制定教育目标，主要从课程学习结束时学生

4、所必须掌握的知识，技能，行为习惯等方面。CharacteristicsofCBE1、类似之处CBEhasmuchincommonwithsuchapproachestolearningasperformance-basedinstruction成果导向型,masterylearning掌握型学习andindividualizedinstruction个性化指导.Itisoutcome-basedandisadaptivetothechangingneedsofstudents,teachersandthecommunity.2、不同之处Comp

5、etenciesdifferfromothergoalsandobjectivesinthattheydescribetheS’sabilitytoapplybasicandotherskillsinsituationsthatarecommonlyencounteredineverydaylife.ThusCBEisbasedonasetofoutcomesthatarederivedfromananalysisoftaskstypicallyrequiredofstudentsinrealsituations.【日常生活场景为依据】【角色—

6、能力—要求】CBLT的出现及发展Bytheendof1970:IthasbeenwidelyadoptedLanguagedesignforwork-relatedandsurvival-orientedEspeciallyforadultsCBLT的出现及发展Revently——ReemergeReemergeinsomepartsoftheworldAmajorapproachtoplanlanguagepro.“themostimprotantbreakthroughinadultESL”CBLT的出现及发展Bythe1990s:“the

7、state-of-the-artapproachtoadultESLbynationalpolicymakersandleadersincurriculumdevelopmentaswell”(KP141,下方)AdvocatesofCBLTseeitasapowerfulandpositiveagentofchange.——Teaching&AssessmentOffer:teachershaveachancetorevitalizetheireducationandtrainingprograms.Improvements：1)thequ

8、alityofassessment；2)thequalityofteaching;3)students'learningReasons:theclea