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下文选自任务型语言教学法泰斗David Nunan的经典著作《Task-Based Language Teaching》，注释、解读：武太白。 Learner-centredness has been an influential concept in language pedagogy for many years, and, like TBLT, it has strong links with communicative language teaching. While the learner-centred curriculum will contain similar elements to traditional curricula, a key difference is that information about learners and, where feasible 可行的 , from learners will be built into all stages in the curriculum process, from initial planning, through implementation 具体实施 , to assessment and evaluation. Curriculum development becomes a collaborative effort between teachers and learners, since learners will be involved in decisions on content selection, methodology and evaluation (Nunan 1988). The philosophical reasons for adopting a learner-centred approach to instruction have been informed 从……得到启发 by research into learning styles and strategies (Willing 1988; Oxford 1990), as well as conceptual and empirical work in the area of learner autonomy (Benson 2002). Breen – a frequent contributor to the literature 文献 on learner-centred teaching – has pointed out the advantages of linking learner-centredness with learning tasks. He draws attention to the frequent disparity 经常性的不匹配 between what the teacher intends as the outcome of a task, and what the learners actually derive from it. (We may parallel this with a similar disparity between what curriculum documents say ought to happen and what actually happens in the classroom). Learning outcomes will be influenced by learners’ perceptions about what constitutes legitimate classroom activity. If the learners have been conditioned 在……条件下 by years of instruction through a synthetic approach (see the section ‘Alternative approaches to syllabus design’), they may question the legitimacy of a program based on an analytical view of language learning. As Breen notes, outcomes will also be affected by learners’ perceptions about what they should contribute to task completion, their views about the nature and demands of the task, and their definitions of the situation in which the task takes place. Additionally, we cannot know for certain how different learners are likely to carry out a task. We tend to assume that the way we look at a task will be the way learners look at it. However, there is evidence to suggest that, while we as teachers are focusing on one thing, learners are focusing on other things. We cannot be sure, then, that learners will not look for grammatical patterns when taking part in activities designed to focus them on meaning, and look for meaning in tasks designed to focus them on grammatical form. One way of dealing with this tendency is to sensitize learners to their own learning processes by adding to the curriculum a learning strategies dimension. Eventually, it should be possible for learners to make choices about what to do and how to do it. This of course implies a major change in the roles assigned to learners and teachers. By using ‘task’ as a basic unit of learning, and by incorporating a focus on strategies, we open to the students the possibility of planning and monitoring their own learning, and begin to break down some of the traditional hierarchies. This is not to say that the teacher and learner will view the same task in the same way and attach the same ‘meanings’ to it. Nor does it absolve the teacher from the responsibility of ensuring that through an appropriate sequencing of tasks the appropriate ‘formal curricula’ are covered. 本文概要 “以学习者为中心”，如同任务型语言教学一样，与交际型语言教学有着密切联系。以学习者为中心的课程与传统课程的关键不同在于其有关学生——如果可能的话，来自学生——的信息会是课程的各环节的出发点和目的，内建其中，不可剥离。由此，课程开发成了教师和学生合作的努力，学生对内容选择、教学方法、测试等都有了发言权。 把“以学习者为中心”和学习任务结合起来有着重要意义。教师对教学任务的构想往往和学生实际完成的情况产生不匹配，就像课程设计者的预想和实际教学结果往往也不匹配一样。学习结果会受到学习者对“什么才是有效的课堂活动”这一问题看法的影响。 另外，学生对教学中完成“任务”过程中他们需要做的事情如何看待，对任务的性质、要求、对任务发生的情境怎样定义，这些都影响到学习结果。此外，不同的学习者执行任务的方式也是不同的。往往是老师强调的东西并不一定是学生注意的东西。 在课程中加入学习策略的指导模块可能会帮助解决此类问题。学习者应该能够对做什么、怎么做有权作出抉择。采用任务型教学法，一般来说就意味着允许学生参与到自身学习的规划与监控中来，从而传统的教师、学生角色必须做出重大改变，层级结构要有调整。这并不是说老师和学生一定要对任务有完全一致的看法，也不是说教师就不需要对任务型教学负责。教师角色仍然是重要的，对任务的设计和排序仍然负有主要责任。 解读：备课过程中如何“备学生”？ 本篇探讨的是“以学生为中心”这一教学思想在任务型英语教学中占有的重要地位，具体内容上文“概要”部分已有叙述，此处不再赘述。在英语教学的传统话语中，“备课”包括“备教材、备学生、备教法”三个方面，既然本文说到学习者角色，那我们就来看看“备学生”应该怎么备。 一般认为“备学生”主要是指教师在备课的时候，需要深入分析学生、真正了解学生，进而有针对性地设计出切实有效的教学方案（该定义来自“马献英教育故事”博客）。举个简单的例子，一节课上老师要提许多问题，难度大些的如what、why、how等，小些的如Is it right? Have you seen any such things? 等yes-no问题。这些不同难度的问题，显然不能随机提问，而应该是在了解学生英语基础的情况下有针对性地提问，比如对那些不怎么参与课堂活动的、比较内向的，可以先用相对比较简单的yes-no问题调动他们参与进来的积极性，而那些总是举手回答问题、基础也比较扎实的学生，就要用较难的wh问题向他们发出挑战。这就是“备学生”的一种形式。另外，班级学生的整体学习情况如何、有哪些优势、劣势，学生个体的学习风格都是怎样的，如哪些是视觉型的——主要看板书，哪些是听觉型的——不看板书听课效果也不错，哪些是运动型的——上课时不断有肢体动作，靠这个来加强学习效果，等等，都是“备学生”的内容。 本篇的“以学习者为中心”，则对“备学生”提出了更高的要求。首先，在“教什么、怎么教、怎么考”这三个关键“课程”问题上，应该给学生适当的发言权，充分了解学生在这几方面的所思所想，并充分吸取他们的合理意见，使备课更有成效。这就是“概要”中所说的“课程”。 一些老师朋友可能会提意见说，什么“课程”哟，我们面临中考、高考的教学任务，哪里有时间、精力考虑那些！这就是我们的思维惯性在作怪。“课程”并不是只有教育部的官员才有资格设定，小到一个班级，在教材以外要采用那些辅助材料，课外阅读应该如何开展，考试怎样进行，这些都是课程的组成部分，是微观的课程要素。把这些要素弄清楚，充分尊重、吸取学生的意见，就是“以学习者为中心”的最重要思想贡献之一。 其次，多对学生的心理、生理、性格、气质等特征进行研究，尽可能准确地预测学生对教学安排的反应，并在教学过程中充分注意到学生的实际反应，从而不断修正自己的预测，使自己的“备学生”越来越准确。 最后，在对学生、对英语学习进行评价的过程中充分尊重学生的个体感受，并在此过程中尽可能关注、收集学生对教学的评价和反馈，做到教师感受和学生感受的对照、互补。 当然，“备学生”是一个宏大的教学话题，不是这里的三言两语能够总结得了的，这里只是从“学习者中心”的角度做一些解读，如有不妥之处，也请朋友们批评指正。 Reflect 反思题 Few curricula will ever be totally subject-centred or totally learnercentred. However, even in institutions in which teachers and learners have minimal input into the curriculum development process, it is possible to introduce elements of learner-centred instruction. Think about your own program, and list ways in which it could be made more learner-centred. |
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来自： 昵称70926123 > 《待分类》
