FROM TEACHING POINTS TO LEARNING OPPORTUNITIES AND BEYOND
FROM TEACHING POINTS TO LEARNING OPPORTUNITIES AND BEYOND
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从教学点到学习机会及其他
DOI：
10.2307/3588450
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发表时间：
2005
期刊：
影响因子：
3.2
通讯作者：
D. Allwright
中科院分区：
文献类型：
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作者：
D. Allwright
这一教学点一直存在，而且无疑将继续存在，但本文回顾了几十年来的思考，挑战它作为语言教学规划的主要单位，并建议将学习机会作为一种分析单位，对规划产生重大影响。这一建议使我提倡实践者研究(特别是探索性实践)，作为实践者(教师和学习者)计划和合作的工具，以加深他们对语言课堂生活的理解。首先描述了近几十年来对教学点心态的坚持，然后回顾了在同一时期对其提出的主要挑战。最重要的是来自20世纪80年代的学术课堂研究，该研究对以点为基础的教学的实用价值提出了质疑，并将课堂语言学习呈现为内在的特殊性和不可预测性。但它也提供了一种相对乐观的观点，即学习者可以通过出现的无数学习机会从课程中获得什么。然后，学习机会的概念以其非常复杂的形式提出，不是为了证明进一步的学术研究是合理的，而是为了证明思考规划可能对实践者自己的教学和学习生活做出什么贡献，主要是通过规划理解。
The teaching point persists, and will no doubt persist further, but this article reviews decades of thinking to challenge it as prime unit of planning for language teaching and proposes instead the learning opportunity as a unit of analysis with major implications for planning. This proposal leads me to advocate practitioner research (specifically Exploratory Practice) as a vehicle for practitioners (teachers and learners) to plan and work together to deepen their understandings of life in the language classroom. Describing first the persistence over recent decades of the teaching point mentality, I then review the major challenges to it over the same period. The most significant comes from 1980s academic classroom research, which casts doubt on the practical value of teaching point-based teaching and presented classroom language learning as inherently idiosyncratic and unpredictable. But it also offered a relatively optimistic view of what learners may get from lessons via the myriad learning opportunities that arise. The notion of the learning opportunity is then presented in its very considerable complexity, not to justify further academic research but instead to justify thinking of what planning might contribute to practitioners' own teaching and learning lives, primarily via planning for understanding.
交际教学大纲设计
DOI：
--
发表时间：
1978
期刊：
影响因子：
--
作者：
Munby;J.
通讯作者：
J.