Teachers' Interpretations of Second Language Teaching Curricula
Teachers' Interpretations of Second Language Teaching Curricula
复制标题
教师对第二语言教学课程的解读
DOI：
10.1177/003368829102200201
复制
发表时间：
1991
期刊：
影响因子：
3
通讯作者：
Devon Woods
中科院分区：
文献类型：
--
作者：
Devon Woods
许多教育系统和第二语言教学情境中隐含或明确地持有的课程/教学/学习过程的观点，就是哈钦森（Hutchinson，1988）所说的“输入模型”，其中假设计划的实施以从上到下的线性方式进行：总体教育目标由部门或规划机构设定，教学大纲旨在实现这些目标，开发材料以实例化教学大纲，教学进行教授材料中呈现的内容，最后根据学习者学习该内容的程度进行评估。图 1 显示了该模型的一个版本。
A view of the curricular/teaching/learning process held either implicitly or explicitly in many education systems and second language teaching situations, is what Hutchinson (1988) calls the &dquo;input model&dquo;, where the implementation of the program is assumed to move in a linear fashion from top to bottom: overall educational objectives are set by a ministry or planning body, a syllabus is designed to carry out these objectives, materials are developed to instantiate the syllabus, the teaching is carried out to teach the content presented in the materials, and, finally, the learners are evaluated on the degree to which they have learned this content. A version of this model is presented in Figure 1.