Material Adaptation for High School English at Dimensional Curriculum Level论文
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最后更新时间:2024-01-14
Abstract This paper， based on the New Curriculum Standards， researched the content of the curriculum for the newly edited material for High school English and ge suggestion on material adaptation for both curriculum designers and classroom teachers.
Key words material adaptation， dimensional curriculum
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0 Introduction
The New English Curriculum Standards （NECS） provides five objectives， which includes linguistic knowledge， language skills， cultural awareness， learning strategies and affective factors. NECS also holds the opinion that English is a tool of communication and a way of getting to know the world. NECS takes topics as its outline， integrates the communicative function and linguistic structure， and leads students to finish meaningful tasks by using the target language. We can say that the curriculum manifested in the NECS is a multi one. The newly edited materials for High School English are based on such a standard， and thus the contents， activities and methods of teaching should be open and flexible. As a result， some necessary adaptation for the materials is necessary.
The term “curriculum” or syllabus， on the one hand， was used to describe the substance of what was taught in a given subject， on the other hand， it was used to define objectives， determine the teaching contents， and indicate some sort of sequence or progression. Those two aspects mentioned above constituted the essential minimum of what was meant by curriculum. At its most comprehensive， curriculum was a full and detailed covering every aspect and phase of teaching a language.
1.2 Definition of Dimensional Curriculum
Stern put together all the priorities of the profession in language teaching and learning that proposed by experts at a meeting in Boston in 1980 under the name of Multidimensional Curriculum with components which termed language syllabus， the communicative activities syllabus， culture syllabus and the general language education syllabus. The first two areas implied the systematic study of language and culture， while the third syllabus represented integrated activities which involve the use of language in a specific situation. The last one required the learners a wider and detached view of their involvement and reflection of a generalized way about languages， cultures， and learning.
1.3 Curriculum Developing and Teaching
Key words material adaptation， dimensional curriculum
：A
0 Introduction
The New English Curriculum Standards （NECS） provides five objectives， which includes linguistic knowledge， language skills， cultural awareness， learning strategies and affective factors. NECS also holds the opinion that English is a tool of communication and a way of getting to know the world. NECS takes topics as its outline， integrates the communicative function and linguistic structure， and leads students to finish meaningful tasks by using the target language. We can say that the curriculum manifested in the NECS is a multi one. The newly edited materials for High School English are based on such a standard， and thus the contents， activities and methods of teaching should be open and flexible. As a result， some necessary adaptation for the materials is necessary.
1 Curriculum
1.1 Definition of CurriculumThe term “curriculum” or syllabus， on the one hand， was used to describe the substance of what was taught in a given subject， on the other hand， it was used to define objectives， determine the teaching contents， and indicate some sort of sequence or progression. Those two aspects mentioned above constituted the essential minimum of what was meant by curriculum. At its most comprehensive， curriculum was a full and detailed covering every aspect and phase of teaching a language.
1.2 Definition of Dimensional Curriculum
Stern put together all the priorities of the profession in language teaching and learning that proposed by experts at a meeting in Boston in 1980 under the name of Multidimensional Curriculum with components which termed language syllabus， the communicative activities syllabus， culture syllabus and the general language education syllabus. The first two areas implied the systematic study of language and culture， while the third syllabus represented integrated activities which involve the use of language in a specific situation. The last one required the learners a wider and detached view of their involvement and reflection of a generalized way about languages， cultures， and learning.
1.3 Curriculum Developing and Teaching