隐性课程的概念最早出现于二十世纪六、七十年代，是美国社会学家和教育家杰克逊(Jackson, P.)1968年在其《课堂中的生活》(Life in Classrooms)一书中提出的。在杰克逊看来，学校教育映射出一定的社会价值观，例如学生在学校里学会了...隐性课程的概念最早出现于二十世纪六、七十年代，是美国社会学家和教育家杰克逊(Jackson, P.)1968年在其《课堂中的生活》(Life in Classrooms)一书中提出的。在杰克逊看来，学校教育映射出一定的社会价值观，例如学生在学校里学会了“安静等待”、“容忍谦让”、“与人合作”、“遵守规则”等价值观，而这些价值理念和意识形态并不是通过正规课程的学习而获得的。杰克逊提出了一个有名的论断：“任何人只要稍加思考，就会非常清楚，学生在读、写、算或其他学术课程上的进步并没有完全说明学校教育的结果。除了这些内容以外，学生还从学校生活的经验中获得了态度、动机、价值和其他心理状态的成长。而且这些形式教育之非学术的结果比学校主要任务之教学更具有影响力”。在此，杰克逊把这种非正式的文化习得与经验称之为隐性课程。在我国，隐性课程一词属于舶来品。国内学者对隐性课程通常的称谓还有隐蔽课程、潜课程、潜在课程、潜隐课程、隐形课程、无形课程和非正式课程等。相比显性课程而言，我国学界对隐性课程的研究和重视程度明显不够，尤其是针对外语教学隐性课程的研究更为少见。展开更多
The paper is an analysis of how much success Thai teachers of English have had throughout four decades of teaching English as a Foreign Language （TEFL） and the future direction to take. Thai teachers are aware that ...The paper is an analysis of how much success Thai teachers of English have had throughout four decades of teaching English as a Foreign Language （TEFL） and the future direction to take. Thai teachers are aware that their students are not confident of their speaking abilities. That is why they try to avoid making mistakes in pronunciation and connected speech making as mistakes are taken as signs of inability. It is a common sight in an English class that Thai students prefer to remain in their comfort zone of using the Thai language. Speaking is a productive skill; teaching someone to speak cannot be successfully done through listening to the ＂how to＂ lecture. The author proposes that to dream a possible dream, the teachers need to change their course design to adopt the goals of English for communication and enhancement of soft skills such as networking skill, teamwork skill, self-management skill, creativity, and work attitude. An example of a course design used is discussed with the underlining learning theories for the course, the course organization, and the fruits of this endeavor. This course is adopting the ＂Teach Less and Learn More＂ approach, a route to take for real learning.展开更多
With the rapid development of economic globalization, foreign language talents who are cultivated by general foreign language teaching should meet the requirements of the international development strategy. Therefore,...With the rapid development of economic globalization, foreign language talents who are cultivated by general foreign language teaching should meet the requirements of the international development strategy. Therefore, it is of great importance to promote foreign language teaching quality. In this paper, we discuss how to fully utilize the English for Specific Purposes （ESP） theory to enhance professional foreign language teaching quality. ESP refers to a type of teaching concept or approach as the counterpart of English for General Purposes （EGP）, which contains a vast range of aspects. Particularly, we propose two English course design methods based on the ESP theory, that is, 1） language centered curriculum design, and 2） learning centered curriculum design. Finally, experimental results demonstrate that the proposed method can significantly improve teaching quality.展开更多
文摘隐性课程的概念最早出现于二十世纪六、七十年代，是美国社会学家和教育家杰克逊(Jackson, P.)1968年在其《课堂中的生活》(Life in Classrooms)一书中提出的。在杰克逊看来，学校教育映射出一定的社会价值观，例如学生在学校里学会了“安静等待”、“容忍谦让”、“与人合作”、“遵守规则”等价值观，而这些价值理念和意识形态并不是通过正规课程的学习而获得的。杰克逊提出了一个有名的论断：“任何人只要稍加思考，就会非常清楚，学生在读、写、算或其他学术课程上的进步并没有完全说明学校教育的结果。除了这些内容以外，学生还从学校生活的经验中获得了态度、动机、价值和其他心理状态的成长。而且这些形式教育之非学术的结果比学校主要任务之教学更具有影响力”。在此，杰克逊把这种非正式的文化习得与经验称之为隐性课程。在我国，隐性课程一词属于舶来品。国内学者对隐性课程通常的称谓还有隐蔽课程、潜课程、潜在课程、潜隐课程、隐形课程、无形课程和非正式课程等。相比显性课程而言，我国学界对隐性课程的研究和重视程度明显不够，尤其是针对外语教学隐性课程的研究更为少见。
文摘The paper is an analysis of how much success Thai teachers of English have had throughout four decades of teaching English as a Foreign Language （TEFL） and the future direction to take. Thai teachers are aware that their students are not confident of their speaking abilities. That is why they try to avoid making mistakes in pronunciation and connected speech making as mistakes are taken as signs of inability. It is a common sight in an English class that Thai students prefer to remain in their comfort zone of using the Thai language. Speaking is a productive skill; teaching someone to speak cannot be successfully done through listening to the ＂how to＂ lecture. The author proposes that to dream a possible dream, the teachers need to change their course design to adopt the goals of English for communication and enhancement of soft skills such as networking skill, teamwork skill, self-management skill, creativity, and work attitude. An example of a course design used is discussed with the underlining learning theories for the course, the course organization, and the fruits of this endeavor. This course is adopting the ＂Teach Less and Learn More＂ approach, a route to take for real learning.
文摘With the rapid development of economic globalization, foreign language talents who are cultivated by general foreign language teaching should meet the requirements of the international development strategy. Therefore, it is of great importance to promote foreign language teaching quality. In this paper, we discuss how to fully utilize the English for Specific Purposes （ESP） theory to enhance professional foreign language teaching quality. ESP refers to a type of teaching concept or approach as the counterpart of English for General Purposes （EGP）, which contains a vast range of aspects. Particularly, we propose two English course design methods based on the ESP theory, that is, 1） language centered curriculum design, and 2） learning centered curriculum design. Finally, experimental results demonstrate that the proposed method can significantly improve teaching quality.
