This paper summarizes partial findings on education about standardization by CNIS in 2008. As of December 31, 2008, 21 universities and colleges in China had established a standardization curriculum. This paper deals ...This paper summarizes partial findings on education about standardization by CNIS in 2008. As of December 31, 2008, 21 universities and colleges in China had established a standardization curriculum. This paper deals with standardization education related to economic management, engineering, agriculture and science of law and summarizes respondents＇ opinions on teaching performances and design of teaching materials and curriculums.展开更多
Situation analysis and needs analysis are important tasks at the planning stage of curriculum design in most educational contexts, because they provide a basis for setting goals and objectives. Nevertheless, in Chines...Situation analysis and needs analysis are important tasks at the planning stage of curriculum design in most educational contexts, because they provide a basis for setting goals and objectives. Nevertheless, in Chinese EFL contexts, it is not uncommon that goal setting is managed around language outcomes which are prescribed by the teacher or teaching institution, without making reference to learners' needs and the larger context within which instruction takes place. This paper presents a piece of practical work by conducting a situation analysis and needs analysis in a senior high school in South-west China. In providing the rationale as well as the logistics and the outcomes of conducting the situation analysis and needs analysis, the paper attempts to illustrate a practical way to take account of learner factor and situational factors at the curriculum planning stage in Chinese EFL contexts, especially in the underdeveloped area of China.展开更多
Needs analysis as the central force of EAP has received insufficient practice, resulting in dissatisfactory pedagogy. This study proposes a framework of CEAPNA （comprehensive EAP needs analysis）, and illustrates how...Needs analysis as the central force of EAP has received insufficient practice, resulting in dissatisfactory pedagogy. This study proposes a framework of CEAPNA （comprehensive EAP needs analysis）, and illustrates how the framework helps to shape learning-centered EAP pedagogy. The CEAPNA survey covered 452 undergraduates and 83 faculty members from science and engineering departments, and was triangulated with the researchers＇ retrospection of seven years of pedagogical practice. Major findings in the study suggest multiple sources as a must in a comprehensive and accurate analysis of EAP learner needs. In the meantime, the specificity of learner needs addresses EAP practitioners＇ endeavors to specify these needs in various dimensions, so as to negotiate a satisfactory balance between language, cognition and affect in EAP pedagogy. Due to realistic constraints in specifying and balancing the needs, this paper wishes to oblige with a conceptual interpretation as well as a pedagogical retrospection.展开更多
基金supported by the Foundation for Scientific Research Program of AQSlQ's(Grant No. 2007QK30)the CNIS's Program on Basic Research Fund (Grant No. 51076S-1467) Study on Feasibility of Establishing the Discipline of StandardizationNo. 10-36 programs funded for scientific research of AQSIQ, Study on Boosting Education about Standardization and the Discipline of Standardization Development.
文摘This paper summarizes partial findings on education about standardization by CNIS in 2008. As of December 31, 2008, 21 universities and colleges in China had established a standardization curriculum. This paper deals with standardization education related to economic management, engineering, agriculture and science of law and summarizes respondents＇ opinions on teaching performances and design of teaching materials and curriculums.
文摘Situation analysis and needs analysis are important tasks at the planning stage of curriculum design in most educational contexts, because they provide a basis for setting goals and objectives. Nevertheless, in Chinese EFL contexts, it is not uncommon that goal setting is managed around language outcomes which are prescribed by the teacher or teaching institution, without making reference to learners' needs and the larger context within which instruction takes place. This paper presents a piece of practical work by conducting a situation analysis and needs analysis in a senior high school in South-west China. In providing the rationale as well as the logistics and the outcomes of conducting the situation analysis and needs analysis, the paper attempts to illustrate a practical way to take account of learner factor and situational factors at the curriculum planning stage in Chinese EFL contexts, especially in the underdeveloped area of China.
基金supported by the National Social Science Funding Project (17BYY109)~~
文摘Needs analysis as the central force of EAP has received insufficient practice, resulting in dissatisfactory pedagogy. This study proposes a framework of CEAPNA （comprehensive EAP needs analysis）, and illustrates how the framework helps to shape learning-centered EAP pedagogy. The CEAPNA survey covered 452 undergraduates and 83 faculty members from science and engineering departments, and was triangulated with the researchers＇ retrospection of seven years of pedagogical practice. Major findings in the study suggest multiple sources as a must in a comprehensive and accurate analysis of EAP learner needs. In the meantime, the specificity of learner needs addresses EAP practitioners＇ endeavors to specify these needs in various dimensions, so as to negotiate a satisfactory balance between language, cognition and affect in EAP pedagogy. Due to realistic constraints in specifying and balancing the needs, this paper wishes to oblige with a conceptual interpretation as well as a pedagogical retrospection.
