参照台州学院专业四级考试谈隐性课程的处理

论文摘要

自从美国著名教育家、课程论专家菲利普?杰克逊最早于1968在《课堂生活》一书中,首次提出了“隐性课程”(hidden curriculum)这一术语以来,许多学者对隐性课程进行了研究并取得了丰硕成果。台州学院是一所地方性本科院校。为提高学校的教育质量和使毕业生今后就业能更具有竞争力,学校对激发学生学习英语的积极性和提高他们的英语综合能力非常重视,并把英语专业四级考试与学生的学位证书挂钩起来。因此,通过四级考试成为了英语专业学生在大学基础阶段学习最大的需求和重要的动机。由于学生的实际需求与正式课程的要求以及专业四级考试的要求与他们的实际英语水平存在差异,导致学生在课堂上的“学”与教师的“教”产生了不一致,这样就在师生中出现了与专业四级考试相关的“隐性课程”。近几年来,越来越多的国内学者对隐性课进行了研究。然而这些学者所做的研究主要围绕它在传递道德价值观、大学英语教学及英语教学等方面所起的作用。对于由英语专业四级考试所引起的隐性课程所做的研究所见不多。本文试图在这方面对隐性课程进行探讨,通过对学生的问卷调查和师生面谈,分析了隐性课程对英语教学存在的正面和负面的影响及其重要意义。目的在于唤起人们对隐性课程的意识,并对它有一个清楚的了解或认识。提出要正确处理好“隐性课程”与“正式课程”之间的关系、培养学生自主学习能力、培养学生的学习策略以及综合能力等建议。

论文目录

• Acknowledgements
• Abstract
• 摘要
• Acronyms
• Chapter One Introduction
• 1.1 Theoretical Prerequisites
• 1.2 Aims of This Paper
• 1.3 Layout of this paper
• Chapter Two Curriculum Development
• 2.1 Definitions of Curriculum
• 2.2 Curriculum and Syllabus
• 2.3 The Learner-centered Curriculum
• 2.4 Hidden Curriculum
• 2.4.1 The Definition of the H C
• 2.4.2 Research on the H C Abroad and at Home
• 2.4.3 The Relationship between FC and HC
• 2.5 Introduction to TEM4
• 2.6 The Relationship between HC and TEM4
• 2.7 The Functions of HC on Teaching and Learning
• Chapter Three A Study of the H C in TZU
• 3.1 Background Information of TZU
• 3.2 The Background Information of the English Major Students
• 3.3 Learners’Motivations and Needs Analysis
• 3.4 The HC Related to TEM4 in TZU
• 3.5 The FC for Full-time English Majors in TZU
• 3.6 Research Methodology
• 3.6.1 Objectives of the Research
• 3.6.2 Research Methods
• 3.6.3 Subjects
• 3.6.4 Instruments
• 3.6.4.1 Question Design
• 3.6.4.2 Interviews
• Chapter Four Results and Discussions of the Research
• 4.1 Analysis of the Results of the Questionnaires
• 4.2 Analysis of the Results of the Interviews
• 4.2.1 The Results of Students’Interview
• 4.2.2 The Results of the Interview with Teachers
• 4.3 The Results of the Pre-test Intensive Training
• 4.4 Analysis of the Results of TEM4 in TZU in Recent Years
• 4.5 The Findings of the Research
• Chapter Five Implications of the HC
• 5.1 Influences on the Teachers’Side
• 5.1.1 Influencing What Teachers Teach
• 5.1.2 Influencing How Teachers Teach
• 5.2 Influences on the Students’Side
• 5.2.1 Influencing What Students Learn
• 5.2.2 Influencing How Students Learn
• 5.3 Influences on the Other Sides
• 5.3.1 Helping Arouse Their Awareness of the HC
• 5.3.2 Helping Facilitate the Completion/ Perfection of the HC
• 5.3.3 Influences on the Administrators
• 5.4 How to Deal with the HC Properly
• 5.4.1 Dealing with the FC and HC Properly
• 5.4.2 Cultivating the Students’Learner Autonomy
• 5.4.3 Cultivating the Students’Learning Strategies
• 5.4.4 Cultivating the Students’Integrated Competence
• 5.4.4.1 Cultivating the School Discipline
• 5.4.4.2 Cultivating the Students’Interests
• 5.4.4.3 Cultivating the Students’Integrated Competence
• 5.4.5 “Green Card”System
• Conclusion
• Bibliography
• Appendix I
• Appendix II
• Appendix III