Curriculum Implementation in China.

Autor/in	Strong, Gregory
Titel	Curriculum Implementation in China.
Quelle	(1992), (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Adult Education; Communicative Competence (Languages); Curriculum Design; Educational Strategies; Elementary Secondary Education; English (Second Language); Foreign Countries; Higher Education; Intercollegiate Cooperation; International Cooperation; Language Teachers; Program Descriptions; Second Language Instruction; Teacher Education; Teaching Methods; China + Suchen Sie Ihr Suchwort? Adult; Adults; Education; Adult basic education; Adult training; Erwachsenenbildung; Communicative competence; Languages; Kommunikative Kompetenz; Sprache; Lehrplangestaltung; Lehrstrategie; English as second language; English; Second Language; Englisch als Zweitsprache; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Hochschulkooperation; Internationale Kooperation; Internationale Zusammenarbeit; Language teacher; Sprachunterricht; Fremdsprachenunterricht; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	New methods of English second language instruction are being introduced in China through cooperative efforts between Chinese and overseas universities. One of these programs is the Canada-China Language Centre, a joint effort of St. Mary's University (Nova Scotia, Canada) and China's Beijing Normal University (BNU). It provides testing, English and French language training, and cross-cultural preparation for Chinese professionals who will receive technical training and academic study in Canada, and works to improve the quality of English language teaching at BNU. To facilitate introduction of communicative teaching methodology, Canadian and Chinese teachers are paired for planning, mutual observation, team teaching, and discussion of teaching strategies. The program began in 1983, and early surveys revealed skepticism about the acceptance and usefulness of the communicative methodology in Chinese classrooms. As a result, a new, comprehensive curriculum was developed to accommodate Chinese teaching methods. Problem-based communicative activities are followed by language-focused consolidation activities. The technique of creative automatization incorporates traditional language teaching techniques into an interactive, communicative classroom. The curriculum themes are based on Canadian culture. Pair and group work, semantic mapping, and classroom discussion, techniques unfamiliar to most Chinese teachers, are used. A 33-item bibliography is included. (MSE)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC