小学英语教学中课程资源的开发与利用 小学英语教学论文评比一等奖选登

钱敏  杭州市九堡中心小学

Abstract: How to develop and make full use of curriculum resources is a new subject for us. English is a compulsory subject in primary school education. But the study of primary English curriculum resources is still weak. In this paper, we try to make a preliminary study on this subject. Firstly, we put forward the current problems and analyze research purpose and meaning. Secondly, we propose the definitions of English curriculum resources and its classification. Thirdly and mostly, we introduce the ways to exploit and utilize primary English curriculum resources. In this part, we explore from three aspects: in-school, out-of-school and information curriculum resources. As a primary English teacher, I regard in-school resources as my main research objects with the longest length. Finally, we appeal every factor in this field to join in the research group to make our English education better.

Keywords: primary English teaching; curriculum resources; exploitation; utilization;

摘要：对于我们来说，如何开发并充分利用课程资源是一个崭新的课题，英语在小学教育中是一门强制性的学科。但是对于小学英语课程资源的研究尚薄弱。本文针对这一学科尝试了初步的研究。首先，提出了现存的问题，分析了研究的目的与意义。再次，本文提出了英语课程资源的定义与分类。第三，也是最重要的一部分，介绍了开发利用小学英语课程资源的方法。在这一部分中，本文从校内，校外、信息课程资源这三个方面探究。作为一名小学英语教师，我将校内课程资源作为最主要的研究对象，给予了最长的篇幅。最后，本文呼吁这一领域的每个因素都参与到研究队伍中来，促进和完善我们的英语教育。

关键词：小学英语教学；课程资源；开发；利用

1. Question Presentation

Traditional education depended so much on textbooks; its understanding about textbooks is also narrow. Nowadays, according to the new fundamental education curriculum revolution, except textbooks, curriculum resources have more extensive meanings. While the revolution becoming deeper and stronger, many countries pay much more attention to the exploitation and utilization of curriculum resources. But what are curriculum resources? How to classify curriculum resources? What’s the meaning and value of them? How to develop and make full use of them? In China, curriculum resource is a comparatively new concept. The study of English curriculum resources is weak. Most primary English teachers seldom contact with the research. Thus, it comes to be a brand new subject with several weaknesses in it.

1. Scarcity of exploiting conditions: 1) the exploiters have the wrong cognition of curriculum resources: they pay much more attention to development of knowledge resources; overlook the new development of knowledge and interpenetration between subjects.¹  2) Primary English teachers and researchers know little about curriculum resources.  3) Most teachers hold the wrong views that their responsibilities are only teaching, the exploitation is the business of experts, schools and education departments. Their attitude to exploitation is rather un-positive.²  4) they also have little experience with few methods and less energy. There is so much work for our primary English teachers, about 18 to 20 lessons each week. The time for study is limited.  5) The fund is always not enough for facilities and investigation.

2. Wasting and laying aside of resources: On one hand, there have been some curriculum resources yet, undeniably, some are very useful, but the fact is they are less used or totally neglected. For example, there are many different editions of primary English textbooks, some proved to be good, but not be popularized. To develop new textbooks is still continuing. On the other hand, some teachers depend so much on some resources, such as the multimedia, network resources or textbooks,

1.        邵水平.  “中学英语课程资源的开发与利用”, 《中小学英语教学与研究》. p1（6）2005

2.        杨宝山等. “新课程实施中课程资源的开发利用现状”, 《教学科学研究》. p29（2）2005

neglecting other resources, so that the exploitation might be delayed.

The current mission is to know clearly about primary English curriculum resources, to search for some effective, convenient and practical resources in a large scale. This paper tries to make a preliminary study on this subject.

2. The definitions of curriculum resources 

The father of Modern Curriculum Theory, Ralph W. Tyler described Curriculum Resources like this: “Before designing curriculum and teaching plans, three questions should be well answered: what do we help students learn? Through what activities to achieve the goals? How to organize the teaching to get the best effects? Otherwise, if the investigation and modification of curriculum are needed, sustainable evaluation plans must be formulated. While looking for these answers and formulating the plans, we can use various kinds of resources.”  What’s more, he supposed that, “Any single information resource is not enough to offer the foundation for determining the school targets wisely and comprehensively.” ³

There are many kinds of definitions and sayings in China as well as foreign countries. The definitions can be divided into broad sense and narrow sense. The former is any factors useful to realize the curriculum targets; the latter is the direct factors which form the curriculum.⁴  Other people consider that curriculum resources are any usable persons, things and nature resources in the progress of curriculum organization, implement, evaluation. They often take the forms of textbooks, school, family, society and other helpful resources. From the angle of curriculum targets’ realization, any useful factors belong to the curriculum resources, containing books, teaching sites(material resources); teachers and students(personal resources). ⁵

So, what is English curriculum resource?  It’s a summary of any usable persons, things, teaching, family and social resources in the progress of English curriculum organization, implement, evaluation and so on. At least, it should contain five parts: 1). forefather’s knowledge and experience.  2). Students and student’ living experience.

3.        江山野. 《简明国际教育百科全书 课程》.　北京：教育科学出版社，1991

4.        《为了中华民族的复兴 为了每位学生的发展》 p402

5.   英语课程标准 （实验稿）

3). Teachers and teachers’ knowledge and experience. 4). Social factors. 5). Family members and family environment. ⁶

3. Classifications of curriculum resources

According to the functional characters of curriculum resources, it can be divided into materiality resources and condition ones. The former is curriculum materials which act on curriculum, like knowledge, skill, experience, activity ways, emotional attitude and value; the latter is not direct curriculum resources acting on curriculum, like people, things, money, time, site, medium, facility and environment. According to the different space distributions, there are in-school curriculum resources, out-of-school curriculum resources and information curriculum resources, which is the commonest and clearest assortment.  According to the forms of transporters, there are textbook curriculum resources, video curriculum resources, place curriculum resources and personal curriculum resources. ⁷  The article will be elaborated from the second classification. English curriculum resources can also be divided into three categories: in-school curriculum resources; out-school ones and information ones.

4. Meaning and Purpose of investigation

English teaching always needs changes and reforms. How to find a suitable reform system to primary education, the investigation of primary English curriculum resources is one of the keys to help out.

While the revolution of English fundamental education is going, the importance of English curriculum resources has been noticed gradually. Curriculum resources are supporting systems of curriculum revolution, without them, curriculum can not enter into the primary school teaching, can not bring along the practical effects. Because the degrees of richness and suitability of curriculum resources decide the scope and level of the realization of curriculum targets, exploitation and utilization becomes a very essential part in the new curriculum revolution. It can transcend the narrow education contents, let teachers and students’ experience enter into teaching and learning. It can

6.        王孝红. “论课程资源的开发和利用”，《基础教育课程  改革纲要(试行)》  2004.

7.   杨九俊，吴永军.　《建设新课程：从理解到行动　通识卷》p203 南京：江苏教育出版社　2003.7

transfer students’ position, changing from passive knowledge receivers to knowledge builder as teachers. It can broaden teachers teaching views, shifting their education idea, and spurring their creation. ⁸

5. Principles of exploitation and utilization

Curriculum resources, no matter to English or to other subjects, they hold the characters of diversification, materialization, specification, openness, humanization, potentiality and indirection. The basic principles of exploitation and utilization are like these: in-school resources are primary resources; out-of-school resources are auxiliary ones. American curriculum expert, Tyler. R said: “First, use school resources as much as possible; second, strengthen the out-of-school curriculum; third, help students communicate with the out-of-school environment.” ⁹

On the basis of subject features, current shortcomings, economy and time limiting, openness, economization, convenience, practicality and effectiveness must first be considered in the exploitation and utilization in the primary English curriculum resources. Apart from these, they should be individual, shared, suitable and reasonable.………………………………【全文请点击下载word压缩文档】
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