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Dispositions as educational goals. ERIC Digest

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Publication Date: 1993-09-00 Author: Katz, Lilian G. Source: ERIC Clearinghouse on Elementary and Early Childhood Education Urbana IL.

Dispositions as Educational Goals. ERIC Digest. One of the major questions to be addressed when developing a curriculum is, What should be learned? One way to answer this question (Katz, 1991) is to adopt at least four types of learning goals, those related to knowledge, skills, dispositions, and feelings. The acquisition of both knowledge and skills is taken for granted as an educational goal, and most educators would also readily agree that many feelings (e.g., self-esteem) are also influenced by school experiences and are thus worthy of inclusion among learning goals. However, dispositions are seldom included, although they are often implied by the inclusion of attitudes (e.g., attitudes toward learning) as goals. The main purpose of this digest is to examine the meaning of the term DISPOSITION and to suggest the implications of dispositions for practice.

WHAT ARE DISPOSITIONS? It seems clear that the term DISPOSITION can be used to distinguish trends in behavior from skills, attitudes, traits, and mindless habits (e.g., fastening one's seat belt), and that these distinctions have useful, practical implications even in the absence of desirable precision. Concerning skills, for example, educators, and most likely other observers as well, recognize that it is possible to have skills and lack a taste for or habit of using them. Similarly, knowledge can be acquired without having the disposition to use it. Further clarification of the nature of dispositions may be obtained by distinguishing dispositions from related constructs such as thought processes, motives, and work inhibition.

For the purposes of exploring the implications of dispositions, the following tentative definition is proposed:

A disposition is a tendency to exhibit frequently, consciously, and voluntarily a pattern of behavior that is directed to a broad goal. In the case of curiosity, for example, children can be said to have the disposition to be curious if they typically and frequently respond to their environment by exploring, examining, and asking questions about it. Similarly, the disposition to complain or whine would be robust if exhibited frequently, and weak if rarely exhibited. Both are examples of dispositions: they are intentional and mindfully directed toward particular objects and situations in order to achieve goals. Because not all dispositions are desirable, teaching practices must seek not only to strengthen the desirable ones, but also to weaken the undesirable ones.

IMPLICATIONS FOR PRACTITIONERS There are several reasons for suggesting that dispositions should be included among educational goals. The most important reason is, as already mentioned, that the acquisition of knowledge and skills does not guarantee that they will be used and applied. As Cantor (1990) puts it, "having" is not necessarily "doing." For example, it is likely that most children have listening skills, but they may or may not have the disposition to be listeners. Teaching practices should take into account ways that the dispositions associated with skills can be strengthened.

Second, dispositional considerations are important because the instructional processes by which some knowledge and skills are acquired may themselves damage or undermine the disposition to use them. For example, one risk of early formal instruction in reading skills is that the amount of drill and practice required for successful reading of the English language at an early age may undermine children's dispositions to be readers (Katz, 1992).

It is clearly not useful for a child to learn skills if, in the processes of learning them, the disposition to use them is damaged. On the other hand, having the disposition to be a reader without the requisite skills would also not be desirable. Thus the acquisition of reading skills and the disposition to be a reader should be mutually inclusive goals of education.

Third, some important dispositions relevant to education, such as the disposition to investigate, may be thought of as inborn. When children's experiences support the manifestations of a disposition with appropriate scaffolding (see Rogoff, Gauvain, and Ellis, 1990) and environmental conditions, the disposition is likely to become robust. Without such supportive experiences it is likely to weaken or perhaps be extinguished.

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高中英语- 论“三维生成”模式在高中英语单元复习练习设计中的建构

高中英语- 论“三维生成”模式在高中英语单元复习练习设计中的建构

9. Your achievements are something to be proud of. But you have to ______________.
10.Yesterday the citizens started a _____________________ smoking.
Ⅲ. Do remember these beautiful sentences in the text（课文知识点梳理题）
随着有效教学研究的深入，“生成”成为英语教学所关注的焦点。英语教师不仅仅应关心目标的预设，还更应关注目标的“生成”。新课标指出：培养学生的语言实践能力主要途径也应是自主的语言实践，即学生能在教师的引导下学习知识、掌握语言的基本技能和策略；学生能通过多途径多方式的自主学习和合作探究获取、处理、重组语言信息，再建学习目标、任务和策略；学生能在“基于情境、拓展情境、创新情境”的拓展性语言任务中应用最佳策略，力求发展的最大化。这就提醒我们教师要给学生留下足够的空间，在英语学习活动中不断“生成”目标，进而解决目标。同时通过自主地习得、归纳、总结和运用知识生成自身的语言能力。生成性是亮点，也是难点。
如针对New Senior English For China Student’s Book4Unit1中课程标准要求掌握的词汇，并结合教学的实际情况可在复习练习中设置以下习题：
Ⅰ. Fill in blanks with the correct form of the given words（词性或词形转换题）
shade behave worthwhile crowd argue
campaign observe refer intend modest
1 Hangzhou is a beautiful place; it is ________________________..
北师大版高中英语学案选择性必修第二册精品课件 UNIT 5 EDUCATION Section A

北师大版高中英语学案选择性必修第二册精品课件 UNIT 5 EDUCATION Section A

如何描写图画
文化 意识 思维 品质
学习 能力
了解不同社会文化中的人接受教育和获得知识的方式 发现并理解语篇中包含的不同文化元素 在语境的引领下,学生能了解人类获得知识的途径及方法 养成良好的学习习惯和思维品质 理解语篇中的逻辑关系,抓住语篇中的关键信息 在语境中学习词汇和语法,提升语言运用能力 听懂并能熟练表达关于教育的观点、故事等
abstract words,such as “love” and “think”.When she was
uncertain how 10. to fix the mistakes she had made,
she understood the meaning of “think”.It was not until
As she did this,Anne touched Helen’s forehead and wrote the word “think” on her hand.
第三步 深读课文 融会提能
Activity 6 课文语篇填空
Helen Keller was a very special girl 1. who/that needed a superb
Anne’s technique was simple and straightforward.One day Anne put one of Helen’s hands under the water.As the water flowed over the hand,Anne 7. spelled/spelt (spell) out “W-A-T-E-R” into Helen’s other hand.
hope and 6. joy
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教育学原理(英)重点整理

教育学原理(英)重点整理

Progressivism 进步/实用主义is established by Dewey.It emphasizes change as the essence of reality, the importance of science and the val ue of democracy.Helping individuals learn how to solve problems is the purpose of education. Students should be allowed to develop naturally.Scientific method is of most worthy knowledge.Students should decide what is worth knowing. The only thing that matters is studen t freedom.Any subject that is useful should be included in the curriculum.Teachers must find ways to stimulate 激励 student interest and move their learning to deeper levels.It has been complained that the schools had gone "soft" and students were not learn ing academic content at a level necessary to keep the nation strong.Critics claimed that few students were pursuing academic subjects.Professional-development phases职业发展阶段1.pretrainingYour personal experiences and the attitudes you developed before enrolling in any te acher-preparation courses.2.formal preparation(1)core studies(2)teaching specializations and academic major(3)professional education3.induction yearsThe first years in teaching implies that on one assumes you will arrive on the job fully formed as a professional educator.4.continuing growth(1)staff-development opportunities(2)college and university courses(3)work associated with professional organizationsKey assessment terms1.assessment评价refers to the purposeful collection of data from a variety of sources for the purpose o f rendering实施 a judgement.Useful information sources include tests, observations of learners' in class performan ces, abilities to complete projects and abilities to succeeded on tasks associated with daily assignments.2.measurment量化involves quantifying the presence or absence of a quality, trait特点, or attribute属性.Standardized test and teacher-constructed assessment are the two main types of me asurement tools.3.evaluation评估is interpreting解释 the meaning of the data.Is the intellectual process of making a judgement about the worth or value of someth ing.Norm referencing and criterion referencing are two common ways toestablish criteria.In norm-referenced evaluation, a bell-shaped curve is a common way of establishing these norms or expected scores.In criterion-referenced evaluation, the judgements are made based on how the perfo rmance of each person compares to a standard or a set of criteria rather than on how their scores compare to those of others.4.grades等级The purpose of grades is to communicate the evaluation conclusions.What’s the teaching challenges for twenty-fist century teachers?（P38-47）1. Teaching in a multicultural society.2. Teaching for the construction of meaning3. Teaching for active learning4. Teaching and accountability5. Teaching and choice6. Teaching with new views about abilities.7. Teaching and technology.Constructivism建构主义thinks that learners' knowledge will grow as they compare new information with wha t they have known.The first implication is learner-centered and problem-centered.The second one is that members of your class need to be actively engaged in the lear ning process.The last one is that it changes conceptions of assessment from traditional tests to ho w well class member can solve problems and their ability to explain what they have d iscovered and learnt.No child left behind act of 2010 新课程改革features accountability义务 as a basic principle. It requires every state to adopt standards that describe what students should learn at each grade level.The law also requires school districts to assign a "high qualified" teacher in every cla ssroom in which an academic core subject is taught.Sociological modes of analysis 针对社会问题的分析模式1.the functionalist perspective功能主义The functional analysis usually focuses on the dominant公共的 values in society and emphasizes the benefits of a common language, common val ues, and the development of useful skills in order to assimilate同化，吸收 diverse groups and mold塑造 them into a functioning and cohesive紧密结合的society.2.the conflict perspective 冲突理论begins with the contention争论，论点 that power relationships and conflicting interests influence educational policy and practice.The school have been structured to maintain the dominance优势，统治 of the group who have the most power and who benefit most from the system. T here are "insiders" whose status and culture have been reinforced加强 through school experience and there are "outsiders" who face barriers to success.3.the symbolic interactionist perspective符号互动理论Symbolic interactionists claims that students develop their identities, learn their self-concepts, and develop their hopes and aspirations through interactions with others. How constructivism（构成主义，构成派） influenced teaching?There are three implications（含意） of constructivism:1.Learners must be provided with complex, complete, and “authentic（真实的）” problems.2.Learners need to be actively engaged in the learning process: seeking solutions and sharing ideas.3.Assessment is based on demonstration示范，证明 of critical thinking skills and articulation（接合） of what was learned. Changes in the student population1.many students speak not the native language.So bilingual education, multicultural education and total immersion全浸入式 programs are adopted.2.learners with a range of mental and physical challenges in the classroom increase. S o there're special education classrooms.Teacher portfolios: documenting1.performance(1)teacher-prepared material(2)contributions of observers(3)learner's work(4)organizational formats2.assessing portfoliosAssessment and the instructional process1.placement assessment定位评价The purpose is to identify whether the students have the necessary prerequisite首要必备的 knowledge and skill to be successful in a given unit of study.2.formative assessment形成性评价is to make instructional adjustments that will improve the prospects预期 that your students will learn.3.summative assessment终结性评价The purposes are to determine which learners have accomplished the objectives and to provide you with information you can use to communicate to others what your stu dents have learnt.Reconstructionism重建（改造）主义is established by George Counts.（radical激进）Reconstructionists believed that all institutions in society needed to be reformed and they propose to build a new kind of society.Reconstructionists see the purpose of education as that of building a just society.It's student-centered. And they believe that students are capable of identifying injusti ce and searching for solutions.The knowledge that has most worth is whatever is information needed to address iss ues and questions.The students make the decision regarding what they need to learn.Reconstructionists favor curricula that emphasize creating a world of economic abun dance, equality, fairness, and democratic decision making.Teachers need to have a broad range of knowledge and be up to date on issues. Reconstructionists emphasized informal educational approaches such as the use of di alogue, shared experience, stories, narratives and myths, making education conversa tional.What specific personal qualities are typically exhibited by effective teachers?1. Effective teachers are warm and loving toward children.2. Effective teachers have caring dispositions性情，处置 toward children and youth and believe in the abilities of all children to learn.3. Effective teachers must possess sufficient足够的 interpersonal人际 and group skills to establish authentic真实的relationships with their students and their colleagues.4. Effective teachers must have a “passion” for learning that can be translated into in spiration for their students.Voucher plans教育券means that parents and guardians receive tax money that they can use to pay for the education of their children at a school of their choice.Once the parent or the guardian decides which school the child will attend, this vouc her is turned over to officials at that school.The official deposit the money in the school's account and use it as part of the school 's instructional and operational budget.This arrangement forces school to compete for students and, in theory, would reward those school doing well by attracting more students.Charter school特许学校are nonsectarian非公立 public schools of choice that are allowed to operate with freedom from many of t he regulations that apply to traditional public schools.Which features make the role as a teacher complex? （P12-P14）The following features combine to make the role as a teacher particularly complex: 1.Multidimensionality(多维数)：It refers to the idea that teacher’s responsibilities range across a broad array of duties.2.Simultaneity(同时性): It refers to the idea that many things happen at the same time in the classroom.3.Immediacy: It refers to a classroom reality that features situations that require your as a teacher to respond at once.4.Unpredictability：It refers to teachers’ challenges in working with learners whose reactions do not alwa ys follow consistent patterns and with situations that arise that may unexpectedly int erfere with established routines.5.Publicness：It refers to the idea that teaching is a profession that occurs in an arena that allows re cipients of the instructional process to monitor every classroom action their instructo r takes.6.History: The interaction you have with members of a class over a term or an entire year develops a class history. A class history is a kind of culture that is unique to each class if learners and results from an ongoing record of interaction between the teach er and learners.Observation课堂观察contributes to improving students' learning in classroom and promote teachers' prof essional developed theory and practice.It divided three parts. First is the meeting before class to make sure the observation key point. Second is observation in class. Last is the meeting after class for reflection, analysis and suggestion.Event sampling and time sampling are two main instruments to gather information. Observational tools include narrative叙述approach, frequency count频率计数, coding system编码系统 and seating chart座位表.。

学习者错误与错误分析在二语习得中的作用

学习者错误与错误分析在二语习得中的作用

学习者错误与错误分析在二语习得中的作用作者：聊城大学外国语学院学科教学英语位延延摘要：彼德·科德（S.P. Corder）从语言教学的角度出发，对学习者的语言错误在二语习得中的作用做了三方面的分析：第一，了解学习者对目的语熟悉的程度；第二，了解学习者是如何学习语言的。

第三，错误分析对学习者本人来说是必不可少的。

错误是学习者在二语习得过程中客观存不可避免的语言现象，通过利用错误分析研究学习者错误的特点、分类，了解错误产生根本原因，并且用正确的策略加以个更正，这样才能在英语教学和学习的过程中事半功倍。

关键词：错误分析；二语习得；英语教学；纠错策略一、学习者错误的地位和作用错误有益于学习者的学习和进步，从第二语言习得的角度来讲，错误是可以被接受。

二语习得，正如母语习得一样，是一个从无到有，从陌生到熟悉，甚至是掌握，都是一个重新创造的过程。

在学习过程中不可避免会产生错误。

所以，学习者能够从学习的错误中了解到自己在二语习得方面有哪些缺陷与不足。

从二语习得的质量上讲，错误之处即是学习者没有学习到的地方，是第二语言知识中的空白。

错误时刻警惕着学习者必须增强某一方面知识的学习，以避免类似的错误再次发生，它们都是学习者在学习过程中自省、分析错误的提真实而又宝贵的材料。

三、错误分析在英语教学中的应用在中国的外语学习中，学习者的典型的行为错误是对英语单数第三人称代词的无意识的误用。

当一名男性学习者指称某物为一名女性所属时时，他可能误用“his’’(他的)来代替“hers”(她的)；相同地当一名女性学习者指称某物属于一名男性时，她也可能吴用“hers”(她的)代替“his”(他的)。

虽然这些学习者已经掌握了所有英语代词的格，但他们在运用时几乎不会意识到自己的这些行为错误。

然而，在某些场合中，初学者有可能尚未掌握英语代词，他们不知道在什么情况下该用哪个代词格，那么，这个英语知识中的空白即被定义为学习者的能力错误。