從九年一貫課程談溝通式教學法.docVIP

白沙人文社會學報 創刊號，2002年10月 Journal of Paisa Humanities and Social Sciences No.1, October 2002 pp. 143 ~ 166 從九年一貫課程談溝通式教學法 梁彩玲( Communicative Language Teaching and Educational Reform in Taiwan by Tsailing Liang 關鍵詞：九年一貫課程, 溝通能力, 溝通式教學法, 學習金字塔, 新舊教學典範 Keywords : Nine-Year Joint Curriculum, communicative competence, communicative language teaching, Learning Pyramid, New/Old teaching paradigm 摘要 本文從新舊教學典範及學習金字塔的角度，檢視目前台灣國中英語教學所盛行之文法翻譯教學法背後所隱藏之幾項迷思概念，包括：(1)趕進度之迷思，(2)教完等於學會之迷思，(3)會等於會教之迷思，(4)把英語當成陳述性知識之迷思，(5)英語即文法之迷思，以及(6)教英語必須依賴中文翻譯之迷思。並藉由上述迷思概念的剖析，進入九年一貫英語課程之主軸：溝通式教學法之探討，並綜合不同學者之學說，為溝通能力提出較具代表性之定義。並以實際例子說明溝通能力之鑑定與判別。 Abstract This paper examined the misconceptions behind the dominant English teaching method of Grammar Translation in Taiwan from the perspectives of the Learning Pyramid and the new teaching paradigm. By comparing the old and the new teaching paradigm, many misconce- ptions behind the current teaching method of Grammar Translation in Taiwan were identified and elaborated. The identified misconceptions in the Grammar Translation method included (1) the misconception about the teaching method of lecturing, (2) the myth about teaching and learning, (3) the mismatch of content knowledge and pedagogical knowledge, (4) the misuse of English as declarative knowledge instead of procedural knowledge, (5) the misconception of equaling English teaching to grammar analysis, and (6) the insufficient input of the target language due to heavy reliance on Chinese translation. In addition to the discussions on the misconceptions afore-mentioned, definitions of communicative competence was provided and communicative language teaching explained through concrete examples. 一、前言 當台灣正如火如荼地進行九年一貫課程的教育改革時，我們其實也看到了台灣如何與全世界的教改熱潮互相呼應。不管在東方，還是在西方，不管是多麼先進的國家，為了因應變化萬千的資訊社會，也需要在教育上不斷實施改革。例如我們的鄰國日本宣示要「培育開拓新時代的心」，培養具有「生存的實力」的下一代；新加坡要建立「思考型的學校、學習型的國家」。連超級大強國美國也推出了「二十一世紀美國教育行動方案」；剛合併不久的歐盟國家也極力推動「資訊社會中的學習」，促成會員國「邁向知識的歐洲」。 九年一貫課程已經正式在民國九十學年度開始上路了。號稱中華民國歷史上最大的一次教育改革，也宣告上陣。這次改革幅度之大，涵蓋內容之廣，在在都顯示