Richards Needs Analysis英文.pdfVIP

Cambridge Books Online Curriculum Development in Language Teaching Jack C. Richards Book DOI: /10.1017/CBO9780511667220 Online ISBN: 9780511667220 Hardback ISBN: 9780521800600 Paperback ISBN: 9780521804912 Chapter 3 - Needs analysis pp. 51-89 Chapter DOI: /10.1017/CBO9780511667220.005 Cambridge University Press 0521804914p051-089.qxd 8/26/03 10:29 AM Page 51 3 Needs analysis One of the basic assumptions of curriculum development is that a sound ed- ucational program should be based on an analysis of learners’ needs. Pro- cedures used to collect information about learners’ needs are known as needs analysis. Needs analysis as a distinct and necessary phase in planning educational programs emerged in the 1960s as part of the systems approach to curriculum development and was part of the prevalent philosophy of ed- ucational accountablity (Stufflebeam, McCormick, Brinkerhoff, and Nel- son 1985). If providers of training programs wanted public or other sources of funding in order to provide different kinds of training programs, they were required to demonstrate that a proposed program was a response to a genuine need (Pratt 1980). Subsequently needs analysis developed into something of an industry. Berwick (1989, 51) comments: The need for convincing precision in educational needs assessment was also reinforced during this period by the “behavioral objectives” movement in educational planning, particularly in North America, which insisted on specifying in measurable form all goals of importance within an educational system. The emphasis on precision and accountability clearly influenced the appearance of