Thematic Based Language Teaching
主题式教学在21世纪的发展及应用
Jianhua Bai
Professor of Chinese, Kenyon College
Director, Chinese School, Middlebury College
Today’s Talk is Divided into:
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What is Theme-base Language Teaching?
Why?
How (curriculum design) ?
How (material development)?
How (classroom practice)?
What?
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an approach to curriculum design that
seeks to reach a balance between
language and content instruct
instruction with an emphasis “on using
the language rather than on talking
about it” (Lightbown & Spada, 1999, p.
92).
什么是主题式语言教学
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主题式语言教学是以内容为载体，以文
本的内涵为主题所进行的一种语言教学
活动。主题式语言教学模式强调语言在
实际生活中的实际应用，主张语言教学
情景化，生活化。此种教学模式不再以
语言要素或者语言技能为课堂的组织结
构，而是把语言放到有意义的主题中去
学习，把语言教学和“内容”教学结合
起来。
Why: What does Research Tell Us?
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Language is a system of symbols by which
people of a social group communicate,
and language is based on syntax (rules of
sentences), phonology (rules of sounds),
morphology (rules of word formation),
semantics (how symbols and meanings
are related), and words. As teachers we
need to help our students to acquire this
system effectively in a meaningful and
communicative and theme-based context.
教学理念: What does Research Tell Us?
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语言是人们用以交流的符号系统，以语法
（成句的规则）、语音（语音规则）、词
法（词语形成规则）、语义（符号和意义
的关联）和构词为基础。作为语言教师，
我们需要帮助学生在一个有意义的交际环
境中，有效地获得该系统。主题式教学的
中心是让学生在良好的、具有高度动机的
环境中进行语言学习。
Why: What does Research Tell Us?
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The presentation of coherent and meaningful
information leads to deeper processing, which results
in better learning… Information that has a greater
number of connections to related information
promotes better learning (Anderson, 1990).围绕有意
义的主题进行教学有助于学生对新内容的吸收。
Facts and skills taught in isolation need much more
practice and rehearsal before they can be internalized
or put into long term memory; coherently presented
information (thematically organized) is easier to
remember and leads to improved learning (Singer,
1990)围绕有意义的主题进行教学有助于学生的长期记
忆。
Why: What does Research Tell Us?
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Language is a social activity, and the choice of
language varies according to social function
and personal intention and various contextual
forces. Meaningful and theme-based contexts
facilitates effective language teaching and
learning.
教学理念: What does Research Tell Us?
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语言是一种社会行为，语言形式的选择
因社会功能和个人交际目的而异。不论
是从语言学还是从实用性的角度看，在
语境中学/教语言都是必要的。
在语言学习过程中，学生需要大量的、
有意义的、具沟通的练习，以发展他们
的语言自动化能力。
优化输入：What does the IP theory tell us?
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Input Processing (输入处理), Processing
Instruction (PI) 和 Structured Input (SI)等理
論對如何幫助學生更好地吸收語言輸入,
如何使學生更有效地掌握語言規律，特
别是對第二语言学习中的語法教學都有
极其重要的指导作用
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主题、“句情”带句型练习。以练带讲，优化
输入。
Focus-on-form 优化“输出”练习
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围绕主题的“输出”练习能优化语言输入，有
益语言学习。教师应拿出足够的时间进行语言
输出练习(focus-on-form)，并且正确对待学生
输出时的偏错现象、观察偏错的规律与原因，
适时适当地纠错，使学生从输出中获得更有效
的输入学习，形成一个有益的学习循环。
优化“输出”练习(Output
hypothesis)
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围绕主题的“输出”练习能优化语言输入，有
益语言学习。教师应拿出足够的时间进行语言
输出练习(Swain 1985, 2005) A learner needs
to be “pushed toward the delivery of a
message that is not only conveyed, but that
is conveyed precisely, coherently, and
appropriately (1985:249).
主题式教学在教学实践中之应用
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Implication for enhancing curriculum design,
material development and classroom practices:
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教学大纲及课程设置: AP 课程之设计
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教材编写：在明德研究生课程的实施
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课堂操作: 语言操练情景化、生活化
主题式教学与美国AP课程的设计
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Start with a theme that is important and relevant to the students,
e.g. the universal themes (21st Century skills) from the AP program.
主题式教学 为学生创设了有挑战性的问题情境，有利于激发学生的学
习兴趣 （identity, green world，and other K16 articulation scenarios）
Determine the learning outcomes/standard-based objectives and
acceptable evidence, aligned with the performance standards. (p 16)
Pre-assessment aligned with the standard-based objectives (asa
level-check of level of instruction and learning and as a warm-up for
the new unit of learning (温故知新)
Plan instruction and learning (learning scenarios as the blueprint):
select materials, plan instructional and learning activities, plan and
implement formative assessment etc.
Performance based assessment of expected learning outcome.
AP中文课程及测试
主题式教学在教学实践中之应用
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教材编写：在明德研究生课程的实施
Thematic Units (1)
Thematic Units (2)
Startalk Projects
http://startalk.umd.edu/2010/materials/Teachers/Assessme
ntTools/Chinese/
主题式教学在教学实践中之应用
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课堂操作: teaching of ba in a cooking theme
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课堂操作: 新版IC的几个例子, p133, 141)
课堂操作: Using Themes for Beginning-level
Students
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课堂操作: 语言操练情景化、生活化
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课堂操作: 主题式词汇、句段练习
Conclusion
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How can we apply the principle of theme-based
language teaching and learning in curriculum
development, material development and classroom
practice?
如何从主题教学的发展汲取华语教学界专家们对主题
式教学设计的重要观点，并进一步探討这些观点对华
语教学的指导作用？
利与弊？potential applications and challenges