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Jack C. Richards | Çѱ¹¹®È­»ç

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"¿ªÀÚ ¼­¹® / v ÀúÀÚ ¼­¹® / viii 1. ¾ð¾î ±³À°°úÁ¤ °³¹ßÀÇ ±â¿ø The origins of language curriculum development 1.1 ¿ª»çÀû ¹è°æ Historical background2 1.2 ¾îÈÖ ¼±Á¤ Vocabulary selection5 1.3 ¹®¹ý ¼±Á¤°ú µî±ÞÈ­ Grammar selection and gradation10 1.4 Ãʱ⠱³¼ö¿ä¸ñ ¼³°è Á¢±Ù¹ýÀÇ °¡Á¤Assumptions underlying early approaches to syllabus design16 1.5 Åä·Ð Áú¹® ¹× Ȱµ¿ 18 Âü°í¹®Çå26 2. ±³¼ö¿ä¸ñ ¼³°èºÎÅÍ ±³À°°úÁ¤ °³¹ß±îÁöFrom syllabus design to curriculum development 2.1 »õ ¹æ¹ý·Ð¿¡ ´ëÇÑ Å½»ö The quest for new methods29 2.2 À¯·´¿¡¼­ÀÇ ¿Ü±¹¾î¿¡ ´ëÇÑ ¿ä±¸ÀÇ º¯È­ Changing needs for foreign language in Europe31 2.3 Ư¼ö ¸ñÀûÀ» À§ÇÑ ¿µ¾î English for Specific Purposes33 2.4 ESP¿¡¼­ÀÇ ¿ä±¸ ºÐ¼® Needs analysis in ESP38 2.5 ÀÇ»ç¼ÒÅëÀû ¾ð¾î ±³¼ö Communicative language teaching42 2.6 ¾ð¾î ±³¼ö¿¡¼­ ±³À°°úÁ¤ Á¢±ÙÀÇ ÃâÇöEmergence of a curriculum approach in language teaching45 2.7 Åä·Ð Áú¹® ¹× Ȱµ¿50 Âü°í¹®Çå55 3. ¿ä±¸ ºÐ¼® Needs Analysis 3.1 ¿ä±¸ ºÐ¼®ÀÇ ¸ñÀû The purposes of needs analysis59 3.2 ¿ä±¸¶õ ¹«¾ùÀΰ¡ What are needs62 3.3 ¿ä±¸ ºÐ¼® »ç¿ëÀÚ The users of needs analysis63 3.4 ´ë»ó ¸ðÁý´Ü The target population65 3.5 ¿ä±¸ ºÐ¼®ÀÇ ½ÃÇà Administering the needs analysis66 3.6 ¿ä±¸ ºÐ¼®ÀÇ ¹æ¹ý Procedures for conducting needs analysis67 3.7 ¿ä±¸ ºÐ¼®ÀÇ ¼³°è Designing the needs analysis71 3.8 ¼öÁýµÈ Á¤º¸ÀÇ È°¿ë Making use of the information obtained72 3.9 Åä·Ð Áú¹® ¹× Ȱµ¿76 Âü°í¹®Çå100 4. »óȲ ºÐ¼® Situation Analysis 4.1 »çȸÀû ¿äÀÎ Societal factors105 4.2 ÇÁ·ÎÁ§Æ® ¿äÀÎ Project factors108 4.3 ±â°ü ¿äÀÎ Institutional factors110 4.4 ±³»ç ¿äÀÎ Teacher factors112 4.5 ÇнÀÀÚ ¿äÀÎ Learner factors115 4.6 äÅà ¿äÀÎ Adoption factors118 4.7 »óȲ ºÐ¼®¿¡¼­ ¹àÇôÁø ¿äÀÎ Á¤¸®Profiling the factors identified in the situation analysis120 4.8 Åä·Ð Áú¹® ¹× Ȱµ¿121 Âü°í¹®Çå125 5. ¸ñÀû ¼³Á¤°ú ÇнÀ °á°ú Planning goals and learning outcomes 5.1 ±³À°°úÁ¤ À̵¥¿Ã·Î±â The ideology of the curriculum128 5.2 ±³À°°úÁ¤ °á°ú Áø¼ú Stating curriculum outcomes135 5.3 ºñ¾ð¾îÀû °á°ú¿Í °úÁ¤ ¸ñÇ¥ Nonlanguage outcomes and process objectives150 5.4 Åä·Ð Áú¹® ¹× Ȱµ¿155 Âü°í¹®Çå162 6. ÄÚ½º °èȹ°ú ±³¼ö¿ä¸ñ ¼³°è Course planning and syllabus design 6.1 ÄÚ½ºÀÇ ÀÌ·ÐÀû ±Ù°Å The course rationale166 6.2 ÀÔ¹® ´Ü°è¿Í ÃÖÁ¾ ´Ü°èÀÇ ±â¼ú Describing the entry and exit level168 6.3 ÄÚ½º ³»¿ë ¼±Á¤ Choosing course content169 6.4 ¹üÀ§¿Í ¹è¿­ °áÁ¤ Determining the scope and sequence171 6.5 ÄÚ½º ±¸Á¶ °èȹ Planning the course structure174 6.6 ¹üÀ§¿Í ¹è¿­ °èȹ Preparing the scope and sequence plan192 6.7 Åä·Ð Áú¹® ¹× Ȱµ¿192 Âü°í¹®Çå222 7. È¿°úÀûÀÎ ±³¼ö Á¦°ø Providing for effective teaching 7.1 ±³À°±â°ü The institution224 7.2 ±³»ç The teachers235 7.3 ±³¼ö °úÁ¤ The teaching process242 7.4 ÇнÀ °úÁ¤ The learning process251 7.5 Åä·Ð Áú¹® ¹× Ȱµ¿254 Âü°í¹®Çå280 8 ¼ö¾÷ ÀÚ·áÀÇ ¿ªÇÒ°ú ¼³°è The role and design of instructional materials 8.1 ½ÇÁ¦ ÀÚ·á¿Í âÀÛ ÀÚ·á Authentic versus created materials 283 8.2 ±³Àç Textbooks285 8.3 ±³Àç Æò°¡ Evaluating textbooks287 8.4 ±³Àç °³ÀÛ Adapting textbooks292 8.5 ÇÁ·Î±×·¥À» À§ÇÑ ±³¼ö ÀÚ·á Áغñ Preparing materials for a program293 8.6 ÀÚ·á ÁýÇÊ ÇÁ·ÎÁ§Æ® °ü¸® Managing a materials writing project300 8.7 ÀÚ·á »ç¿ë¿¡ ´ëÇÑ °ËÅä Monitering the use of materials303 8.8 Åä·Ð Áú¹® ¹× Ȱµ¿304 Âü°í¹®Çå319 9. Æò°¡¿¡ ´ëÇÑ Á¢±Ù Approaches to evaluation 9.1 Æò°¡ÀÇ ¸ñÀû Purposes of Evaluation323 9.2 ÇÁ·Î±×·¥ Æò°¡ÀÇ ÀïÁ¡ Issues in program evaluation330 9.3 Æò°¡ ½ÃÇà ÀýÂ÷ Procedures used in conducting evaluations336 9.4 Åä·Ð Áú¹® ¹× Ȱµ¿342 Âü°í¹®Çå347 ã¾Æº¸±â / 348"

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