Design of concept-driven curriculum in International Baccalaureate Diploma Program Language Acquisition Course

Abstract

<p>在国际文凭组织（IBO）最近一次修订其国际文凭预科课程（IBDP）的内容中，对语文教师较大的挑战是以概念驱动课程的改革。这些概念包括“受众、情境、目的”等，是语言习得中的重要概念。本文的目的是梳理这些概念的相关理论，同时从在香港的国际学校的实践总结出课程设计的具体可行步骤。从教师和学生的反思与对他们的观察，我们发现以概念驱动课程，能改善背诵碎片化知识的问题，让学生提升学习的思维层次，加以迁移至新的情境，真正做到统整与应用知识。<br></p>

The International Baccalaureate Organization (IBO) has recently implemented a series of curriculum changes in its Diploma Program (IBDP). Among these, teachers are concerned with the requirements of concept-driven curriculum. For second language courses, the concepts, including "audience, context and purpose", are important ideas in language acquisition theories. This paper provides the relevant theories, and presents feasible teaching steps for curriculum design that were elicited from the experiences of a few Hong Kong international schools. From teachers' and students' reflection and observation, we have found that concept-driven curriculum can effectively help students organise discrete knowledge, improve students' thinking skills, and allow the transfer and application of knowledge to new situations.