硕士学位论文高中英语任务型教学实施现状的调查报告(编辑修改稿)

硕士学位论文高中英语任务型教学实施现状的调查报告(编辑修改稿)内容摘要：

语言运用的基本理念转化为具有实践意义的课堂教学方式，是交际教学思想的一种发展形态。 课堂教学的核心是任务，而语言是学习者用来完成任务的工具。 为了完 成任务，学习者以“意义”为中心，尽力调动各种资源进行“意义”构建 ，以促进解决某种问题的交际能力。 目前国内关于任务型教学的研究多局限于如何在英语课堂中实施任务型教学，而对任务型教学实施的现状的 调查 研究相对缺乏。 因此，任务型教学在实际英语课堂教学中的实施现状引起了笔者的关注。 笔者选取 了 自己工作所在地 大连地区有代表性的四所高中，深入课堂， 细致观察， 详细描述了这四所学校英语课堂中教师实施任务型 教学的现状 ，并通过 师生调查问卷 分析出客观存在的问题及原因。 其中来自普通高中的两位教师在课堂上没有按照要求实施任务型教学，而是采用了以往的传统式教学 —— 以教师为中心，以讲解词汇、语法为主，并且缺乏师生间、生生间的互动交流等。 另两位来自重点高中的教师在课堂中的确实施了任务型教学，但仍存在三大问题 —— 过分强调了语言的“意义”，而忽略了语言的“形式”；任务难度设置不合理；重视“后任务阶段”，忽略了“中 任务阶段 ‖。 针对 以上存在的问题，笔者提出了自己的建议 —— 各级教育管理部门积极为教师提供有效的学习、观摩及培训机会以迅速提高教师教学 能力及水平，从而适应新时期任务型教学的要求 ； 教师应根据学生的实际情况改变传统的教学理 念和教学模式，大力发展学生 综合 运用 语言的 能力。 本调查报告对当前国内的英语教师培训有一定启示，能加强广大英语教师及研究人员对任务型教学及实践的理解，提高英语教师的教学实践能力。 关键 词： 课程实施 任务型教学 高中英语课堂教学 高中英语新课程标准Contents Chapter 1 Introduction ............................................................................................ 1 Research Orientation ............................................................................................... 1 Rationale for the Research ...................................................................................... 1 The traditional 3Ps teaching approach .............................................................. 1 The municative language teaching method................................................ 2 Aims and Significance of the Present Study ........................................................... 3 Organization of This Thesis .................................................................................... 4 Chapter 2 Literature Review ............................................................................. 5 Definition of Task and Task Component ................................................................. 5 Definition of task .............................................................................................. 5 Task ponent ................................................................................................ 6 Definition of the TBI ............................................................................................... 7 Implementation of the Taskbased Instruction ........................................................ 8 Lesson design.................................................................................................... 8 Participatory structure....................................................................................... 9 The Research on Taskbased Instruction in China and Abroad............................. 10 The research on TBI abroad............................................................................ 10 The research on TBI in China ..........................................................................11 Chapter 3 Research Methods ........................................................................... 13 Subjects ................................................................................................................. 13 Instruments ............................................................................................................ 13 Classroom observation and transcription – making........................................ 13 Questionnaires ................................................................................................ 14 Procedure............................................................................................................... 14 Chapter 4 Findings and Analysis ....................................................................... 15 The Current Situation in Designing and Implementing Task based Instruction .. 15 The existing problems in the implementation of the TBI ............................... 15 The TBI not adopted ....................................................................................... 20 The Factors Affecting the Implementation of Tasks ............................................. 26 Teacher qualification....................................................................................... 26 Teacher preparation and resources.................................................................. 27 Language proficiency of the students ............................................................. 27 Students‘ attitudes towards TBI ...................................................................... 27 Chapter 5 Conclusion ............................................................................................. 29 Summary of Major Findings ................................................................................. 29 The Suggestions for the Implementation of TBI ................................................... 30 Limitation of the Convey ...................................................................................... 30 References................................................................................................................... 31 Appendix I .................................................................................................................. 33 Appendix II ................................................................................................................ 34 攻读学位期间的研究成果 ..................................................................................... 36 List of Abbreviations (In alphabetical order) CLT: municative language teaching ECS: English Curriculum Standards EFL: English as a foreign language ESL: English as a second language SLA: second language acquisition TBI: taskbased instruction Chapter 1 Introduction 1 Chapter 1 Introduction Research Orientation The strong criticism of the examinationoriented education calls for the reform on the English teaching in China. The new ECS (English Curriculum Standards) for senior。