任务型教学法在高中英语教学中的应用.docx
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任务型教学法在高中英语教学中的应用.docx
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任务型教学法在高中英语教学中的应用
OUTLINE
Abstract
KeyWords
I.Introduction
II.TheCurrentProblemsintheTask-basedTeaching
2.1.TheProblemsfromtheExamination-OrientedEducation
2.2.TheProblemsfromLanguageEnvironment
2.3.TheProblemsfromTeachers
III.TheBasicConceptofTask-basedApproach
3.1.TheCharacteristicsofTask-basedTeaching
3.2.TheDesignPrinciplesofTask-basedTeaching
3.3.TheImplementationofTask-basedTeaching
IV.TheApplicationofTask-basedTeachinginSeniorHighSchool
4.1.Pre-task
4.2.TheTaskCycle
4.3.LanguageFocus
4.4.TheAdvantagesofTask-basedApproach
4.5.SuggestionsonTask-basedLanguageTeaching
V.Conclusion
Bibliography
中文标题、摘要、关键词
OntheApplicationofTask-basedLanguageTeachinginSeniorHighSchoolEnglishTeaching
任务型教学法在高中英语教学中的应用
摘要:
随着教学法改革的不断发展,任务型教学法在外语教学的变化和创新中应运而生。
外语教学的主要目的是怎样正确的运用英语,而任务型教学法是能达到这一目的的有效方法。
任务型教学法是外语教学过程中的一种创新,它不仅能够有效地提高学生英语的应用能力,而且还能够使学生对英语更有兴趣。
本文讨论了当前英语教学中存在的问题,介绍和分析了任务型教学及其策略,并以任务型教学法为例,探讨其如何在高中英语教学中的应用。
关键词:
任务型教学法;应用;高中。
Abstract:
Withthedevelopmentofpedagogicalreform,Task-basedlanguageteachingasanewteachingmethodologyhasbeenemergedintheprocessofforeignlanguagechangeandinnovation.ThemainpurposeofforeignlanguageteachingisteachingstudentshowtouseEnglishproperly.Task-basedapproachisaneffectivewaytoachievethispurpose.Task-basedteachingisagoodmethodthatnotonlycanimprovestudents’capabilitiesofusingEnglish,butalsomakesstudentsmoreinterestedinEnglish.ThisarticlediscussedspecificproblemsofpresentEnglishteachingapproach,introducedandanalyzedtheTask-basedteachinganditsstrategies,andtakedTask-basedlanguageteachingapplicationforexample,discussedhowtoapplyitinseniorhighschoolEnglishteaching.
KeyWords:
task-basedteaching;application;seniorhighschool
I.Introduction
InthepastfewyearsinChina,therehasbeenanincreasinglyurgentdemandofstudentsmajoringinEnglish,buttheforeignlanguageteachinginChinaisnotefficientenoughtomeetthisdemand.
OurEnglishlanguageteachingisstillfarfrombeingsatisfactory,andunabletomeettheneedsofthepoliticalandeconomicdevelopmentofthecountry.Foralongtime,ourEnglishlanguageteachinghassimplyemphasizedlinguistictraining,mainlyfocusingongrammarandwrittentranslation,butlackingrealisticlanguagepractice.SomegraduatesspeakEnglishlikeplayingping-pong,thatis,theycanaskandanswerquicklybutwithlimitedmeanings,andothers,atthebeginningoftheconversation,canaskandanswerveryfluentlywithcorrectintonationandpronunciationbutwhentheconversationgoesdeeper,theywillbecometongue-tied,owingtotheirlimitedEnglishcultureknowledge.
Inthetraditionalclassroom,onlyoneperson,theteacher,implementsclassroomteachingandlearning.It’stypicalofteacher-centeredphenomenoninwhichteachersdomostofthetalkingandalwayshavethewholeclassundertheirstrictcontrolbylecturing,questioning,correctingstudentsandoftensupplyingcorrectanswerstotheexercise.Inthisenvironment,thestudentsmustlistentotheteacher.Asaresult,thelong-termpracticeofteacher-centeredineducationhasactuallylessenedtheopportunitiesforstudentstoanalyzeandjudgethingsforthemselves.Sincetheirnaturalinstinctsforactivethinkingisrestrained,theymayspendmostofthetimecopyingfromtheblackboard,followingteacher-talkandrotememorization.Toomuchofthiswillharmthestudents’initiativesandreducetheirenthusiasminstudy.Finally,theteachers,authoritativeclassroombehaviorwillalwayskeepthelearnersinthestateofignorance,creatingamonglearnersafeelingofinferioritywhichmaypossiblypreventthemfromrelatingtrustinglytoteachers.
InordertofulfillthenewrequirementsforlearningEnglish,theNationalMinistryofEducationtakesgreatmeasures,carriesoutnationwidecurriculumreform,drawsupnewsyllabus.TheNewHighSchoolEnglishCurriculumSyllabuspointsoutthat“MiddleEnglish”coursesemphasizeonthedevelopmentofthestudents’interests,lifeexperience,practice,participant,cooperationandcommunicationandadoptingtheapproachofTask-basedteaching,promotingthestudents’cross-cultureconsciousnessandtheabilityofstudyingindependently.Inaccordancewithlanguagecurriculum,notonlyisthechoiceofteachingmethodadvocated,butalsoteachingmaterialsarecompiledwithinthecontextoflanguageprogramandsocialdevelopment.ThenewtextbooksforSeniorhighschoolswenowuseneedtheTask-basedLanguageteaching.Itisaneffectivewaytoprovideahelpfulinteractiveframeworkfor3makingstudentsactiveandinterestedinlearningandexploitingtheirpotentiallanguageabilityandevokingtheirenergytousethelanguagecreatively.
II.TheCurrentProblemsintheTask-basedTeaching
Astheimportanceofteaching,grammariswhatourteachercareabout.Inordertofinishtheteachingtaskandthetarget,manyofEnglishteachersusuallywritethegrammarpointsandsentencesontheblackboard,ortheteachersexplainitindetail.Evensometeacherscannotexplainthegrammarpointsandsentences.Thiskindofteachingmethodwillleadthestudentsintoawrongstudyarea.However,thefinalpurposeofstudyingEnglishiscommunication,butnotfortheexamination.Therearemanydisadvantagesintraditionalteachingmethod(likefive-stepsteachingmethod),theteachingmethodissingleness,grammarteachingcostmostoftimeinclass.Thoughstudentscanmakecorrectsentences,theycannotusesimplesentencetocommunicate.
2.1.TheProblemsfromtheExamination-OrientedEducation
Intheexam-orientededucationmodel,theeducationalgoalisbecomingnarrow,educationmeanisbecomingsingle.Theschoolhasthesamemoldtoapersonwhichis“educationmachine.”Thedevelopmentofthehumanpersonalitycannotbegivenattentionandthetraditionalexam-orientededucationcaneasilycontributetothemanagementandtherighttendenciesinthemiddleschool,whichisunfavorableforstudent’spersonality.
Theexam-orientedwhichonlyemphasizestheresultsofexamination,willtwistthestudent’sability.Theexaminationisnotonlyfortestingandfeedback,butalsofortheserviceofteaching.Inthecontrast,examinationsbecometheobjectiveofteaching.
Inthetraditionalexam-orientededucationmodel,theentireworkrevolvesaroundtheschoolentranceexamsalllevels.Examinationbaton,managementobjectives.Mostofthemhaveinstanttosuccess.Evaluationofteachingqualityofteachersisthecriterionscores,collegeentrancerate,alltheeducationistogethighscores.Thescientificandartisticofeducationnolongerhavetheirtruemeaning.
2.2.TheProblemsfromLanguageEnvironment
TheTask-basedteachingiscontroversyintheseniorhighschool.Theviewsareextreme.Theoneisthat:
becausetheconflictbetweenthecharacteristicsofTBLTandtheChineseculture,theTBLTinChina’steachingandlearningenvironmentisnotaccepted.Theotheroneis:
ThereisnoprobleminChinalanguageclassbecausewithChineseteachingandlearningenvironment.Inaddition,somepeoplemadeacompromisebetweenthetwoextrememethods.Intheseniorhighschoolenvironment,theyacknowledgedthattheeffectiveuseoflookingforTask-basedteachingandculturalsensitivityamongtheconvergence.Inmanyarticles,alargenumberofexampleshavedemonstratedtheusedofTask-basedteachinginChinatoconducteffectiveteachingpossibilities.
Anderson(1993)believedthattheteacherscaninsightintotheneedsandlearningstylesofstudies,theTBLTwillbethemosteffectiveteachingmethods.ThisshowsthatTask-basedteachingintheclassroomdependsonteachers,includingtheteacher’sattitudeoftheTask-basedteaching.TheteachersadopttheTask-basedteachingstyleswhichmakethepracticalaction,aswellastheTask-basedteachinghowtofindthedepartmentfromconflictingculturalcompatibility.Widdowsonhavealsodoneadetaileddescription.Fromtheinteractionpointoftheview,thecommunityofteachersintheleadingpositionhavebeengivenfullrecognition,sotheinteractionestablishthecredibilitybetweentheteachersandstudentsinteractionmoreorlessarbitraryinnature.Student-centeredclassroomactivitiesandteachingco-operationactivitiesdon’tmeantheteacherslosttheirauthorityintheclassroom,becausestudentscannotbecompletetheentirelearningprocess.Inashort,theconflictbetweenTask-basedteachingandChineseculturaldoesn’tmeanthattheTBLTinChinalanguageteachingandlearningenvironmentinnocontributionatall.Infact,itisessentialtoselecttheappropriateteachingmethods,whichbasedintherecognitionandeunderstandingofthesocialimpactofculture.
2.3.TheProblemsfromTeachers
IntheTask-basedteachingactivities,studentsshouldbethecore,buttheteacher’sroleisstillimportant.Teachersareasequalstoseizetheopportunitytoparticipateinpracticalactivitiesofstudents,notonlyhelpstudentsenhancetheawareness,notalsoencourageandstimulatethestudentstojoininthecommunicativeactivities.Underthepremiseofthestandardtargettoexpresstheirviews,teachersasparticipantswithoutaffectingtheautonomyandcreativityofthestudents,notonlyasamodeltothestudents,evencreatetheEnglishlearningatmospheretoconductivetocultivatethesenseofEnglishlanguageandinspirethestudent’sthinkingtoencouragewhoarewithinthereticentstudentsdaretoexpresstheirideas.Inthesametime,teachersshouldmakeapreparationforanswerquestionfromstudentswhenyouparticipateinstudentsdiscussquestionsfromstudents
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- 任务 教学法 高中英语 教学 中的 应用