初中《新目标》英语任务型语言教学有效实施研究
摘要
“有效”是教学的生命,学生的真正全面发展是英语课程改革的出发点和归宿。任务型语言教学法(Task-Based Language Teaching Approach)自20世纪80年代进入中国,引起了很多教育者的关注,是近年来交际教学思想的重要成果,也是我国英语课程改革的重点之一。我国颁布的《英语课程标准》明确倡导任务型语言教学。一些教育专家学者也先后围绕中小学现在使用的英语教材《新目标》(Go for it!),开始探索和实验这种教学法,研究任务型语言教学有效实施的问题。但在如何有效实施任务型教学的问题上尚有值得进一步深入研究的地方。它是以“任务”为核心的教学方法,培养语言综合运用能力。笔者拟从理论和实践两方面出发,结合新课标背景与《新目标》英语教材,以笔者所在班级英语教学为例,并深入到课堂教学实际中,所做的研究有很强的现实针对性。针对新课标背景下影响这种教学方式有效实施的各种阻碍因素,提出一些有效实施的对策,进行反思与总结:具有强调活动的真实性和灵活性等可取之处。全文除前言、后记和参考文献外,分为四个部分:
第一部分:介绍本课题研究的意义。针对当前形势下初中英语任务型语言教学实施的现状,提出教学中存在的问题;简要介绍国内外有关任务型语言教学有效实施的综述与分析;对本论文研究的思路与方法进行说明;介绍研究的创新之处,强调《英语课程标准》中关于任务型语言教学的基本理念——在做中学。
第二部分:分析初中任务型语言教学有效实施的阻碍因素:“任务”的定义及认识误区;对任务的选择、设计、分配不合理;对教材重难点、步骤处理不当;教师不明确任务型语言教学的基本模式;教学步骤不切实际;没有充分发挥多媒体教学的辅助作用;任务型活动单一;教师的自身角色转变不到位;教师没有引导学生进行角色转变:与传统的师生关系存在冲突等。
第三部分:重点阐释初中英语教师实现任务型语言教学有效实施的基本对策及实践。正确理解《新目标》中任务的有效性定义及任务的选择、设计、分配;结合《英语课程标准》掌握教材的宗旨和结构,合理使用教材;明确任务型教学有效实施的基本模式;合理安排教学步骤;充分利用多媒体的辅助作用,将教材内容进行信息化处理;组织多种形式的任务型活动;要求教师转变角色,进行专业化发展,发挥主导作用;引导学生进行角色转变,发挥主体作用;建立新型的师生关系。
第四部分:对初中英语任务型语言教学有效实施进行小结。任务型语言教学有效实施的优势;倡导多种有效教学法有机结合。
"Effectiveness" is the "life" of teaching. The real and overall development of students' is the starting and ending of English Curriculum Reform. Since it came into being in 1980s, Task-Based Language Teaching has been welcomed by educators in China. It's the important development result of Communicative Language Teaching. Many educators begin to explore and practice this approach in teaching《Go for it!》. More and more attention is being paid to task-based language teaching in "New English National Curriculum Standard". It emphasized that learners can do something with what they have learned. With clear objective they develop their language competence, thinking capability and ability to exchange and cooperate with others while carrying out a task, thus helping to improve the comprehensive ability to use a foreign language. It discusses how to carry out effectively on the Task-based Language Teaching in Junior English teaching. Teaching in classroom is mainly organized through tasks, and then learning about language is also driven by tasks. Therefore, task-based approach stimulates learner's study and character to further development. Teachers should train students' abilities of using English.
This essay explains Task-Based Language Teaching from the theoretical base and the practical base. The paper gives some suggestions about how to use it in China. The author rethinks and draws a conclusion of it. It emphasizes the reality and nimbleness in the activities. It's helpful to obtain the language. However, teachers should use it flexibly.
Besides the preface, appendix and, the thesis is divided into five parts:
The first part: It introduces the importance of this paper. It shows the situation of the effective implementation of TBLT at present. It offers some questions. It raises the basic theory of Task-based Language Teaching in the world. It explains the purpose, ways, approaches, and basic principles, characteristics of the research methodology. According to《New English National Curriculum Standard》,we propose "Learning by doing".
The second part: It analyses some hindrance factors of effective implementation of Task-Based Language Teaching in Junior Middle School. It gives the effective definition of "task", mainly explains the misunderstanding of concepts of tasks. The teachers can't deal with focus, difficulties exactly. They are not sure of basic model of Task-Based Language Teaching. Teaching procedures are not accordance with the fact. They can't make use of the assistance function of mull-media teaching. Teachers can't change their role. Teachers can't lead students to change their role in studying. There is conflict to traditional relation between teachers and students, etc.
The third part: It illustrates the essential strategies on probe into effective implementation of Task—Based Language Teaching Approach and proves in teaching practicality according to their actual situation so as to improve students' communicative competence. It discusses the strategies of improving English teaching effect. It offers some strategies to stimulate students' interest and to get them motivated so as to have desired English teaching and learning effects. We should understand effective definition of "task" in《Go for it!》. It discusses how to choose, design and assign tasks according to New English National Curriculum Standard. We must grasp the aim and structure of teaching material and deal with it reasonably. We are also clear about basic model of Task-Based Language Teaching. We should arrange teaching procedures reasonably and organize studying activities in a specific course. We can make use of the assistance function of media-media teaching. It proposes teachers should change the role in teaching and bring into domination play and develop professionally. We should lead students to change their role in studying and bring into main part play. We should establish new relationship between teachers and students.
The fourth part: The author draw a conclusion of it. Task-based Language Teaching leads students to learn English by fulfilling a real-life task in order to improve their abilities of using English. In the practice of Task-based Language Teaching Approach, a real-life task, which has been previously designed, should be presented to students at the starting period. Then students will learn the contests as a preparation for the task fulfillment, which will come at the end and involve all the knowledge and abilities the students have just learned. Task-based teaching reinforces learning by using, and learning for using as well. The author draws a conclusion and looks into the future of task-based instruction concerning its application. It gives some suggestions about how to use it in China. We should use various teaching approaches. In order to make it for our language teaching, the author appeals various approaches in English teaching.
第一部分:介绍本课题研究的意义。针对当前形势下初中英语任务型语言教学实施的现状,提出教学中存在的问题;简要介绍国内外有关任务型语言教学有效实施的综述与分析;对本论文研究的思路与方法进行说明;介绍研究的创新之处,强调《英语课程标准》中关于任务型语言教学的基本理念——在做中学。
第二部分:分析初中任务型语言教学有效实施的阻碍因素:“任务”的定义及认识误区;对任务的选择、设计、分配不合理;对教材重难点、步骤处理不当;教师不明确任务型语言教学的基本模式;教学步骤不切实际;没有充分发挥多媒体教学的辅助作用;任务型活动单一;教师的自身角色转变不到位;教师没有引导学生进行角色转变:与传统的师生关系存在冲突等。
第三部分:重点阐释初中英语教师实现任务型语言教学有效实施的基本对策及实践。正确理解《新目标》中任务的有效性定义及任务的选择、设计、分配;结合《英语课程标准》掌握教材的宗旨和结构,合理使用教材;明确任务型教学有效实施的基本模式;合理安排教学步骤;充分利用多媒体的辅助作用,将教材内容进行信息化处理;组织多种形式的任务型活动;要求教师转变角色,进行专业化发展,发挥主导作用;引导学生进行角色转变,发挥主体作用;建立新型的师生关系。
第四部分:对初中英语任务型语言教学有效实施进行小结。任务型语言教学有效实施的优势;倡导多种有效教学法有机结合。
"Effectiveness" is the "life" of teaching. The real and overall development of students' is the starting and ending of English Curriculum Reform. Since it came into being in 1980s, Task-Based Language Teaching has been welcomed by educators in China. It's the important development result of Communicative Language Teaching. Many educators begin to explore and practice this approach in teaching《Go for it!》. More and more attention is being paid to task-based language teaching in "New English National Curriculum Standard". It emphasized that learners can do something with what they have learned. With clear objective they develop their language competence, thinking capability and ability to exchange and cooperate with others while carrying out a task, thus helping to improve the comprehensive ability to use a foreign language. It discusses how to carry out effectively on the Task-based Language Teaching in Junior English teaching. Teaching in classroom is mainly organized through tasks, and then learning about language is also driven by tasks. Therefore, task-based approach stimulates learner's study and character to further development. Teachers should train students' abilities of using English.
This essay explains Task-Based Language Teaching from the theoretical base and the practical base. The paper gives some suggestions about how to use it in China. The author rethinks and draws a conclusion of it. It emphasizes the reality and nimbleness in the activities. It's helpful to obtain the language. However, teachers should use it flexibly.
Besides the preface, appendix and, the thesis is divided into five parts:
The first part: It introduces the importance of this paper. It shows the situation of the effective implementation of TBLT at present. It offers some questions. It raises the basic theory of Task-based Language Teaching in the world. It explains the purpose, ways, approaches, and basic principles, characteristics of the research methodology. According to《New English National Curriculum Standard》,we propose "Learning by doing".
The second part: It analyses some hindrance factors of effective implementation of Task-Based Language Teaching in Junior Middle School. It gives the effective definition of "task", mainly explains the misunderstanding of concepts of tasks. The teachers can't deal with focus, difficulties exactly. They are not sure of basic model of Task-Based Language Teaching. Teaching procedures are not accordance with the fact. They can't make use of the assistance function of mull-media teaching. Teachers can't change their role. Teachers can't lead students to change their role in studying. There is conflict to traditional relation between teachers and students, etc.
The third part: It illustrates the essential strategies on probe into effective implementation of Task—Based Language Teaching Approach and proves in teaching practicality according to their actual situation so as to improve students' communicative competence. It discusses the strategies of improving English teaching effect. It offers some strategies to stimulate students' interest and to get them motivated so as to have desired English teaching and learning effects. We should understand effective definition of "task" in《Go for it!》. It discusses how to choose, design and assign tasks according to New English National Curriculum Standard. We must grasp the aim and structure of teaching material and deal with it reasonably. We are also clear about basic model of Task-Based Language Teaching. We should arrange teaching procedures reasonably and organize studying activities in a specific course. We can make use of the assistance function of media-media teaching. It proposes teachers should change the role in teaching and bring into domination play and develop professionally. We should lead students to change their role in studying and bring into main part play. We should establish new relationship between teachers and students.
The fourth part: The author draw a conclusion of it. Task-based Language Teaching leads students to learn English by fulfilling a real-life task in order to improve their abilities of using English. In the practice of Task-based Language Teaching Approach, a real-life task, which has been previously designed, should be presented to students at the starting period. Then students will learn the contests as a preparation for the task fulfillment, which will come at the end and involve all the knowledge and abilities the students have just learned. Task-based teaching reinforces learning by using, and learning for using as well. The author draws a conclusion and looks into the future of task-based instruction concerning its application. It gives some suggestions about how to use it in China. We should use various teaching approaches. In order to make it for our language teaching, the author appeals various approaches in English teaching.
引文
[1]《英语课程标准》(实验稿).北京师范大学出版社,2001.:1-6
[2]刘风侠:《浅谈英语课堂教学若干方法》,白城师范化院学报,2005.5:32
[1]刘风侠:《浅谈英语课堂教学若干方法》,白城师范化院学报,2005.5:32
[1]龚亚夫:《任务型语言教学》,人民教育出版社,2003.5:第1页
[1]付晓波:《对英语新课程改革教学实践的思考》,《中教研究》,2006.1-2
[1]龚亚夫 罗少茜.《任务型语言教学》[M].北京:人民教育出版社,2003.5:6
[1]罗少茜,陆锡钦:解读“任务型的教学途径”中小学外语教学.2002.11:20-22
[1]《英语课程标准》(实验稿):6.北京师范大学出版社 2002年8月
[1]《中小学外语教学》:2000.6:19
[1]余广安:《任务型教学:定位与思考》.中小学外语教学,2002,6:1-5
[1]中小学外语教学,1998,第12期:1-3
[1]吕良环.国外外语教学大纲的发展研究[J].全球教育展望,2002(8):28
[1]朱红梅.《新课程标准下中学英语教学的新思路》,英语教学研究,2006.11(下半月刊)
1.《英语》(新目标)Go for it! Students'Book[J].七-九年级(上下册),人民教育出版社,2006年6月第4版
2.《全日制义务教育普通高级中学英语课程标准》(实验稿),中华人民共和国教育部制定,北京:北京师范大学出版社,2001年,第1-50页
3.龚亚夫 罗少茜.《任务型语言教学》[M].北京:人民教育出版社,2003.5:第3-12页,
4.《中小学课程改革回顾与展望》,北京市基础教育课程教材改革实验工作领导小组编,首都师范大学出版社,2004年10月
5.《新课程下专题课例研究》北京市基础教育课程教材改革实验工作领导小组编,首都师范大学出版社,2004年11月
6.董洪亮.《新课程教学组织策略与技术》[J].教育科学出版社,2004年6月
7.徐定斌.《新课程试验与研究》[J].中国地质大学出版社,2004年4月
8.彭那祺.《谈英语交际性教学》[J].湖北教育出版社,2000年12月
9.韩桂凤.《现代教学论》,北京体育大学出版社,2003年6月
10.王炎明.《教学创新与创造思维的培养》[J].湖北教育出版社,2002年9月
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13.鲁子问.《英语教育动态原则与真实原则论》[J].外语教学与研究出版社,2001年12月
13.顾明远.《素质教育的理论探讨》,中国和平出版社,1996年7月
14.罗兴才.《素质教育的理论与实践》,襄樊市教育委员会,1997年5月
15.关鸿羽.《现代中小学教育理论与实践》.教育科学出版社,2003年1月
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19.David Numan.Designing Tasks for the Communicative Classroom.[M]Cambridge University Press,1989
20.Jane Willis.A Franework for Task-based Learning.Longman,1996.
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[1]刘风侠:《浅谈英语课堂教学若干方法》,白城师范化院学报,2005.5:32
[1]龚亚夫:《任务型语言教学》,人民教育出版社,2003.5:第1页
[1]付晓波:《对英语新课程改革教学实践的思考》,《中教研究》,2006.1-2
[1]龚亚夫 罗少茜.《任务型语言教学》[M].北京:人民教育出版社,2003.5:6
[1]罗少茜,陆锡钦:解读“任务型的教学途径”中小学外语教学.2002.11:20-22
[1]《英语课程标准》(实验稿):6.北京师范大学出版社 2002年8月
[1]《中小学外语教学》:2000.6:19
[1]余广安:《任务型教学:定位与思考》.中小学外语教学,2002,6:1-5
[1]中小学外语教学,1998,第12期:1-3
[1]吕良环.国外外语教学大纲的发展研究[J].全球教育展望,2002(8):28
[1]朱红梅.《新课程标准下中学英语教学的新思路》,英语教学研究,2006.11(下半月刊)
1.《英语》(新目标)Go for it! Students'Book[J].七-九年级(上下册),人民教育出版社,2006年6月第4版
2.《全日制义务教育普通高级中学英语课程标准》(实验稿),中华人民共和国教育部制定,北京:北京师范大学出版社,2001年,第1-50页
3.龚亚夫 罗少茜.《任务型语言教学》[M].北京:人民教育出版社,2003.5:第3-12页,
4.《中小学课程改革回顾与展望》,北京市基础教育课程教材改革实验工作领导小组编,首都师范大学出版社,2004年10月
5.《新课程下专题课例研究》北京市基础教育课程教材改革实验工作领导小组编,首都师范大学出版社,2004年11月
6.董洪亮.《新课程教学组织策略与技术》[J].教育科学出版社,2004年6月
7.徐定斌.《新课程试验与研究》[J].中国地质大学出版社,2004年4月
8.彭那祺.《谈英语交际性教学》[J].湖北教育出版社,2000年12月
9.韩桂凤.《现代教学论》,北京体育大学出版社,2003年6月
10.王炎明.《教学创新与创造思维的培养》[J].湖北教育出版社,2002年9月
11.薛中梁.《英语课堂教学》[J].湖北教育出版社,2000年12月
12.左焕琪.《外语教学展望》[J].华东师范大学出版社,2001年8月
13.鲁子问.《英语教育动态原则与真实原则论》[J].外语教学与研究出版社,2001年12月
13.顾明远.《素质教育的理论探讨》,中国和平出版社,1996年7月
14.罗兴才.《素质教育的理论与实践》,襄樊市教育委员会,1997年5月
15.关鸿羽.《现代中小学教育理论与实践》.教育科学出版社,2003年1月
16.王道俊.王汉澜:《教育学》,人民教育出版社,2005年6月
17.皮连生主编.《教育心理学》,上海教育出版社,2004年6月
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