摘要
近几年,全国基础教育课程改革进行得轰轰烈烈。英语学科也不例外,新《英语课程标准》明确提出:教师应避免单纯传授语言知识的教学方法,尽量采用“任务型的教学途径”吸引和组织学生积极参与教学活动,使学生通过思考、调查、讨论交流和合作等方式,学习和使用英语,完成学习任务。自70年代末80年代初以来,国外已有许多学者在这一领域做过研究并取得了一些的成果。然而中国基础教育英语教学界对于任务型教学的研究与实践近些年才开始,如今任务型教学在我国不同地区都在实施当中。
任务型教学要求要有明确的目的、有序的组织、科学的任务设置以及合理的评价手段。越来越多的中学开始使用的“任务教学”作为教学改革。在现实中对于“任务型理论的研究”、“课堂内教学模式”和“任务的设置”,是我们教师在不断研究和探讨的问题。但是我们还应该着眼于“课堂外的任务型教学”。我们试图为中学的任务型教学摸索一种高效能的方法。“初中英语课堂内外结合的任务型教学模式”是将“课堂内的任务型教学”和“课堂外的任务型教学”有机的结合。
我们先从结构和理论上论述了其可行性。为了检测其实际效果,我们在株洲地区四所不同的学校进行了教学实验。我们选择相似平行班作为实验对象,在实验班实施“课堂内外结合的任务型教学模式”,控制班维持原有传统任务型教学方式。所有实验班的教学效果均不同程度地优于对比班。为了同时了解班级的其他变化,我们还在泰山学校进行了问卷调查。其结果显示实验班的班级气氛改善明显高于控制班。最后,师生评语也部分收录作为补充资料。本次研究所有的结果均显示我们所设计的模式是实用的、可操作的、且具有多重收效,能在相似情况下进行推广。
应该指出,由于实验当中有太多的变数,使得我们很难简单证明一个教学方法一定胜于另外一种,虽然对我们模式的研究取得了一些良好的收效,但所存缺点不容忽视;在现实条件和背景下,教师缺乏专业培训、学生适应较慢;评价系统与现存方式不能吻合;班级越大,教师越难控制全局等。我们的建议是,合作理念必须植根于学校和老师;政府应重视对外语教师的培训。对于学生而言最佳的解决方式是通过由小组合作学习来履行任务。老师应该关注他们的任务履行的过程,鼓励和称赞学生。老师必须给不同的学生完成不同难度的任务以避免伤害学生的自尊心。我们希望本次研究能够起抛砖引玉的作用,以期更多的实践研究能提高外语教学水平。
In recent years, a mighty curriculum reform in compulsory education is being carried out in China. Of course, English subject is not an exception. The New English Curriculum Standard highly advocates the use of Task-Based Language Teaching (TBLT), in which teachers involve the students' active participation in the task performance so as to help them learn English through doing things such as thinking, discussing, cooperating and communicating and so on. The study of Task-Based Language Teaching began in the late 70's or the early 80's. A number of scholars in some countries have studied in this area and gained some achievements. But up to the end of the last century, this teaching approach came to our country. Nowadays, TBLT is being implemented in different areas in China.
Task-based Approach in English teaching should have explicit object, reasonable organization, scientific teaching design and objective quality evaluation in practical process. More and more middle schools have used task-based language teaching as a pattern of teaching innovation. The task-based language teaching is beneficial to all the students and enable each student to learn more. But it is still under active studying and probing how to embody the students "Theory of the task-based language teaching, the mode inside the class and design of tasks while teaching". These are reasonable right. We should pay more attention to the outside the class. So we are trying to find an efficient way for task-based language teaching in junior middle schools.
We illustrate the feasibility of our model from its structure and theory. Then, in order to test the practical results, we carried out teaching experiments at 4 different schools in Zhuzhou successively. We selected similar parallel classes as our subjects. The new model was implemented in experiment classes while traditional task-based teaching method remained in control ones. The road to success was paved with efforts/sweat. The experiment classes all met different problems at the early stage. But none of our experimental teachers was willing to stop halfway. They all gained pleasing results by their diligence and intelligence: all the experiment classes have surpassed the control ones by different degrees. In order to know other outcomes as well, a questionnaire was administrated to the subjects in Taishan School, which also demonstrates that the implementation of our model produces obvious positive change in class climate. Lastly, the comments of teachers and some students are recorded as complementary data. All the results show that our model is practical, operative and of multi-effects, which can be popularized in similar situations in China.
It should be noted briefly that it is extremely difficult to prove one teaching method is better than another as there are too many variables. Though the studies of our model have made some fine outcomes, we should not ignore the defects with it. Teachers lack training and students are quite slow to adapt to it under realistic conditions and backgrounds; the assessment system does not conform to the existing one so well; the bigger the class is, the more difficult it is for the teacher to control the general situation.
Our suggestion is that the concept of cooperation must take root in the school and teachers; the government should attach importance to TBLT and teachers' training. The best way is fulfilling the task by groups that students are cultivated to cooperate with others. Teachers should take care of the process of their task fulfillment, encourage and praise students. Teachers must give different tasks to different students avoiding to hurt self-esteems of students.
We hope our research could play the role to throw a brick to attract a piece of jade, and more practical studies will really improve our foreign language teaching.
引文
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