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初中英语课堂活动在任务型教学背景下的探析:问题和对策研究

论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2012-12-07编辑:hynh1021点击率:7117

论文字数:25600论文编号:org201212062048593426语种:英语 English地区:中国价格:$ 66

关键词:任务型教学初中英语课堂活动问题对策

摘要:任务型语言教学在中学英语教学不仅得到了主和关注,也是中学英语类广泛应用和实施它。然而,在执行过程中,基于任务型教学、实用英语课堂教学活动,有一些问题没有达到任务型语言教学应该收到效果。

  2001年,新课程标准发布,它明确表示中国的英语课程的总体目标的基本教育阶段是培养学生综合运用语言的能力和提倡基于任务的指导思想模式。在那之后,TBLT广泛应用于初中。在形式与意义方面,教师主要关注意义而忽略了形式,使得任务型教学课堂成为了表演课。在输入与输出方面,教师主要关注学生的语言输出,而教师的语言输入比较少。介绍了在TBLT及其课堂活动的细节,论文转向研究方法论的研究。本章涵盖了研究中的研究问题,研究对象和方法。

 

       Chapter 1 Introduction引言


  
  1.1 Research Background研究背景
  Communicative approach became a new teaching trend in western countries in the1970s. The task-based approach originated in 1982 and is the latest development ofcommunicative approach. That is, in the 1980's, after a lot of practice and researchanalysis by foreign researchers, the task-based language teaching appeared on the basisof communicative language teaching. Task-based language teaching is still a teachingapproach in the theoretical framework of communicative language teaching, and its coreidea is to make “study” as a process to finish a series of tasks, and to combine thesetasks with curriculum goals. And then task-based language teaching graduallypenetrates into the field of teaching in China. In 2001, the New Curriculum Standardswas issued, which clearly stated that China's English curriculum overall goal in thebasic education period is to cultivate students’ integrated language applicationcompetence and advocate task-based language teaching model. Under the guidance ofteachers, students achieve task objectives and experience success through perception,practice, participation and cooperation, etc. In the learning process, students are guidedto adjust affective and strategic aspects to form positive learning attitudes and improvepractical language application competence. In the task-based language teaching model,students are the active participants in teaching activities; tasks are the center and theapplication of language is the link. The role of the teacher is to design practical teachingactivities to reflect tasks on the basis of the certain teaching goals and communicativepurpose, which enables students to complete a specific task through languageapplication and reach the goal of language learning in the process of implementing thetask. https://www.51lunwen.org/chuzhongyingyu/ Task-based language teaching emphasizes “learning by doing and learning byusing”, and aims to provide students with more opportunities for language practice, andbetter elicit the initiative and creativity of students. It enables students to learn Englishto do things, to learn a language in the process of doing things and to internalize thecompetence to the integrated use of the language. As task-based language teaching fitsnew curriculum requirements, this concept gradually establishes as follows: to apply thetheory of task-based language teaching to junior high school English teaching, and withthe new teaching system of the new English texts, to gradually establish junior highschool task-based teaching mode, which makes the cultivation of students’ languageapplication competence as the purpose, students as the active participants, the topic asthe main line and tasks as the center.
  

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  1.2 Purpose and Significance of the Study研究意义和目标
  In the process of teaching practice based on task-based language teaching, thereexist some problems in the actual English classroom activities. Thus it does not get thepossible good teaching effects expected in TBLT.In the preparation of this thesis, the author ha论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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