本文選題：任務(wù)型教學(xué) + 《新目標(biāo)》英語教材��； 參考：《山東師范大學(xué)》2015年碩士論文

【摘要】：任務(wù)型教學(xué)自20世紀(jì)80年代開始就在國際上流行起來，我國則在20世紀(jì)90年代將其引入，并且很快得到了國內(nèi)教育研究者和教師的廣泛認(rèn)可與運(yùn)用。 我國教育部分別于2001年和2011年頒布的《全日制義務(wù)教育普通高級(jí)中學(xué)英語課程標(biāo)準(zhǔn)（實(shí)驗(yàn)稿）》和《義務(wù)教育英語課程標(biāo)準(zhǔn)(2011年版)》都倡導(dǎo)在初中階段教學(xué)中使用任務(wù)型教學(xué)法。任務(wù)型教學(xué)要求教師要注重語言實(shí)踐，讓學(xué)生在做中學(xué)，能更好地激發(fā)學(xué)生的學(xué)習(xí)動(dòng)機(jī)，同時(shí)，任務(wù)型教學(xué)能夠改善學(xué)生的學(xué)習(xí)方式，對學(xué)生自主學(xué)習(xí)能力有一定的促進(jìn)作用，任務(wù)型教學(xué)還有利于全面培養(yǎng)和發(fā)展學(xué)生的綜合素質(zhì)，這些都與我國新課程的理念相一致。因此任務(wù)型教學(xué)近年來在我國得到了廣泛地推廣和使用，與之相對應(yīng)的教材也應(yīng)運(yùn)而生。山東省正在使用的《義務(wù)教育課程標(biāo)準(zhǔn)實(shí)驗(yàn)教科書英語（新目標(biāo)）Go For It》（2012版）(以下簡稱新版《新目標(biāo)》)就是以任務(wù)型教學(xué)理念為核心編寫而成的。本文旨在調(diào)查山東省初中英語教師運(yùn)用新版《新目標(biāo)》英語教材進(jìn)行任務(wù)型教學(xué)的實(shí)際情況，發(fā)現(xiàn)影響任務(wù)型教學(xué)在初中英語課堂中有效實(shí)施的因素，從而提出相關(guān)建議。 本文主要運(yùn)用問卷調(diào)查法、訪談法和課堂觀察法三種研究方法對山東省兩所初中的教師和學(xué)生進(jìn)行調(diào)查研究。本文的調(diào)查研究主要圍繞四個(gè)問題進(jìn)行：1）教師對于新版《新目標(biāo)》初中英語教材的認(rèn)可程度如何？2）教師對于任務(wù)型教學(xué)的認(rèn)知情況如何？教師在教學(xué)中如何處理教材中設(shè)計(jì)的任務(wù)？3）在新版《新目標(biāo)》英語教材施教中運(yùn)用任務(wù)型教學(xué)法對學(xué)生英語學(xué)習(xí)有哪些促進(jìn)作用？4）影響初中英語課堂中任務(wù)型教學(xué)法有效實(shí)施的因素有哪些？ 通過調(diào)查研究筆者得出以下結(jié)論：大部分英語教師對于新版《新目標(biāo)》英語教材持認(rèn)可態(tài)度,認(rèn)為該教材符合新課程標(biāo)準(zhǔn)的要求，適合七年級(jí)學(xué)生的使用，有利于任務(wù)型教學(xué)的實(shí)施；絕大多數(shù)英語教師了解任務(wù)型教學(xué)的基本理念，但是在實(shí)際運(yùn)用時(shí)，只有少數(shù)教師能做到有效運(yùn)用，大部分教師由于沒有接受過專門的任務(wù)型教學(xué)培訓(xùn)，，因此無法在實(shí)際教學(xué)中有效地實(shí)施該教學(xué)法；大部分教師在處理教材中設(shè)計(jì)的任務(wù)時(shí)沒有充分理解教材中任務(wù)的設(shè)計(jì)意圖，隨意刪減或者更改教材中的任務(wù)，不利于學(xué)生的英語學(xué)習(xí)；在新版《新目標(biāo)》英語教材施教中運(yùn)用任務(wù)型教學(xué)法有利于激發(fā)學(xué)生的學(xué)習(xí)興趣，有利于培養(yǎng)學(xué)生的自主學(xué)習(xí)意識(shí)以及合作探究精神，有利于學(xué)生準(zhǔn)確掌握相關(guān)的語言知識(shí)和語言技能，有利于培養(yǎng)學(xué)生綜合語言運(yùn)用的能力；影響任務(wù)型教學(xué)有效實(shí)施的因素主要有四方面：教師合理使用教材的能力有所欠缺，教師自身的教學(xué)技能不高，部分教師仍舊存在傳統(tǒng)的教學(xué)觀念，現(xiàn)行的評(píng)價(jià)體系不合理。針對這四方面的問題筆者提出了相關(guān)建議，希望為以后任務(wù)型教學(xué)的有效實(shí)施提供參考。
[Abstract]:Task-based teaching has been popular in the world since 1980s, and it has been widely accepted and applied by domestic educational researchers and teachers in our country since 1990s. In 2001 and 2011 respectively, Chinese Ministry of Education issued the English Curriculum Standard (Experimental draft) and compulsory Education English Curriculum Standard (2011) in the ordinary High School of Full-time compulsory Education, both of which advocated the use of task-based teaching method in junior middle school teaching. Task-based teaching requires teachers to pay attention to language practice so that students can better stimulate their learning motivation. Meanwhile, task-based teaching can improve students' learning style and promote students' autonomous learning ability. Task-based teaching is also conducive to the overall cultivation and development of students' comprehensive quality, which are in line with the new curriculum concept in China. Therefore, task-based teaching has been widely used and popularized in China in recent years. The experimental textbook "compulsory Education Curriculum Standard" in Shandong Province (New goal go For it) is compiled with the task-based teaching idea as the core. The purpose of this paper is to investigate the actual situation of the teachers of junior high school in Shandong province using the new English teaching material "New Target" for task-based teaching, and to find out the factors that affect the effective implementation of task-based teaching in junior high school English classroom, and then put forward some relevant suggestions. This paper mainly uses questionnaire, interview and classroom observation to investigate teachers and students in two junior middle schools in Shandong province. The investigation and research in this paper mainly focus on four questions: 1) what is the teacher's acceptance of the new junior high school English textbook? 2) what is the teacher's cognition of task-based teaching? How to deal with the tasks designed in the Teaching material 3) how to promote students' English Learning by using Task-based approach in the Teaching of New English textbooks? 4) how to influence Task-based Teaching in Junior Middle School English Class What are the factors for the effective implementation of the learning method? Through the investigation, the author draws the following conclusions: the majority of English teachers agree with the new edition of New goals, and think that the textbook meets the requirements of the new curriculum standards and is suitable for the use of the seventh grade students. Most English teachers understand the basic concept of task-based teaching, but in practice, only a few teachers can use it effectively. Because most teachers have not received special task-based teaching training, they are unable to carry out the teaching method effectively in practical teaching, and most teachers do not fully understand the design intention of the tasks in the textbooks when dealing with the tasks designed in the textbooks. Arbitrarily deleting or changing the tasks in the textbooks is not conducive to students' English learning, and the use of task-based teaching methods in the new edition of the English textbook aims at stimulating students' interest in learning. It is beneficial to cultivate students' consciousness of autonomous learning and the spirit of cooperative inquiry, to master relevant language knowledge and language skills accurately, and to cultivate students' ability of comprehensive language use. There are four main factors that affect the effective implementation of task-based teaching: teachers' ability to use teaching materials rationally, teachers' teaching skills are not high, some teachers still have traditional teaching concepts, and the current evaluation system is unreasonable. In view of these four problems, the author puts forward some relevant suggestions, hoping to provide reference for the effective implementation of task-based teaching in the future.
【學(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2015
【分類號(hào)】：G633.41

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