閱讀作為人們獲取信息的重要途徑,在學(xué)習(xí)過程中是必不可少的一環(huán)。同樣的,在高中生英語學(xué)習(xí)過程中,閱讀在提升學(xué)習(xí)者的綜合語言運用能力方面起著重要作用。因此,在英語教學(xué)過程中,培養(yǎng)學(xué)生的英語閱讀能力一直是英語教學(xué)的重要目標。但是傳統(tǒng)的英語閱讀教學(xué)更多的以“測試”作為出發(fā)點,重視“語言形式”,尤其在邊遠地區(qū),由于教學(xué)環(huán)境、設(shè)施相對落后,教師培養(yǎng)的欠缺,老師們在英語閱讀教學(xué)方面依然沿用傳統(tǒng)的教學(xué)模式（3P教學(xué)法——Presentation,Practice,Production）,導(dǎo)致學(xué)生被動接受語言的“結(jié)構(gòu)”、“句型”,使學(xué)習(xí)者逐漸失去了閱讀的興趣。任務(wù)型教學(xué)法是閱讀教學(xué)史上的一大探索。這種教學(xué)法要求教師以一個一個的任務(wù)來推進閱讀教學(xué),學(xué)生由被動接收知識轉(zhuǎn)化為主動參與任務(wù)從而獲取知識,最終通過展示任務(wù)成果體現(xiàn)學(xué)習(xí)成就。目前來說,任務(wù)型教學(xué)法在邊遠地區(qū)的中學(xué)使用相對較少,教師對任務(wù)型教學(xué)法的認識不足。筆者作為邊遠地區(qū)學(xué)校的英語教師,試圖將任務(wù)型教學(xué)法應(yīng)用于邊遠地區(qū)高中英語教學(xué)課堂,旨在解決三個問題。隨著教育部頒布的新課標要求,對學(xué)生的閱讀理解能力的要求越來越高了,它強調(diào)學(xué)生對英語的應(yīng)用不僅要能通... 

【文章頁數(shù)】：99 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
    1.2 Current Situation of English Reading in Rural High School
    1.3 Research Purpose and Significance
    1.4 The Organization of the Paper
Chapter 2 Literature Review
    2.1 Research on Reading
        2.1.1 the Definition of Reading
        2.1.2 Reading Models
        2.1.3 Reading Skills
    2.2 Research on Task
        2.2.1 The Definition of the Task
        2.2.2 Characteristics of Task
        2.2.3 Components of Task
        2.2.4 Tasks in Reading Period
    2.3 Research on the Task-based Language Teaching
        2.3.1 The Definition of the Task-based Language Teaching
        2.3.2 Characteristics of the Task-based Language Teaching
        2.3.3 Principles of Task-based Language Teaching
        2.3.4 Framework of Task-based Language Teaching
        2.3.5 The Differences between Traditional and TBLT Method.....….
    2.4 Overseas and Domestic Research on the Task-based Language Teaching…
        2.4.1 Overseas Research on the Task-based Language Teaching
        2.4.2 Domestic Research on the Task-based Language Teaching
    2.5 Summary
Chapter 3 Theoretical basis of The Paper
    3.1 Second Language Acquisition Theory
    3.2 Constructivism Theory
Chapter 4 Research Design
    4.1 Research Question
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Questionnaire
        4.3.2 Test
    4.4 Research Procedure
        4.4.1 Pre-questionnaire
        4.4.2 Pre-test
        4.4.3 Teaching Experiment
        4.4.4 Post-test
        4.4.5 Post-questionnaire
        4.4.6 Data Analysis and Discussion
    4.5 Teaching Procedure in Experiment Class and Control Class
        4.5.1 Teaching Procedure in Experiment Class
        4.5.2 Teaching Procedure in Control Class
    4.6 A sample of lesson plan for the Experiment Class
Chapter 5 Data Analysis and Discussions
    5.1 Analysis and discussions of Pre-questionnaire
        5.1.1 Analysis and discussions of Pre-questionnaire
        5.1.2 Analysis and discussions of Post-Questionnaire
        5.1.3 The Comparison of Pre-Questionnaire and Post-Questionnaire
    5.2 Analysis and Discussions of Tests
        5.2.1 Analysis and Discussions of Pre-test
        5.2.2 Analysis and discussions of post-test
        5.2.3 Comparison of the pre-test and the post-test
Chapter 6 Conclusion
    6.1 Major findings
    6.2 Pedagogical implications
    6.3 Limitations of the Research
    6.4 Suggestions for Further Study
Bibliography
Appendix I
Appendix II
Publications


【參考文獻】：
期刊論文
[1]高中英語任務(wù)型閱讀活動 課堂教學(xué)模式與案例分析[J]. 鄭秋秋.  課程.教材.教法. 2003(12)
[2]對《英語課程標準》(實驗稿)下任務(wù)型教學(xué)的思考[J]. 楊志國.  基礎(chǔ)教育外語教學(xué)研究. 2003(12)
[3]“難題教學(xué)法”與“任務(wù)教學(xué)法”的理論依據(jù)及其模式比較[J]. 夏紀梅!廣州510275,孔憲煇!香港沙田.  外語界. 1998(04)
[4]外語學(xué)習(xí)任務(wù)難易度確定原則[J]. 吳旭東.  現(xiàn)代外語. 1997(03)

碩士論文
[1]任務(wù)型教學(xué)在高中詞匯教學(xué)中的應(yīng)用[D]. 許陽.河北師范大學(xué) 2016
[2]任務(wù)型教學(xué)法在高中英語口語教學(xué)中的應(yīng)用調(diào)查研究[D]. 朱珊珊.山東師范大學(xué) 2014



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