【摘要】：閱讀是語言輸入的最重要方式之一,這就決定了英語閱讀教學(xué)在語言學(xué)習(xí)中的重要地位。但是,由于九年級(jí)英語教學(xué)現(xiàn)狀和中考的試題特點(diǎn),閱讀理解越來越成為初中學(xué)生的失分題型,而英語教師也對(duì)傳統(tǒng)的閱讀教學(xué)方法產(chǎn)生了困惑。新課程標(biāo)準(zhǔn)明確提倡使用任務(wù)型教學(xué)法,通過學(xué)習(xí)相關(guān)理論,筆者希望通過閱讀教學(xué)實(shí)踐和研究,解決一些困惑已久的問題,為其他教師運(yùn)用任務(wù)型教學(xué)法提供一些幫助。本文針對(duì)這一問題,在新課程標(biāo)準(zhǔn)、二語習(xí)得和建構(gòu)主義理論的指導(dǎo)下,展開討論,主要涉及以下幾方面的問題:1.什么類型的任務(wù)更能引起九年級(jí)學(xué)生的閱讀興趣?2.如何使用任務(wù)型教學(xué)來提高九年級(jí)學(xué)生的英語閱讀能力?3.任務(wù)型教學(xué)的優(yōu)點(diǎn)和缺點(diǎn)有哪些?在相關(guān)理論指導(dǎo)下,實(shí)踐研究有序開展,通過問卷、測(cè)試、數(shù)據(jù)分析、教師授課評(píng)課、學(xué)生約談等環(huán)節(jié),最終得出了結(jié)論。從新課標(biāo)的五個(gè)維度要求和任務(wù)型教學(xué)的分級(jí)目標(biāo)出發(fā),以各種各樣的閱讀活動(dòng)為載體,驗(yàn)證表明:任務(wù)型教學(xué)法確實(shí)可以實(shí)現(xiàn)學(xué)生在解決問題的同時(shí)收獲知識(shí)、方法和技能這一預(yù)設(shè)目標(biāo)。然而,任何事物都有兩面性,任務(wù)型教學(xué)也存在一些局限,所以,在將來的教學(xué)中,教師們應(yīng)該繼續(xù)探究和改進(jìn),這樣才會(huì)使英語教學(xué)再上臺(tái)階。
[Abstract]:Reading is one of the most important ways of language input, which determines the important position of English reading teaching in language learning. However, due to the present situation of English teaching in Grade 9 and the characteristics of the examination questions, reading comprehension has become the problem type of junior high school students, and English teachers have also become confused about the traditional reading teaching methods. The new curriculum standard clearly advocates the use of task-based teaching methods. Through the study of relevant theories, the author hopes to solve some puzzling problems through reading teaching practice and research, and to provide some help for other teachers to use task-based teaching methods. Under the guidance of the new curriculum standard, second language acquisition and constructivism theory, this paper discusses the following questions: 1: 1. What type of task is more likely to interest ninth graders in reading. How to use task-based teaching to improve students' English reading ability. What are the advantages and disadvantages of task-based teaching? Under the guidance of relevant theories, the practical research is carried out in an orderly manner. Through questionnaire, testing, data analysis, teacher teaching and evaluation, student interviews and so on, the final conclusion is reached. Based on the requirements of the five dimensions of the new curriculum standard and the graded goal of task-based teaching, and with various reading activities as the carrier, the results show that the Task-based approach can really realize the students' knowledge while solving the problems. Methods and skills are a predefined goal. However, everything has two sides and there are some limitations in task-based teaching. Therefore, in the future teaching, teachers should continue to explore and improve, so that English teaching can be further improved.
【學(xué)位授予單位】：四川師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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本文編號(hào)：2242184