【摘要】：自20世紀(jì)80年代以來,語言教學(xué)的研究者們已經(jīng)探索了一條新的語言教學(xué)的方法,即任務(wù)型教學(xué)法。從長遠來看,任務(wù)型教學(xué)法深得一些老師和研究者的喜愛,此教學(xué)方法被運用于課堂,對英語教學(xué)方法和課堂設(shè)計有著深遠的影響和不凡的意義。同時,在國家英語課程標(biāo)準(zhǔn)中明確表示,任務(wù)型教學(xué)法可以指導(dǎo)英語教學(xué)工作,并且有效提高學(xué)生運用英語語言的能力。寫作是有效的交流方式,無論母語的寫作,還是第二語言的寫作,都具有挑戰(zhàn)性。而學(xué)習(xí)一門外語的過程與寫作是密不可分的,表現(xiàn)在寫作可以強化已學(xué)的知識,而且也可以作為一種交流方式。寫作幫助檢驗學(xué)生詞語和句式結(jié)構(gòu)的運用,并且促進語用能力的發(fā)展。在中國,英語寫作教學(xué)并不成功。雖然很多英語教師做出了努力,但學(xué)生們的寫作能力依然沒有達到期望值。這說明在英語寫作教學(xué)中存在一些問題,尤其體現(xiàn)在高中英語寫作教學(xué)中。因此,如何改善提高高中英語寫作成為目前的焦點。這篇論文以實驗為依托,將任務(wù)型教學(xué)運用于高中英語寫作教學(xué)中,旨在找到有效提高學(xué)生寫作興趣和能力的一種方法。本論文以包頭市第一機械制造有限公司第一中學(xué)的120名學(xué)生為實驗對象,實驗過程歷時4個月。根據(jù)實驗班與控制班之間的數(shù)據(jù)分析和比較,顯示任務(wù)型教學(xué)法促進指導(dǎo)教與學(xué)的同時,有效地激發(fā)學(xué)生寫作興趣,提高寫作的熟練程度。在將任務(wù)型教學(xué)法運用于高中英語寫作教學(xué)的過程中,給學(xué)生創(chuàng)設(shè)了一個真實的語言環(huán)境,促進學(xué)生積極參與課堂活動,從這些方面來看,任務(wù)型教學(xué)法可以被運用于教學(xué)實踐,并得以進一步的發(fā)展。此論文包括五個章節(jié),第一章作為引入,介紹此論文的研究目的和意義,和高中英語寫作教學(xué)的現(xiàn)狀,以及文章的篇章結(jié)構(gòu)。第二章,介紹相關(guān)的文獻資料,包括任務(wù)型教學(xué)的概念和它的三個階段,并且談到了任務(wù)型教學(xué)研究的國內(nèi)外現(xiàn)狀,以及任務(wù)型教學(xué)的理論指導(dǎo)。第三章為實驗階段,首先提出作者設(shè)計寫作任務(wù)的的想法,并歸納了任務(wù)型教學(xué)法在寫作中的評價標(biāo)準(zhǔn)。接下來,作者提出研究的假設(shè)及預(yù)期結(jié)果,并陳述研究的方法和過程,過程的開展以任務(wù)的三個階段為依托,拿出具體的實驗樣本來說明。第四章,為數(shù)據(jù)收集與分析階段,比較實驗前后的寫作成績和問卷調(diào)查,得出結(jié)論,任務(wù)型教學(xué)指導(dǎo)高中英語寫作教學(xué)可以得到預(yù)期的結(jié)果,提高學(xué)生寫作能力的同時,激發(fā)了他們的寫作興趣。第五章,通過數(shù)據(jù)分析,作者獲得一些發(fā)現(xiàn),并為日后研究提出了一些建議,但同時指出本論文依然有其局限性。
[Abstract]:Since 1980s, researchers in language teaching have explored a new approach to language teaching, that is, task-based approach. In the long run, the task-based teaching method is very popular with some teachers and researchers. This teaching method is used in the classroom, which has profound influence and remarkable significance on the English teaching method and classroom design. At the same time, it is clearly indicated in the national English curriculum standard that task-based teaching method can guide English teaching and improve students' ability to use English language effectively. Writing is an effective means of communication, both in the mother tongue and in the second language. The process of learning a foreign language is inextricably related to writing, which can strengthen the knowledge learned, and can also be used as a means of communication. Writing helps test the use of words and sentence structures, and promotes the development of pragmatic competence. In China, the teaching of English writing is not successful. Despite the efforts made by many English teachers, the students' writing ability still falls short of expectations. This indicates that there are some problems in the teaching of English writing, especially in the teaching of English writing in senior high schools. Therefore, how to improve high school English writing has become the focus. Based on experiments, this paper applies task-based teaching to high school English writing teaching in order to find a way to improve students' writing interest and ability effectively. In this paper, 120 students from the first Middle School of Baotou first Machinery Manufacturing Co., Ltd were selected as the experimental object, and the experiment lasted for 4 months. According to the data analysis and comparison between the experimental class and the control class, it is shown that the task-based teaching method not only promotes instruction and learning, but also effectively stimulates students' interest in writing and improves their proficiency in writing. In the process of applying task-based approach to the teaching of English writing in senior high schools, it creates a real language environment for students and promotes their active participation in classroom activities. Task-based teaching method can be used in teaching practice, and can be further developed. This thesis consists of five chapters. The first chapter introduces the purpose and significance of the research, the present situation of English writing teaching in senior high school, and the text structure of the thesis. The second chapter introduces the related literature, including the concept of task-based teaching and its three stages, and discusses the current situation of task-based teaching research at home and abroad, as well as the theoretical guidance of task-based teaching. In the third chapter, the author puts forward the idea of designing writing task, and sums up the evaluation criteria of task-based teaching method in writing. Next, the author puts forward the hypothesis and expected results of the study, and describes the method and process of the study. The process is based on the three stages of the task, and gives out specific experimental samples to illustrate the process. The fourth chapter, for the data collection and analysis stage, compares the writing achievement and questionnaire survey before and after the experiment, and draws the conclusion that the task-based teaching can get the expected result and improve the students' writing ability at the same time. It inspired their interest in writing. In the fifth chapter, through the data analysis, the author obtains some findings, and puts forward some suggestions for the future research, but points out that this paper still has its limitations.
【學(xué)位授予單位】：內(nèi)蒙古師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2015
【分類號】：G633.41

【共引文獻】

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本文編號：2449729