近年來,涉及職教領域的教育政策的大量頒布和教育經費的逐漸增加已經成為明顯趨勢,與此同時我國職業(yè)教育發(fā)展也取得了歷史性的突破、占據高等教育的半壁江山。全球一體化傾向以及我國的改革開放,使外語人才成為社會所需。20世紀90年代以來,國際第二語言教學改革出現(xiàn)的三大趨勢之一——低齡化,更促使了外語教學在學前教育領域里的蓬勃發(fā)展,而制約其教學水平的“瓶頸”是合格的學前英語教師的嚴重匱乏。在這兩大趨勢之下,學前英語教育專業(yè)逐漸生成并蓬勃發(fā)展。學前英語教育專業(yè)的英語教學如何實現(xiàn)與學前英語教師的實際職業(yè)崗位語言能力和工作能力的有效對接,成為學前英語教師人才培養(yǎng)的核心問題。 2006年,國家教育部要求高職院校大力推行“工學結合”的人才培養(yǎng)模式,即“工作過程導向”模式。這一模式最早是由德國在1996年提出,它強調“真實工作過程的任務”和以“評價”為終結的作用和意義。發(fā)源于Jane Willis的任務型教學理念認為,學習者不僅需要在不同情境（任務）中反復實踐、還需要在不同情境（任務）中使用這些固定的表達方式,從而發(fā)展自己的語言系統(tǒng);學習是一個在任務實施中的社會交互過程和人的社會化過程。本項“任務型評價... 

【文章頁數】：66 頁

【學位級別】：碩士

【文章目錄】：
Abstract
摘要
Chapter 1 Introduction
    1.1 Social Background of the research
    1.2 Purples and significance of the research
Chapter 2 Literature Review
    2.1 On Task-Based Assessment
        2.1.1 Definition of task-based assessment
        2.1.2 Features of task-based assessment
        2.1.3 Development of task-based assessment
    2.2 On Task
        2.2.1 Definitions of task
        2.2.2 Types of task
        2.2.3 Components of Task
Chapter 3 Application of Task-based Assessment to Pre-School English Teacher Training at Vocational Colleges
    3.1 An Analysis of China’s Pre-school English Education
        3.1.1 The development process of pre-school English education
        3.1.2 The new trend of immersion teaching model
        3.1.3 The shortage situation of qualified pre-school English teachers
    3.2 An Analysis of Pre-School English Teacher Training at Vocational Colleges
        3.2.1 Vocational purpose of pre-school English teacher training
        3.2.2 “Working-process-oriented”new training model
    3.3 Application of Task-based Assessment to Pre-School English Teacher Training
        3.3.1 Foundation between task-based assessment and “working-process-oriented” training model
        3.3.2 “Working-process-oriented”task design
        3.3.3 Implementing process of task-based assessment
Chapter 4 Methodology
    4.1 Research Questions
    4.2 Research Procedures
    4.3 Research Subjects
    4.4 Research Methods and Instruments
        4.4.1 Observation
        4.4.2 Questionnaires
        4.4.3 Interviews
    4.5 Data Collection
Chapter 5 Results and Discussion
    5.1 Analysis on Students
        5.1.1 Students’interest and motives in English learning
        5.1.2 Students’feelings and longings in work
        5.1.3 The effectiveness of the application on students.
            5.1.3.1 On students’learning motives and interest
            5.1.3.2 On students’language abilities
            5.1.3.3 On students’vocational abilities
    5.2 Analysis on Teachers
        5.2.1 Teacher’s function for creating tasks
        5.2.2 Teachers’attitude and teaching effect of the application
    5.3 Analysis on Kindergartens
        5.3.1 Students’contributions to kindergartens
        5.3.2 Kindergartens’concerns on to-be-recruited students
        5.3.3 Kindergartens’attitudes towards students’internship and on-the-job training
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations
Bibliography
AppendixⅠ
AppendixⅡ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Acknowledgment


【參考文獻】：
期刊論文
[1]世界職業(yè)教育課程改革的基本走勢及其啟示——職業(yè)教育課程開發(fā)漫談[J]. 姜大源.  中國職業(yè)技術教育. 2008(27)
[2]論幼兒園英語師資現(xiàn)狀及培養(yǎng)對策[J]. 李桂雙.  蘭州學刊. 2005(02)
[3]論幼兒英語教師應具備的特殊知識與能力[J]. 張玉梅,蘭霞.  內蒙古師范大學學報(教育科學版). 2004(08)
[4]語言測試的新進展:基于任務的語言測試[J]. 韓寶成.  外語教學與研究. 2003(05)
[5]論中國幼兒英語教育史[J]. 廖道勝.  陜西師范大學學報(哲學社會科學版). 2002(S3)
[6]任務型學習理論在英語教學中的實踐[J]. 袁昌寰.  課程.教材.教法. 2002(07)
[7]任務型英語教學簡述[J]. 魯子問.  學科教育. 2002(06)
[8]語言測試:理論、實踐與發(fā)展[J]. 韓寶成!100089.  外語教學與研究. 2000(01)
[9]現(xiàn)代英語教學的歷史發(fā)展[J]. 辛凌.  華中師范大學學報(哲學社會科學版). 1995(02)

碩士論文
[1]幼兒園英語教學面臨的問題與對策研究[D]. 趙敏.西北師范大學 2008



本文編號：3694982