本文選題：任務(wù)型英語(yǔ)教學(xué) + 教學(xué)與應(yīng)用��； 參考：《吉林大學(xué)》2017年碩士論文

【摘要】：隨著中國(guó)經(jīng)濟(jì)和社會(huì)的飛速發(fā)展,當(dāng)前海內(nèi)的初中教學(xué)更為重視提高學(xué)生們的綜合言語(yǔ)能力。隨著英語(yǔ)教學(xué)水平的發(fā)展進(jìn)步,古典傳統(tǒng)的授課方式已經(jīng)無(wú)法滿足當(dāng)今社會(huì)的需求,而此時(shí)應(yīng)該研究出新穎的教學(xué)方法,以促進(jìn)學(xué)生們綜合發(fā)展。古典傳統(tǒng)的授課方式即老師只考慮語(yǔ)言的準(zhǔn)確性,只重視學(xué)習(xí)結(jié)果,而忽略了學(xué)生的交際能力以及學(xué)習(xí)過(guò)程。2001年,我國(guó)教育部頒布了符合學(xué)生發(fā)展的《新英語(yǔ)課程標(biāo)準(zhǔn)》,提倡將集合體驗(yàn)、實(shí)踐、參與、交際、合作于一體的任務(wù)型教學(xué)方法應(yīng)用于初中英語(yǔ)的實(shí)踐當(dāng)中。2011年,國(guó)家又頒布了《義務(wù)教育英語(yǔ)課程標(biāo)準(zhǔn)》,此后任務(wù)型教學(xué)法被廣泛地應(yīng)用到了英語(yǔ)課堂之中。與此同時(shí),《新目標(biāo)》初中英語(yǔ)教材也得到了廣泛地認(rèn)可。任務(wù)型教學(xué)法的概念起初是由普拉布(Prabhu,1987)首先提出的,他作為任務(wù)型教學(xué)法的創(chuàng)始人,第一次將任務(wù)型教學(xué)從教學(xué)角度上定義,為后世的任務(wù)型教學(xué)法研究提供了理論基礎(chǔ)。隨后,耶登(Yalder,1987)、努南(Nunan,2004)等人繼續(xù)發(fā)展了任務(wù)型教學(xué)法理論,使得該理論取得了更豐碩的成果。我國(guó)的任務(wù)型教學(xué)法首先出現(xiàn)在香港,隨著時(shí)代的發(fā)展,任務(wù)型教學(xué)法在我國(guó)也趨于成熟。盡管任務(wù)型教學(xué)法的研究在國(guó)內(nèi)取得了一定成就,但近年來(lái),卻很少有將現(xiàn)在初中生所學(xué)的英語(yǔ)教材與任務(wù)型英語(yǔ)教學(xué)法結(jié)合起來(lái)的成果出現(xiàn)。本研究旨在將任務(wù)型英語(yǔ)教學(xué)法與初中英語(yǔ)教材《新目標(biāo)》相結(jié)合,以探究出一種新的更適合初中生英語(yǔ)學(xué)習(xí)的方法。本文主要采用問(wèn)卷調(diào)查法、課堂教學(xué)實(shí)驗(yàn)法、訪談法和測(cè)試法進(jìn)行研究探討。研究對(duì)象為吉林省四平市吉林師大附中七年級(jí)的128名學(xué)生,筆者將其分為兩個(gè)班,一班為實(shí)驗(yàn)班,對(duì)其進(jìn)行為期16周的任務(wù)型教學(xué)實(shí)驗(yàn),二班為控制班,對(duì)其使用傳統(tǒng)的教學(xué)方法教學(xué)。在實(shí)驗(yàn)開(kāi)始之前,對(duì)一班二班進(jìn)行前測(cè)試,同時(shí)將調(diào)查問(wèn)卷分發(fā)給兩個(gè)班,以了解學(xué)生們實(shí)驗(yàn)前的基本狀況。在16周的教學(xué)實(shí)驗(yàn)之后,筆者對(duì)實(shí)驗(yàn)班進(jìn)行訪談,并將調(diào)查問(wèn)卷分發(fā)給實(shí)驗(yàn)班,以了解學(xué)生的實(shí)驗(yàn)效果。隨后,對(duì)兩個(gè)班集體進(jìn)行后測(cè)試,分析兩個(gè)班的不同之處并得出結(jié)論。本文主要研究以下兩個(gè)問(wèn)題:1)目前初中生英語(yǔ)學(xué)習(xí)的現(xiàn)狀如何?2)任務(wù)型教學(xué)法對(duì)初中生英語(yǔ)學(xué)習(xí)有何影響?本文經(jīng)過(guò)對(duì)實(shí)驗(yàn)數(shù)據(jù)的整合分析,得出以下結(jié)論:1)學(xué)生普遍對(duì)英語(yǔ)學(xué)習(xí)感興趣,但對(duì)任務(wù)型教學(xué)法內(nèi)涵理解模糊,需要教師積極引導(dǎo);2)任務(wù)型英語(yǔ)教學(xué)法能夠使學(xué)生成績(jī)有明顯提高;3)任務(wù)型英語(yǔ)教學(xué)法可以增強(qiáng)趣味性,培養(yǎng)學(xué)生的交流與協(xié)作意識(shí),培養(yǎng)學(xué)生的團(tuán)隊(duì)精神。
[Abstract]:With the rapid development of Chinese economy and society, the present junior middle school teaching in China pays more attention to improving students' comprehensive speech ability. With the development and progress of English teaching, the classical traditional teaching methods can not meet the needs of the society today. At this time, new teaching methods should be developed to promote the students' comprehensive development. The classical way of teaching is that teachers only consider the accuracy of the language, only pay attention to the learning results, and ignore the students' communicative competence and learning process. The Ministry of Education has promulgated the New English Curriculum Standard, which conforms to the development of students, and advocates the application of task-based teaching methods that integrate experience, practice, participation, communication and cooperation into the practice of junior high school English. After the promulgation of compulsory English Curriculum Standard, task-based teaching method has been widely used in English classroom. At the same time, the new goal of junior high school English teaching materials have been widely recognized. The concept of task-based teaching method was first put forward by Prabhu Prabhu in 1987. As the founder of task-based teaching method, he first defined task-based teaching from the perspective of teaching, which provided a theoretical basis for the study of task-based teaching method in later generations. Later, Yaldern (1987) and Nunanwei (2004) continued to develop the theory of task-based teaching method, which made the theory more fruitful. The task-based teaching method in our country first appeared in Hong Kong, and with the development of the times, the task-based teaching method also tended to mature in our country. Although some achievements have been made in the study of task-based teaching methods in China, in recent years, few achievements have been made in combining the English teaching materials learned by junior high school students with the task-based English teaching methods. The purpose of this study is to explore a new approach to junior high school students' English learning by combining the task-based English teaching method with the junior high school English textbook "New goals". This paper mainly adopts questionnaire method, classroom teaching experiment method, interview method and test method to carry on the research. The subjects of the study were 128 students of Grade 7 attached to Jilin normal University in Siping City, Jilin Province. The author divided them into two classes, one class was the experimental class, and the other class was the task-based teaching experiment for 16 weeks, and the second class was the control class. The traditional teaching method is used to teach it. Before the experiment began, class 1 and class 2 were tested before the experiment, and questionnaires were distributed to two classes to understand the basic situation of the students before the experiment. After 16 weeks of teaching experiment, the author interviewed the experimental class and distributed the questionnaire to the experimental class in order to understand the effect of the experiment. Then, the two classes are tested after the analysis of the differences between the two classes and come to a conclusion. This paper focuses on the following two questions: (1) what is the current situation of junior high school students' English learning? (2) how does task-based approach affect junior high school students' English learning? Based on the analysis of the experimental data, this paper draws the following conclusion: (1) students are generally interested in English learning, but have a vague understanding of the connotation of task-based approach. Task-based English teaching method can significantly improve students' achievement. Task-based English teaching method can enhance students' interest, cultivate students' awareness of communication and cooperation, and cultivate students' team spirit.
【學(xué)位授予單位】：吉林大學(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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