【正文】 icative teaching method. In this way, learners can plete the municative tasks by using target language。 (4) dealing with the problems in groups。 it experienced the learning of inner construction and the influence of social culture. Constructivism announces the unique law of language teaching.(1) Learning theory of constructivism takes the students as the center.Teaching should provide chances for the students, let them participate in real, natural and municative activities, and lead them to look for the knowledge, put forward questions, and then construct their own pattern, concept and strategy. Hence, in the process of teaching, it is important for us to outstand students’ subject status, respect the individual differences. From the point of view, to their original knowledge and experience, contact the reality of life, more dialogue, and use less injection type teaching.(2) Constructivism emphasizes the situational and cooperative language teaching. (3) Constructivism holds that knowledge is the munication in plex learning situation。 therefore, teachers need to consider the degree of difficulty and content focus. That is to say, the tasks should be in appropriate difficulty, the slope should be moderate and the gradient is appropriate, from simple to plex, from easy to difficult, formulating a recycle from primary task to senior task, and then from senior task to primary task, let them be interdependence and increased step by step, in this way, improve students’ munication ability gradually. Only by doing so can we realize our purpose of the tasks. It will be useless if want to attain the highest level in one step, and also have bad effect on students’ study. In one word, pay more attention to the process of pleting the task and try one’s best to design appropriate tasks.(7)Formfunction principleTaskBased Language Teaching emphasizes the improvement of students’ ability, not the form of study. The design of tasks should consider the bination between form and language function, on the basis of learning the language forms, after systematical task practice, students enable to deduct and induct independently, thus, they can understand the function of language and use the language in practice. To a conclusion, as for TaskBased Language Teaching, it is necessary to focus on not only the grasp of the language forms but also the ability to use the language.(8)Studentcentered principleIn the process of learning, unquestionable, students should be the subject of study。但在傳統(tǒng)的高中閱讀教學(xué)中，閱讀對(duì)于大多數(shù)學(xué)生而言仍然是一個(gè)薄弱環(huán)節(jié)，封閉而被動(dòng)的閱讀讓學(xué)生感到枯燥而無聊，不要說寫作能力和表達(dá)能力的培養(yǎng)，就算是基本的閱讀能力培養(yǎng)都是問題。在本文中，筆者就任務(wù)型教學(xué)法及其運(yùn)用作了詳細(xì)的介紹，并且將任務(wù)型教學(xué)法與傳統(tǒng)的高中英語閱讀教學(xué)進(jìn)行了比較，列舉了傳統(tǒng)模式的不足和造成這些不足的原因以及應(yīng)對(duì)策略，與此同時(shí)，介紹了任務(wù)型教學(xué)法在現(xiàn)在高中英語閱讀教學(xué)中的應(yīng)用及其優(yōu)越性。 the students cannot play their subjectivity, and students lack learning enthusiasm in the passive situation. Naturally，the effect is not good. The English Syllabus advocates taskbased activities and more and more people know and begin to use TaskBased Language Teaching (TBLT). TBLT is popular with most English teachers and learners because of its actual situation, polyphyletic participation, arousing of interest and different teaching methods in accordance with different students’ aptitude. In this thesis, the author introduces the TaskBased Language Teaching method and its application in detail, and makes a parison between traditional senior high school English reading teaching and TaskBased Language Teaching method, and makes a list of limitations of the traditional model, and the causes and coping strategies, meanwhile, introduces the application of TaskBased Language Teaching method in the present senior high school English reading teaching and the advantages of it. Through research and parison, it is not difficult to find the TaskBased Language Teaching is more helpful for students to improve their reading ability and develop good reading habits. Of course, the author also relates to the problems which may appear in the application of TaskBased Language Teaching method and the solutions, with the hope to improve and perfect the English Reading Teaching continuously.Key words: TaskBased Language Teaching, senior high school English reading teaching, task, reading ability Table of contents1. Introduction ……………………………………………........................12. Literature review ………………………………………........................4 Research background and current situation........................................4 Definition and fundamental philosophy…………………………......4 The essence of the approach…………………………………………6 Theoretical basis……………………………………………….6 Krashen: Input Hypothesis……………………………7 Long: Interaction Hypothesis………………………....9 Principles………………………………………………........10 Characteristics of tasks……………………………………...12 Constituent elements of taskbased language approach…………..12 The superiorities of this approach………………………………....133. The current situation of English Reading Teaching………………..15 The existing problems…………………………………………….15 Single teaching pattern……………………………………...15 Boring and difficult methods………………………………..16 Simple but inefficient steps………………………………....16 The reasons………………………………………………………..17 The countermeasures……………………………………………...184. The application of this approach in reading teaching…………….20 Basic steps………………………………………………………...20 The design and how to operate them...............................................21 The advantage。當(dāng)然，筆者同樣涉及到了任務(wù)型教學(xué)法在實(shí)際應(yīng)用中可能會(huì)遇到的問題以及解決方法，希望能不斷地完善英語閱讀的教學(xué)。隨著英語課程標(biāo)準(zhǔn)提出的任務(wù)型的活動(dòng)，現(xiàn)在越來越多的老師開始熟悉并運(yùn)用任務(wù)型語言教學(xué)法（TBLT）。 it also can be nonverbal, such as some pictures, chart, ics, traffic map, the train schedule and so on.(5) The role of teachers and learners. Tasks do not require us to make clear the role of teachers and learners in the process of performing the tasks, but the tasks may reflect the characteristics of the role of teachers and learners. Teachers can be the participants of the task, at the same time, the teach