【正文】 mation quality, meet the requirement of the development of information technology education and fit the requests of learners in this field. Taskdriving approach is based on Constructivism Theory. It represents Students Centered Teaching theory and emphasizes that students should acplish active discovery and construction of knowledge through specific tasks. In the course of curricular reform, many educators has concentrated on the study of Constructivism Theory and adopted Taskdriving teaching approach in their teaching practice. However, the lack of theory and experience in this area leads to many problems such as onesided understanding of task driving, the unoriginal design of the task, the expanding usage of taskdriving, and the simplistic appraisal and thus, bring unprecedented doubts towards the theory. Guided by the scientific and systemic theory out of the teaching practice, this research adopts experimental study method and achieves further study and practice on the application of task–driving teaching in Information Technology education of junior high school. We obtain brand new understanding about Taskdriving Teaching through analyzing the current situation based on Constructivism theory, Multiple Intelligences theory, Learning Motivation Research and the Leading status – Subject status teaching theory. Moreover, on the basis of daily teaching experience and the learners’ characteristic of junior high school, we systemically design and improve Taskdriving Teaching Method on aspects including teaching content analysis, learners’ characteristic analysis, task design, task situation design, learning resource design, initiative, learning design, cooperating learning environment design and appraisal design so that it can fit for information technology education in junior high schools and can be tested and improved in the teaching practice further. The result of the research shows the application of Taskdriving teaching in junior high school’s information technology inspires the learners’ interest , shifts learners’ attitude towards study in an optimistic way, improves their initiative study effect , strengthens their ability to obtain information and solve problems in reality with information technology, sets up cooperation spirit, narrows the gap between excellent students and students feeling difficult in study, achieves the aim of overall development of all the students’ information quality. This research furthers the application study of taskdriving teaching in the fields of theory as well as practice, provides brand new teaching concept and methods, reforms current classroom teaching on information technology education at junior high school and contributes precious reference to the improvement of overall education quality. 【 Key Words 】Taskdriving teaching method 。通過對我國初中信息技術(shù)課程現(xiàn)狀和發(fā)展特點的剖析，以建構(gòu)主義學習理論、多元智能理論、學習動機理論和“主導——主體”教學系統(tǒng)設(shè)計理論為依據(jù)，對任務驅(qū)動教學法進行了再認識。 任務驅(qū)動教學法是一種基于建構(gòu)主義學習理論的教學方法，主要體現(xiàn)了以學生為中心的教育理念，強調(diào)學生通過完成具體任務對知識進行主動探索和意義建構(gòu)。任務驅(qū)動教學法的應用目 錄 摘要 .................................................................... I ABSTRACT ............................................................... II 第一章 緒論............................................................. 1 一、研究的背景.......................................................... 1 二、研究的目的與意義.................................................... 2 （一）研究目的........................................................ 2 （二）研究意義........................................................ 2 三、研究的現(xiàn)狀.......................................................... 2 （一）國外研究現(xiàn)狀.................................................... 2 （二）國內(nèi)研究現(xiàn)狀.................................................... 3 （三）初中信息技術(shù)課中應用任務驅(qū)動教學法的現(xiàn)狀........................ 4 四、研究的內(nèi)容與方法.................................................... 5 （一）研究內(nèi)容........................................................ 5 （二）研究方法........................................................ 6 第二章 研究的基本概念和理論基礎(chǔ)......................................... 7 一、基本概念............................................................ 7 （一）任務驅(qū)動教學法.................................................. 7 （二）初中信息技術(shù)課程................................................ 9 二、理論基礎(chǔ)........................................................... 12 （一）建構(gòu)主義學習理論............................................... 12 （二）多元智能理論................................................... 13 （三）學習動機理論................................................... 15 （四）“主導——主體”教學系統(tǒng)設(shè)計理論................................ 16 第三章 任務驅(qū)動教學法的研究設(shè)計與教學設(shè)計.............................. 18 一、研究設(shè)計........................................................... 18 （一）研究假設(shè)....................................................... 18 （二）研究對象....................................................... 18 （三）研究變量....................................................... 20 ii （四）無關(guān)因素控制................................................... 20 （五）研究使用教材................................................... 20 （六）研究時間安排................................................... 21 二、教學設(shè)計 .......................................................... 22 （一）教學內(nèi)容和教學目標分析......................................... 22 （二）學習者特征分析................................................. 23 （三）任務設(shè)計....................................................... 23 （四）任務情境設(shè)計................................................... 26 （五）學習資源設(shè)計................................................... 26 （六）自主學習設(shè)計................................................... 28 （七）協(xié)作學習環(huán)境設(shè)計............................................... 29 （八）學習評價設(shè)計................................................... 29 第四章 任務驅(qū)動教學法的教學實施與效果分析 ..............................31