【文章內(nèi)容簡介】 語言運(yùn)用的基本理念轉(zhuǎn)化為具有實(shí)踐意義的課堂教學(xué)方式，是交際教學(xué)思想的一種發(fā)展形態(tài)。課堂教學(xué)的核心是任務(wù)，而語言是學(xué)習(xí)者用來完成任務(wù)的工具。為了完 成任務(wù)，學(xué)習(xí)者以“意義”為中心，盡力調(diào)動各種資源進(jìn)行“意義”構(gòu)建 ，以促進(jìn)解決某種問題的交際能力。 目前國內(nèi)關(guān)于任務(wù)型教學(xué)的研究多局限于如何在英語課堂中實(shí)施任務(wù)型教學(xué)，而對任務(wù)型教學(xué)實(shí)施的現(xiàn)狀的 調(diào)查 研究相對缺乏。因此，任務(wù)型教學(xué)在實(shí)際英語課堂教學(xué)中的實(shí)施現(xiàn)狀引起了筆者的關(guān)注。 筆者選取 了 自己工作所在地 大連地區(qū)有代表性的四所高中，深入課堂， 細(xì)致觀察， 詳細(xì)描述了這四所學(xué)校英語課堂中教師實(shí)施任務(wù)型 教學(xué)的現(xiàn)狀 ，并通過 師生調(diào)查問卷 分析出客觀存在的問題及原因。 其中來自普通高中的兩位教師在課堂上沒有按照要求實(shí)施任務(wù)型教學(xué)，而是采用了以往的傳統(tǒng)式教學(xué) —— 以教師為中心，以講解詞匯、語法為主，并且缺乏師生間、生生間的互動交流等。另兩位來自重點(diǎn)高中的教師在課堂中的確實(shí)施了任務(wù)型教學(xué)，但仍存在三大問題 —— 過分強(qiáng)調(diào)了語言的“意義”，而忽略了語言的“形式”；任務(wù)難度設(shè)置不合理；重視“后任務(wù)階段”，忽略了“中 任務(wù)階段 ‖。針對 以上存在的問題，筆者提出了自己的建議 —— 各級教育管理部門積極為教師提供有效的學(xué)習(xí)、觀摩及培訓(xùn)機(jī)會以迅速提高教師教學(xué) 能力及水平，從而適應(yīng)新時(shí)期任務(wù)型教學(xué)的要求 ； 教師應(yīng)根據(jù)學(xué)生的實(shí)際情況改變傳統(tǒng)的教學(xué)理 念和教學(xué)模式，大力發(fā)展學(xué)生 綜合 運(yùn)用 語言的 能力。 本調(diào)查報(bào)告對當(dāng)前國內(nèi)的英語教師培訓(xùn)有一定啟示，能加強(qiáng)廣大英語教師及研究人員對任務(wù)型教學(xué)及實(shí)踐的理解，提高英語教師的教學(xué)實(shí)踐能力。 關(guān)鍵 詞： 課程實(shí)施 任務(wù)型教學(xué) 高中英語課堂教學(xué) 高中英語新課程標(biāo)準(zhǔn)Contents Chapter 1 Introduction ............................................................................................ 1 Research Orientation ............................................................................................... 1 Rationale for the Research ...................................................................................... 1 The traditional 3Ps teaching approach .............................................................. 1 The municative language teaching method................................................ 2 Aims and Significance of the Present Study ........................................................... 3 Organization of This Thesis .................................................................................... 4 Chapter 2 Literature Review ............................................................................. 5 Definition of Task and Task Component ................................................................. 5 Definition of task .............................................................................................. 5 Task ponent ................................................................................................ 6 Definition of the TBI ............................................................................................... 7 Implementation of the Taskbased Instruction ........................................................ 8 Lesson design.................................................................................................... 8 Participatory structure....................................................................................... 9 The Research on Taskbased Instruction in China and Abroad............................. 10 The research on TBI abroad............................................................................ 10 The research on TBI in China ..........................................................................11 Chapter 3 Research Methods ........................................................................... 13 Subjects ................................................................................................................. 13 Instruments ............................................................................................................ 13 Classroom observation and transcription – making........................................ 13 Questionnaires ................................................................................................ 14 Procedure............................................................................................................... 14 Chapter 4 Findings and Analysis ....................................................................... 15 The Current Situation in Designing and Implementing Task based Instruction .. 15 The existing problems in the implementation of the TBI ............................... 15 The TBI not adopted ....................................................................................... 20 The Factors Affecting the Implementation of Tasks ............................................. 26 Teacher qualification....................................................................................... 26 Teacher preparation and resources.................................................................. 27 Language proficiency of the students ............................................................. 27 Students‘ attitudes towards TBI ...................................................................... 27 Chapter 5 Conclusion ............................................................................................. 29 Summary of Major Findings ................................................................................. 29 The Suggestions for the Implementation of TBI ................................................... 30 Limitation of the Convey ...................................................................................... 30 References................................................................................................................... 31 Appendix I .................................................................................................................. 33 Appendix II ................................................................................................................ 34 攻讀學(xué)位期間的研究成果 ..................................................................................... 36 List of Abbreviations (In alphabetical order) CLT: municative language teaching ECS: English Curriculum Standards EFL: English as a foreign language ESL: English as a second language SLA: second language acquisition TBI: taskbased instruction Chapter 1 Introduction 1 Chapter 1 Introduction Research Orientation The strong criticism of the examinationoriented education calls for the reform on the English teaching in China. The new ECS (English Curriculum Standards) for senior