论任务型教学法在高中英语写作教学中的运用
发布时间：2019-03-29 17:18
【摘要】：自20世纪80年代以来,语言教学的研究者们已经探索了一条新的语言教学的方法,即任务型教学法。从长远来看,任务型教学法深得一些老师和研究者的喜爱,此教学方法被运用于课堂,对英语教学方法和课堂设计有着深远的影响和不凡的意义。同时,在国家英语课程标准中明确表示,任务型教学法可以指导英语教学工作,并且有效提高学生运用英语语言的能力。写作是有效的交流方式,无论母语的写作,还是第二语言的写作,都具有挑战性。而学习一门外语的过程与写作是密不可分的,表现在写作可以强化已学的知识,而且也可以作为一种交流方式。写作帮助检验学生词语和句式结构的运用,并且促进语用能力的发展。在中国,英语写作教学并不成功。虽然很多英语教师做出了努力,但学生们的写作能力依然没有达到期望值。这说明在英语写作教学中存在一些问题,尤其体现在高中英语写作教学中。因此,如何改善提高高中英语写作成为目前的焦点。这篇论文以实验为依托,将任务型教学运用于高中英语写作教学中,旨在找到有效提高学生写作兴趣和能力的一种方法。本论文以包头市第一机械制造有限公司第一中学的120名学生为实验对象,实验过程历时4个月。根据实验班与控制班之间的数据分析和比较,显示任务型教学法促进指导教与学的同时,有效地激发学生写作兴趣,提高写作的熟练程度。在将任务型教学法运用于高中英语写作教学的过程中,给学生创设了一个真实的语言环境,促进学生积极参与课堂活动,从这些方面来看,任务型教学法可以被运用于教学实践,并得以进一步的发展。此论文包括五个章节,第一章作为引入,介绍此论文的研究目的和意义,和高中英语写作教学的现状,以及文章的篇章结构。第二章,介绍相关的文献资料,包括任务型教学的概念和它的三个阶段,并且谈到了任务型教学研究的国内外现状,以及任务型教学的理论指导。第三章为实验阶段,首先提出作者设计写作任务的的想法,并归纳了任务型教学法在写作中的评价标准。接下来,作者提出研究的假设及预期结果,并陈述研究的方法和过程,过程的开展以任务的三个阶段为依托,拿出具体的实验样本来说明。第四章,为数据收集与分析阶段,比较实验前后的写作成绩和问卷调查,得出结论,任务型教学指导高中英语写作教学可以得到预期的结果,提高学生写作能力的同时,激发了他们的写作兴趣。第五章,通过数据分析,作者获得一些发现,并为日后研究提出了一些建议,但同时指出本论文依然有其局限性。
[Abstract]:Since 1980s, researchers in language teaching have explored a new approach to language teaching, that is, task-based approach. In the long run, the task-based teaching method is very popular with some teachers and researchers. This teaching method is used in the classroom, which has profound influence and remarkable significance on the English teaching method and classroom design. At the same time, it is clearly indicated in the national English curriculum standard that task-based teaching method can guide English teaching and improve students' ability to use English language effectively. Writing is an effective means of communication, both in the mother tongue and in the second language. The process of learning a foreign language is inextricably related to writing, which can strengthen the knowledge learned, and can also be used as a means of communication. Writing helps test the use of words and sentence structures, and promotes the development of pragmatic competence. In China, the teaching of English writing is not successful. Despite the efforts made by many English teachers, the students' writing ability still falls short of expectations. This indicates that there are some problems in the teaching of English writing, especially in the teaching of English writing in senior high schools. Therefore, how to improve high school English writing has become the focus. Based on experiments, this paper applies task-based teaching to high school English writing teaching in order to find a way to improve students' writing interest and ability effectively. In this paper, 120 students from the first Middle School of Baotou first Machinery Manufacturing Co., Ltd were selected as the experimental object, and the experiment lasted for 4 months. According to the data analysis and comparison between the experimental class and the control class, it is shown that the task-based teaching method not only promotes instruction and learning, but also effectively stimulates students' interest in writing and improves their proficiency in writing. In the process of applying task-based approach to the teaching of English writing in senior high schools, it creates a real language environment for students and promotes their active participation in classroom activities. Task-based teaching method can be used in teaching practice, and can be further developed. This thesis consists of five chapters. The first chapter introduces the purpose and significance of the research, the present situation of English writing teaching in senior high school, and the text structure of the thesis. The second chapter introduces the related literature, including the concept of task-based teaching and its three stages, and discusses the current situation of task-based teaching research at home and abroad, as well as the theoretical guidance of task-based teaching. In the third chapter, the author puts forward the idea of designing writing task, and sums up the evaluation criteria of task-based teaching method in writing. Next, the author puts forward the hypothesis and expected results of the study, and describes the method and process of the study. The process is based on the three stages of the task, and gives out specific experimental samples to illustrate the process. The fourth chapter, for the data collection and analysis stage, compares the writing achievement and questionnaire survey before and after the experiment, and draws the conclusion that the task-based teaching can get the expected result and improve the students' writing ability at the same time. It inspired their interest in writing. In the fifth chapter, through the data analysis, the author obtains some findings, and puts forward some suggestions for the future research, but points out that this paper still has its limitations.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
本文编号：2449729
[Abstract]:Since 1980s, researchers in language teaching have explored a new approach to language teaching, that is, task-based approach. In the long run, the task-based teaching method is very popular with some teachers and researchers. This teaching method is used in the classroom, which has profound influence and remarkable significance on the English teaching method and classroom design. At the same time, it is clearly indicated in the national English curriculum standard that task-based teaching method can guide English teaching and improve students' ability to use English language effectively. Writing is an effective means of communication, both in the mother tongue and in the second language. The process of learning a foreign language is inextricably related to writing, which can strengthen the knowledge learned, and can also be used as a means of communication. Writing helps test the use of words and sentence structures, and promotes the development of pragmatic competence. In China, the teaching of English writing is not successful. Despite the efforts made by many English teachers, the students' writing ability still falls short of expectations. This indicates that there are some problems in the teaching of English writing, especially in the teaching of English writing in senior high schools. Therefore, how to improve high school English writing has become the focus. Based on experiments, this paper applies task-based teaching to high school English writing teaching in order to find a way to improve students' writing interest and ability effectively. In this paper, 120 students from the first Middle School of Baotou first Machinery Manufacturing Co., Ltd were selected as the experimental object, and the experiment lasted for 4 months. According to the data analysis and comparison between the experimental class and the control class, it is shown that the task-based teaching method not only promotes instruction and learning, but also effectively stimulates students' interest in writing and improves their proficiency in writing. In the process of applying task-based approach to the teaching of English writing in senior high schools, it creates a real language environment for students and promotes their active participation in classroom activities. Task-based teaching method can be used in teaching practice, and can be further developed. This thesis consists of five chapters. The first chapter introduces the purpose and significance of the research, the present situation of English writing teaching in senior high school, and the text structure of the thesis. The second chapter introduces the related literature, including the concept of task-based teaching and its three stages, and discusses the current situation of task-based teaching research at home and abroad, as well as the theoretical guidance of task-based teaching. In the third chapter, the author puts forward the idea of designing writing task, and sums up the evaluation criteria of task-based teaching method in writing. Next, the author puts forward the hypothesis and expected results of the study, and describes the method and process of the study. The process is based on the three stages of the task, and gives out specific experimental samples to illustrate the process. The fourth chapter, for the data collection and analysis stage, compares the writing achievement and questionnaire survey before and after the experiment, and draws the conclusion that the task-based teaching can get the expected result and improve the students' writing ability at the same time. It inspired their interest in writing. In the fifth chapter, through the data analysis, the author obtains some findings, and puts forward some suggestions for the future research, but points out that this paper still has its limitations.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G633.41
【共引文献】
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4 黄少珠;高中英语文学阅读“持续默读”教学模式建构[D];福建师范大学;2012年
5 吴超;蒙古国初级汉语口语课堂教学设计[D];吉林大学;2014年
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