用任务型语言教学理论评析《新目标》

发布时间：2021-07-06 21:26

　　教材是安排教学和实施教学的重要工具,因此,为了实现教育的目标,评估和选择教材非常重要。随着基础教育课程改革的实施,《英语课程标准》提倡任务型教学,多种版本的英语教材随之出现。作为国内使用最广泛的英语教材,《新目标》就是在任务型教学的理念下产生的,因此非常有必要对其进行评估,看其在多大程度上符合任务型教学的理念。论文首先阐述了任务型教学的基本概念,包括其理论基础,原则以及教学模式。然后分析了教材评估的原则与方法。之后根据这些讨论与分析,从教学目标、教学方法、教学内容以及教学内容的组织四个方面提出了评价任务型教材的内部评价标准。任务型教材的总目标是发展学生的语言知识、语言技能、积极的学习态度、学习策略以及文化意识。教材应该能够促进学生学习方法的改变并开拓他们的多元智能。在教学方法上,教材应该强调以学生为中心的多元互动,创建真实的语言环境,并且要很好地平衡语言知识和语言技能之间的关系。教学内容方面,它应该符合人文性、真实性、开放性、多样性和经验性这些特征。在内容组织上,教材应该注重阶梯性、结构性、系统性和可操作性。然后论文以《新目标》七年级上册为例,分析其任务类型、话题、语言结构、交际功能和... 

【文章来源】：陕西师范大学陕西省 211工程院校 教育部直属院校

【文章页数】：63 页

【学位级别】：硕士

【文章目录】：
Acknowledgments
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Approach of the Research
Chapter Two Literature Review of Task-based Language Teaching
    2.1 Research Status Quo
    2.2 Meaning of Task-based Language Teaching
        2.2.1 Definition of Task
        2.2.2 Task and Activity
        2.2.3 Meaning of Task-based Language Teaching
    2.3 Theoretical Foundations of Task-based Language Teaching
        2.3.1 Halliday's Functions of Language
        2.3.2 Piaget's Theory of Cognitive Development
        2.3.3 Bruner's Theory of Discovery Learning
        2.3.4 Krashen's Input Hypothesis
        2.3.5 Long's Interaction Hypothesis
    2.4 Principles and Modes of Task-based Language Teaching
        2.4.1 Principles of Task-based Language Teaching
        2.4.2 Modes of Task-based Language Teaching
Chapter Three Principles and Approaches of Assessment for English Textbooks
    3.1 Principles of Assessment for English Textbooks
        3.1.1 The Macro-assessment Principle
        3.1.2 The Micro-assessment Principle
    3.2 Approaches of Assessment for English Textbooks
        3.2.1 The Interior Assessment
        3.2.2 The Exterior Assessment
Chapter Four Criteria for Assessing Task-based Textbooks
    4.1 Relationship between the Syllabus and the Textbook
    4.2 The Task-based Syllabus
    4.3 Establishment of Criteria for Assessing Task-based Textbooks
        4.3.1 Assessment of the Teaching Objectives
        4.3.2 Assessment of the Teaching Methods
        4.3.3 Assessment of the Teaching Contents
        4.3.4 Assessment of the Contents Organization
Chapter Five Assessment of Go for it with the Concept of Task-based LanguageTeaching
    5.1 Categories and Distribution of Tasks
        5.1.1 Categories and Distribution of Tasks in Section A
        5.1.2 Categories and Distribution of Tasks in Section B
    5.2 Analysis on Topics, Language Structure and Communicative Function
    5.3 Analysis on the Arrangement of Tasks in a Unit
        5.3.1 Arrangement of Tasks in a Unit
        5.3.2 Analysis on the Arrangement of Tasks in One Unit
Chapter Six Conclusion
    6.1 Conclusive Findings
        6.1.1 Strengths of the Textbook
        6.1.2 Weaknesses of the Textbook
    6.2 Implications
    6.3 Limitations
    6.4 Suggestions
References
Appendix
    Appendix 1
    Appendix 2
    Appendix 3
    Appendix 4
    Appendix 5
    Appendix 6
Paper Published during the Postgraduate Study


【参考文献】：
期刊论文
[1]对实施新高中英语任务型语言教学的思考[J]. 刘学祥.  考试(教研版). 2006(08)
[2]任务型语言教学应用于基础英语教学的探讨[J]. 李楚梅,姚孟超.  基础教育外语教学研究. 2005(09)
[3]有关任务型教学法的几个核心问题的探讨[J]. 贾志高.  课程.教材.教法. 2005(01)
[4]浅议英语教材的评价标准[J]. 刘道义.  教育实践与研究. 2004(12)
[5]任务型语言教学中的任务设计[J]. 李彬,程宝才.  教育科学研究. 2003(06)
[6]任务型英语教学简述[J]. 鲁子问.  学科教育. 2002(06)
[7]从外语教材编写的宏观设计与微观设计评估教材[J]. 乔爱玲.  山东外语教学. 2002(03)
[8]“难题教学法”与“任务教学法”的理论依据及其模式比较[J]. 夏纪梅!广州510275,孔宪煇!香港沙田.  外语界. 1998(04)
[9]任务的定义和类型[J]. 程晓堂.  中小学外语教学. 2004 (06)



本文编号：3269000