基于教材《新目标》的初中任务型英语教学应用研究

发布时间：2018-04-20 17:50

本文选题：任务型英语教学 + 教学与应用　；参考：《吉林大学》2017年硕士论文

【摘要】：随着中国经济和社会的飞速发展,当前海内的初中教学更为重视提高学生们的综合言语能力。随着英语教学水平的发展进步,古典传统的授课方式已经无法满足当今社会的需求,而此时应该研究出新颖的教学方法,以促进学生们综合发展。古典传统的授课方式即老师只考虑语言的准确性,只重视学习结果,而忽略了学生的交际能力以及学习过程。2001年,我国教育部颁布了符合学生发展的《新英语课程标准》,提倡将集合体验、实践、参与、交际、合作于一体的任务型教学方法应用于初中英语的实践当中。2011年,国家又颁布了《义务教育英语课程标准》,此后任务型教学法被广泛地应用到了英语课堂之中。与此同时,《新目标》初中英语教材也得到了广泛地认可。任务型教学法的概念起初是由普拉布(Prabhu,1987)首先提出的,他作为任务型教学法的创始人,第一次将任务型教学从教学角度上定义,为后世的任务型教学法研究提供了理论基础。随后,耶登(Yalder,1987)、努南(Nunan,2004)等人继续发展了任务型教学法理论,使得该理论取得了更丰硕的成果。我国的任务型教学法首先出现在香港,随着时代的发展,任务型教学法在我国也趋于成熟。尽管任务型教学法的研究在国内取得了一定成就,但近年来,却很少有将现在初中生所学的英语教材与任务型英语教学法结合起来的成果出现。本研究旨在将任务型英语教学法与初中英语教材《新目标》相结合,以探究出一种新的更适合初中生英语学习的方法。本文主要采用问卷调查法、课堂教学实验法、访谈法和测试法进行研究探讨。研究对象为吉林省四平市吉林师大附中七年级的128名学生,笔者将其分为两个班,一班为实验班,对其进行为期16周的任务型教学实验,二班为控制班,对其使用传统的教学方法教学。在实验开始之前,对一班二班进行前测试,同时将调查问卷分发给两个班,以了解学生们实验前的基本状况。在16周的教学实验之后,笔者对实验班进行访谈,并将调查问卷分发给实验班,以了解学生的实验效果。随后,对两个班集体进行后测试,分析两个班的不同之处并得出结论。本文主要研究以下两个问题:1)目前初中生英语学习的现状如何?2)任务型教学法对初中生英语学习有何影响?本文经过对实验数据的整合分析,得出以下结论:1)学生普遍对英语学习感兴趣,但对任务型教学法内涵理解模糊,需要教师积极引导;2)任务型英语教学法能够使学生成绩有明显提高;3)任务型英语教学法可以增强趣味性,培养学生的交流与协作意识,培养学生的团队精神。
[Abstract]:With the rapid development of Chinese economy and society, the present junior middle school teaching in China pays more attention to improving students' comprehensive speech ability. With the development and progress of English teaching, the classical traditional teaching methods can not meet the needs of the society today. At this time, new teaching methods should be developed to promote the students' comprehensive development. The classical way of teaching is that teachers only consider the accuracy of the language, only pay attention to the learning results, and ignore the students' communicative competence and learning process. The Ministry of Education has promulgated the New English Curriculum Standard, which conforms to the development of students, and advocates the application of task-based teaching methods that integrate experience, practice, participation, communication and cooperation into the practice of junior high school English. After the promulgation of compulsory English Curriculum Standard, task-based teaching method has been widely used in English classroom. At the same time, the new goal of junior high school English teaching materials have been widely recognized. The concept of task-based teaching method was first put forward by Prabhu Prabhu in 1987. As the founder of task-based teaching method, he first defined task-based teaching from the perspective of teaching, which provided a theoretical basis for the study of task-based teaching method in later generations. Later, Yaldern (1987) and Nunanwei (2004) continued to develop the theory of task-based teaching method, which made the theory more fruitful. The task-based teaching method in our country first appeared in Hong Kong, and with the development of the times, the task-based teaching method also tended to mature in our country. Although some achievements have been made in the study of task-based teaching methods in China, in recent years, few achievements have been made in combining the English teaching materials learned by junior high school students with the task-based English teaching methods. The purpose of this study is to explore a new approach to junior high school students' English learning by combining the task-based English teaching method with the junior high school English textbook "New goals". This paper mainly adopts questionnaire method, classroom teaching experiment method, interview method and test method to carry on the research. The subjects of the study were 128 students of Grade 7 attached to Jilin normal University in Siping City, Jilin Province. The author divided them into two classes, one class was the experimental class, and the other class was the task-based teaching experiment for 16 weeks, and the second class was the control class. The traditional teaching method is used to teach it. Before the experiment began, class 1 and class 2 were tested before the experiment, and questionnaires were distributed to two classes to understand the basic situation of the students before the experiment. After 16 weeks of teaching experiment, the author interviewed the experimental class and distributed the questionnaire to the experimental class in order to understand the effect of the experiment. Then, the two classes are tested after the analysis of the differences between the two classes and come to a conclusion. This paper focuses on the following two questions: (1) what is the current situation of junior high school students' English learning? (2) how does task-based approach affect junior high school students' English learning? Based on the analysis of the experimental data, this paper draws the following conclusion: (1) students are generally interested in English learning, but have a vague understanding of the connotation of task-based approach. Task-based English teaching method can significantly improve students' achievement. Task-based English teaching method can enhance students' interest, cultivate students' awareness of communication and cooperation, and cultivate students' team spirit.
【学位授予单位】：吉林大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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