英语任务型教学模式在西藏拉孜县初中的构建与实践研究
发布时间：2018-08-03 16:36
【摘要】：在教育部2001年7月颁发的《英语课程标准》中,明确将“倡导任务型的教学途径,培养学生综合语言的运用能力”写入实施建议。任务型教学模式的提出,对改变西藏地区英语教学“费时低效”、“语言不通”的现状有重要意义。本文通过介绍任务型教学的核心概念,结合笔者在拉孜县中学一个学期的教学实践,构建出符合西藏拉孜县中学英语教学实际的任务型教学模式,该模式的目的是为了敦促教师改进授课方式,提高学生的学习趣味,更好地实现教学相长;在调动学生学习兴趣、激发学生学习热情的同时,从而提高学习效率;探寻任务型教学在民族地区实施中存在的问题。通过在教学实验中所收集到的资料进行分析,得出的结论如下:学生的英语综合应用能力提高,学习态度认真,学习的主动性有所加强,认知策略和调控策略也有所提高。当然在教学实践中,也出现了一些困惑,如:如何解决西藏地区学生学习英语的特殊性与学生对英语教学的期望之间的矛盾;如何协调小组活动与学生独立思考能力减弱的矛盾;如何处理任务型教学模式对老师的高要求与教师观念改变的问题。期待我的教学实践为西藏地区任务型教学的实施提供点启示。本文共分为五个部分:第一部分:绪论。本部分主要是从两个方面进行阐述的。一方面是研究方案,包括研究背景、研究目的、研究意义和研究方法;另一方面是任务型教学文献综述,包括任务型教学的核心概念、教学原则、常用的任务类型、课堂教学过程、评价以及理论基础。其中在核心概念界定部分,笔者根据任务的定义、教学模式的定义以及任务型教学的定义,做出了“任务型教学模式”的定义。第二部分:西藏拉孜县初中现行英语教学模式与任务型教学模式的比较。本部分不仅分析了拉孜县初中现行英语教学模式,也进行了其与任务型教学模式的比较。第三部分:西藏拉孜县初中英语任务型教学模式的初步构建。本部分从教学目标、实施的条件、实施程序、评价四个方面初步构建出拉孜县初中的英语任务型教学模式。第四部分:任务型教学模式在拉孜县初中教学的实践。本部分介绍了实践的过程、实践的案例以及实践的结果。第五部分:对拉孜县中学实行英语任务型教学模式的修正与反思。
[Abstract]:In the English Curriculum Standard issued by the Ministry of Education in July 2001, "advocating task-based teaching approaches and cultivating students' ability to use comprehensive language" are clearly included in the implementation recommendations. The proposal of task-based teaching mode is of great significance to change the present situation of "time-consuming and inefficient" and "language impassable" in English teaching in Tibet. By introducing the core concept of task-based teaching and combining with the author's teaching practice in Lazi County for a semester, this paper constructs a task-based teaching model which conforms to the reality of middle school English teaching in Lazi County, Tibet. The purpose of this model is to urge teachers to improve teaching methods, improve students' learning interest, and better achieve the mutual benefit of teaching, while arousing students' interest in learning and arousing students' enthusiasm for learning, thus improving their learning efficiency. This paper explores the problems existing in the implementation of task-based teaching in ethnic areas. Through the analysis of the data collected in the teaching experiment, the conclusions are as follows: the students' comprehensive English application ability is improved, their learning attitude is earnest, their initiative in learning is strengthened, and their cognitive and regulatory strategies are also improved. Of course, in the teaching practice, there are some puzzles, such as: how to solve the contradiction between the particularity of students' learning English and the students' expectation of English teaching in Tibet; How to coordinate the contradiction between group activities and students' ability to think independently, and how to deal with the problem of the high demand of teachers in task-based teaching mode and the change of teachers' concepts. I look forward to my teaching practice for the implementation of task-based teaching in Tibet to provide some enlightenment. This paper is divided into five parts: the first part: introduction. This part is mainly elaborated from two aspects. On the one hand, it includes the research background, research purpose, research significance and research methods; on the other hand, it is a review of task-based teaching literature, including the core concepts of task-based teaching, teaching principles, commonly used task types. Classroom teaching process, evaluation and theoretical basis. In the part of defining the core concept, according to the definition of task, the definition of teaching model and the definition of task-based teaching, the author gives the definition of "task-based teaching mode". Part two: the comparison between the current English teaching model and the task-based teaching mode in Lazi County, Tibet. This part not only analyzes the current English teaching model in Lazi County, but also compares it with the task-based teaching model. The third part: the preliminary construction of the task-oriented teaching model of junior high school English in Lazi County, Tibet. This part constructs the English task-based teaching mode of Lazi junior high school from four aspects: teaching goal, implementing conditions, implementing procedure and evaluating four aspects. The fourth part: the practice of task-based teaching in Lazi junior middle school. This section introduces the process of practice, practical cases and the results of practice. Part V: the revision and reflection on the implementation of English task-based teaching model in Lazi middle school.
【学位授予单位】：西藏大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
[Abstract]:In the English Curriculum Standard issued by the Ministry of Education in July 2001, "advocating task-based teaching approaches and cultivating students' ability to use comprehensive language" are clearly included in the implementation recommendations. The proposal of task-based teaching mode is of great significance to change the present situation of "time-consuming and inefficient" and "language impassable" in English teaching in Tibet. By introducing the core concept of task-based teaching and combining with the author's teaching practice in Lazi County for a semester, this paper constructs a task-based teaching model which conforms to the reality of middle school English teaching in Lazi County, Tibet. The purpose of this model is to urge teachers to improve teaching methods, improve students' learning interest, and better achieve the mutual benefit of teaching, while arousing students' interest in learning and arousing students' enthusiasm for learning, thus improving their learning efficiency. This paper explores the problems existing in the implementation of task-based teaching in ethnic areas. Through the analysis of the data collected in the teaching experiment, the conclusions are as follows: the students' comprehensive English application ability is improved, their learning attitude is earnest, their initiative in learning is strengthened, and their cognitive and regulatory strategies are also improved. Of course, in the teaching practice, there are some puzzles, such as: how to solve the contradiction between the particularity of students' learning English and the students' expectation of English teaching in Tibet; How to coordinate the contradiction between group activities and students' ability to think independently, and how to deal with the problem of the high demand of teachers in task-based teaching mode and the change of teachers' concepts. I look forward to my teaching practice for the implementation of task-based teaching in Tibet to provide some enlightenment. This paper is divided into five parts: the first part: introduction. This part is mainly elaborated from two aspects. On the one hand, it includes the research background, research purpose, research significance and research methods; on the other hand, it is a review of task-based teaching literature, including the core concepts of task-based teaching, teaching principles, commonly used task types. Classroom teaching process, evaluation and theoretical basis. In the part of defining the core concept, according to the definition of task, the definition of teaching model and the definition of task-based teaching, the author gives the definition of "task-based teaching mode". Part two: the comparison between the current English teaching model and the task-based teaching mode in Lazi County, Tibet. This part not only analyzes the current English teaching model in Lazi County, but also compares it with the task-based teaching model. The third part: the preliminary construction of the task-oriented teaching model of junior high school English in Lazi County, Tibet. This part constructs the English task-based teaching mode of Lazi junior high school from four aspects: teaching goal, implementing conditions, implementing procedure and evaluating four aspects. The fourth part: the practice of task-based teaching in Lazi junior middle school. This section introduces the process of practice, practical cases and the results of practice. Part V: the revision and reflection on the implementation of English task-based teaching model in Lazi middle school.
【学位授予单位】：西藏大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41
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