任务型教学法在高职高专非英语专业听力教学中的应用

发布时间：2018-03-05 09:51

本文选题：任务　切入点：任务型教学　出处：《山东师范大学》2011年硕士论文　论文类型：学位论文

【摘要】：在高职高专教学中,英语作为一门重要的课程,受到了普遍重视。然而受长期以来应试教育的影响,再加上高职学生英语水平参差不齐等原因,致使高职高专英语教学,尤其是听力教学费时低效。高职高专英语听力老师误把听力课上成了听力测试课,课堂上仍沿袭“放录音,做练习题,校对答案”的传统的听力教学模式。因此,学生逐渐丧失了听力学习的兴趣,听力水平未能得到有效提高。《高等学校英语专业英语教学大纲》明确提出倡导任务型的教学模式。任务型语言教学强调课程应从学生兴趣、生活经验和认知水平出发,以任务为途径,综合所有听力技巧,通过设置多层次有意义的任务,使交际过程也变得有意义,最大限度调动学生的内在动机,即关注学的过程。在教师的指导下,学生可通过感知、体验、实践、参与和合作等方式实现任务目标,感受成功。通过分析任务型教学法和目前高职非英语专业听力教学中存在的问题,作者尝试将任务型教学法应用于高职高专非英语专业听力教学,进行了一项为期21周的教学改革实验。从淄博师范高等专科学校动漫设计专业随机抽取两个班共107名学生作为实验对象,一个班为实验班,另一个班为控制班。两个班的学生上同样的课,使用同样的教材,但实验期间采用的教学方法却完全不同。控制班仍然采用传统听力授课方法,即听录音-做练习-核对答案的方法;而实验班听力教学则采用任务型教学法,分为三个阶段:听前,听中,听后。本次研究提出的问题是:1.与传统的教学法相比较,任务型教学法能否有效地改进高职非英语专业听力教学,提高学生的听力水平及综合英语水平? 2.与传统的教学法相比较,任务型教学法能否有效地激发学生的听力学习兴趣和学习动机?实验过程中作者采用了问卷调查,观察法和测验的研究方法。所有的数据都输入spss进行统计分析。研究结果表明,与传统教学模式相比较,任务型教学法能有效提高学生的英语听力水平和综合英语水平,并激发学生的听力学习兴趣。实验结果表明把任务型教学法应用于高职非英语专业听力教学对于改进高职非英语专业听力教学是切实可行的,是有效的。由于本次实验持续时间短,参加实验学生人数有限,实验不可避免地存在着欠缺和待改进之处。但在一定程度上,本次实验证明了任务型教学法在高职高专非英语专业听力教学中的积极意义,对教育研究者和工作者有一定的借鉴和指导意义。作者希望自己的研究结果能对高职高专非英语专业听力教学提供一定的启示和借鉴。
[Abstract]:In the teaching of higher vocational colleges, English, as an important course, has received widespread attention. However, due to the influence of exam-oriented education for a long time and the uneven English level of vocational college students, English teaching in higher vocational colleges and universities is caused by various reasons. In particular, listening teaching is time-consuming and inefficient. English listening teachers in higher vocational colleges have mistakenly turned listening lessons into listening test courses. The traditional listening teaching mode of "playing recording, doing exercises and proofreading answers" is still followed in the classroom. Students gradually lose interest in listening learning, and their listening level has not been effectively improved. The syllabus of English teaching for English majors in colleges and universities clearly proposes a task-based teaching model. Task-based language teaching emphasizes that the curriculum should be based on students' interest, life experience and cognitive level, and integrate all listening skills through task-based approaches. By setting up multi-level and meaningful tasks, the communicative process becomes meaningful, and the students' intrinsic motivation, that is, the process of paying attention to learning, is mobilized to the maximum extent. Under the guidance of the teacher, the students can realize, experience and practice through perception, experience and practice. Participation and cooperation to achieve mission goals, feel successful. By analyzing the problems existing in Task-based Teaching and listening Teaching for Non-English majors in higher Vocational Colleges, the author tries to apply Task-based approach to non-English listening teaching in higher vocational colleges. A 21-week teaching reform experiment was carried out. Two classes of 107 students were randomly selected from the animation design major of Zibo Teachers College as experimental subjects, one class as experimental class. The other class is the control class. The students of the two classes take the same class and use the same teaching materials, but the teaching methods used during the experiment are completely different. The control class still uses the traditional listening teaching method. That is, listening to the tape, doing exercises-checking the answers, while listening in the experimental class adopts a task-based approach, which is divided into three stages: before, during, and after listening. The question raised in this study is: 1: 1.Compared with the traditional teaching method, Can Task-based approach effectively improve non-English major listening teaching in higher vocational colleges and improve students' listening level and comprehensive English level? 2. Compared with the traditional teaching method, can the Task-based approach effectively stimulate the students' interest and motivation in listening learning? In the course of the experiment, the author used questionnaire, observation and test methods. All the data were input into spss for statistical analysis. The results showed that, compared with the traditional teaching model, Task-based approach can effectively improve students' listening ability and comprehensive English proficiency. The experimental results show that the application of task-based approach to non-English major listening teaching in higher vocational colleges is feasible and effective in improving the listening teaching of non-English majors in higher vocational colleges. Due to the short duration of the experiment and the limited number of students taking part in the experiment, the experiment inevitably has some shortcomings and needs to be improved. But to some extent, This experiment has proved the positive significance of task-based teaching method in non-English major listening teaching in higher vocational colleges. The author hopes that his research results can provide some enlightenment and reference for non-English major listening teaching in higher vocational colleges and universities.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2011
【分类号】：H319

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