發(fā)布時(shí)間：2025-02-07 16:34

　　2001年發(fā)布的《英語課程標(biāo)準(zhǔn)》中明確提出,在英語教學(xué)中使用任務(wù)型教學(xué)法以培養(yǎng)學(xué)生的語言能力。這促使足學(xué)者們開展大量任務(wù)型教學(xué)的實(shí)踐和教學(xué)案例設(shè)計(jì),掀起了研究任務(wù)型教學(xué)的熱潮。近20年過去了,盡管任務(wù)型教學(xué)在國(guó)內(nèi)的研究經(jīng)歷了一定的起落,但人們對(duì)它的思考一直沒有間斷。一些學(xué)者認(rèn)為,任務(wù)型教學(xué)對(duì)當(dāng)今中國(guó)的外語教學(xué)改革仍然存在價(jià)值,但只有教師對(duì)它有了全面而正確的理解,它才能發(fā)揮它應(yīng)有的作用。因此研究教師對(duì)任務(wù)型教學(xué)的認(rèn)知至關(guān)重要,它關(guān)系著教師對(duì)教學(xué)改革的真正實(shí)施。那么作為課堂教學(xué)實(shí)施者的高中英語教師,對(duì)于任務(wù)、任務(wù)型教學(xué)及其實(shí)施理解和看法如何?他們實(shí)施或是避免實(shí)施任務(wù)型教學(xué)的原因是什么?本文采用定量和定性相結(jié)合的研究方法,調(diào)查主要涉及到教師對(duì)任務(wù)及任務(wù)型教學(xué)的認(rèn)識(shí)、對(duì)任務(wù)型教學(xué)實(shí)施過程的理解和對(duì)采用任務(wù)型教學(xué)的態(tài)度。定量研究的數(shù)據(jù)主要來自四川省30多所學(xué)校的106位教師的問卷調(diào)查。定性研究是對(duì)8位有不同教學(xué)經(jīng)歷教師的半結(jié)構(gòu)訪談。研究結(jié)果可概括為兩點(diǎn):第一,大多數(shù)教師對(duì)任務(wù)型教學(xué)法有所了解,但在關(guān)鍵步驟和特點(diǎn)的理解上存在差異,部分教師對(duì)步驟和特點(diǎn)有錯(cuò)誤的理解;第二,大多數(shù)教師對(duì)任務(wù)型教學(xué)持積極態(tài)...

【文章頁(yè)數(shù)】：71 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
ABSTRACT
Chapter One Introduction
    1.1 Research Background
    1.2 Purpose and Significance of the Research
    1.3 Structure of the Thesis
Chapter Two Literature Review
    2.1 Task-based Language Teaching
        2.1.1 Definition of Task and TBLT
        2.1.2 Characteristics and Components of TBLT
        2.1.3 Task Design Principles of TBLT
        2.1.4 The Main Framework of TBLT
    2.2 Teachers’Perceptions of Task-based Language Teaching
    2.3 Previous Researches of Teachers’Perceptions of Task-based Language Teaching
    2.4 Theoretical Basis
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Questionnaire
        3.3.2 Interview
    3.4 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Teachers’Understanding of Task and TBLT
    4.2 Teachers’Views on Implementing TBLT
    4.3 The Reasons Teachers Choose or Avoid Implementing TBLT in the Classroom
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Pedagogical Implications
    5.3 Limitations of the Study and Suggestions for Future Study
Bibliography
Appendix
Acknowledgements



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