第一篇：任務型教學設計的理論論文

任務型教學模式在高一閱讀理解中的應用

【摘要】任務性英語教學注重在真實場景下，以明確目標為導向的語言交際活動。由學習者自己通過學習和分析來認識、掌握并進而使用語言，在學習過程中注重理解意思而非學習形式。提倡“在做中學”。學生在參與教師設計的任務型活動中認識語言、運用語言。本文以提高學生的閱讀能力為目的，以認知理論和社會文化理論為依據，用任務型教學的方法充分發揮學生學習自主性，探討閱讀教學的新模式.【關鍵詞】閱讀教學，閱讀理解，任務型教學，教學模式

一．引言

任務型語言教學（Task-based approach）的研究始于20世紀80年代。Prabhu在印度南部的Bangalore進行了一項強調交際法的實驗(Bangalore Project)，提出了許多任務類型，并把學習內容設計成各種交際任務，讓學生通過完成任務進行學習。Prabhu(1979)認為當學生的注意力集中在任務上時，學習的效果更加有效。任務型教學模式提倡體驗、實踐、參與、交流和合作的學習方式，實現任務的目標，感受成功。“為用而學，用中學，學了就用”。任務型教學是一種有目標的學習活動，強調以學生為主體，提倡“意義至上,使用之上”的教學原則。要求學習者通過完成任務，用目標語進行有目的的交流活動。任務型教學很注重真實的確場景，以明確目標為導向的語言交際活動，要求學生通過完成任務的學習活動來掌握真實、實用和有意義的語言。任務型教學的交際任務是指學生在學習目的語的過程中領悟、使用、輸出語言和互動的課堂交際活動，在學習語言的過程中，學生所需要的并不是簡單的語言形式，而是可理解的輸入和合適的輸出的機會。因此外語課堂教學應包括“變化性互動(modified interaction)”的各項活動，即任務。讓學生在完成任務的過程中，運用目的語進行理解和交際，從而自然地、有意義地促進目的語的習得。

二．任務型教學模式的理論基礎

任務型教學的理論基礎主要是認知理論和社會文化理論。認知理論的研究者在利用認知心理學的理論對外語學習過程進行研究的過程中發現：有意注意與中央處理對外語發展至關重要，而經過精心設計的學習任務更容易使學生注意到外語語音、詞匯和句子結構中那些缺乏感知和心理突出性而被忽略的方面。認知心理學認為：外語要經歷輸入，中央處理和輸出三個階段。學習者接觸到輸入的語言材料后，首先引起大腦的注意，被注意到的輸入進入下一級的加工系統--中央處理。學習者在對語言加工的過程中，通過對語言材料的處理，產生中介語，并在最后形成語言的表達，即輸出。在輸入到輸出的過程中，大腦要進行注意、記憶、思維、信息處理等一系列的加工活動。任務前的計劃活動要精心設計。計劃活動可以使學生關注任務的內容，任務的理解以及有效完成任務的相關背景，這將最終促進在完成任務過程中材料與想法的轉換，從而提高語言的復雜性和流利性。社會文化理論主要是由前蘇聯的維果茨基提出的。學習的本質是一個復雜的個體信息加工的過程，這個過程包括了感知覺、記憶、提取、鑒別、比較、分析、綜合等心理過程。因此教學任務的設計要符合這種個體信息加工的規律，教學設計理論的研究重點放在將知識和技能加以分解的層面上，使之符合一定的加工順序。也就是說，教學設計研究的重點是知識和技能傳遞的設計。所以教學要以學生為中心，設計的任務要以學生為中心。

三．教材內容和編者意圖

本節設計內容取材于人教版高一英語教科書中的第二單元English around the world。主要內容講述的是英語的廣泛應用以及和英語語言有關的文化及背景知識。語言作為人類長期發展過程中社會化的產物，不同的地域，習俗及文化造就了語言的差異性，英語也是如此。目前英語被很多國家作為官方語言采用。

四．教學片斷的具體分析

4.1 閱讀理解的模式（Reading model）

任務型閱讀模式的三個步驟：任務前(pre-task)、任務中(while-reading)和任務后(post-reading)。在整個教學程序的設計過程中，教師圍繞課文的主題，根據學生的實際情況，遵循從易到難，從簡單到復雜的原則，以活動為中介形成一種有價值的閱讀學習方式，通過多元的，多樣性的活動去溝通與閱讀學習的關系，最終使學生在課內、語言學習上、生活實踐中有所得益。

4.2閱讀前的任務（pre-reading）教師在閱讀前的主要作用：

給學生介紹閱讀的主題，分析閱讀的內容，介紹與閱讀內容有關的社會風俗、歷史文化、人文地理、自然背景等相關的知識，有助于學生理解文章。摘要介紹并分析部分有礙于課文理解的生詞，甚至一些較為復雜的句子結構。

學生在閱讀前的要求

在應用閱讀技巧閱讀時，學生不允許查字典來查找生詞。要學會應用猜詞的學習方法及策略，生詞一般都是上下文中處理，因為上下文可以給學生提供認知或意義的線索，把情境與詞義巧妙的聯系起來。在閱讀時應集中注意那些有助于理解的基本詞匯，利用知識結構中已有的知識觀察詞的結構，通過前綴和后綴、語音和拼法加以聯系猜測。

4.3 閱讀中的任務(while-reading)快速閱讀指定的內容（用眼讀，切忌用嘴讀出聲或用手指或筆指著單詞逐一往下）。一般規定時間是一篇文章從閱讀到完成題目大約8分鐘。（一般高中的短文長短大約需要8分鐘）。在規定時間內閱讀完后，提問好、中、差學生，回答和文章有關的問題。問題要圍繞中心思想（main idea）。問題包括細節性問題，作者意圖，文章大意，段落大意以及正誤判斷，讓學生在文章分析中，不能停留在句子成分的分析上，必須對文章整體結構進行分析，逐步提高語篇水平上的理解力，養成整體認識的習慣。信息的整體輸入是讓學生整體感知閱讀材料，領略文章大意。獲取有關what, where, when, why, who, how等基本事實以及start, process, end總體過程脈絡，最后給文章選標題等。

4.4 閱讀后的任務(post-reading)學生的任務

用簡短的話表述自己對文章的理解和領會，但不是復述課文，可以中英文夾雜使用。解釋所選答案的依據。該環節同時也能加強學生口語表達練習。

教師的作用

引導并評價學生的復述，在此過程中不要糾正學生的語音、語法錯誤，即使是比較嚴重的錯誤。在學生對課文理解的基礎上，核查學生對生詞的猜測情況。同時，引導學生圍繞課文開展各種形式的口筆頭交際活動。如復述課文(retell)、問題討論(question discussion)、角色扮演(play roles)、采訪(interview)等與課文相關的話題等，也可動筆進行改寫（rewritten）、提綱(outline)、摘要(summary)等。

心理撫慰和鼓勵作用：學生在閱讀存在心理問題，許多學生習慣于5-8分鐘的單篇閱讀理解，而面對教科書中的較長的閱讀，學生可能會缺乏耐心，煩躁不安、尤其當文章內容涉及到自然科學和文化歷史或者內容陌生而且文字晦澀的文章時，他們就會感乏味，失去耐心。所以教師不僅要培養學生的英語閱讀技巧，還要注意心理素質和情感的撫慰和鼓勵。

五、結束語

影響閱讀理解的因素很多，但主要有以下三個方面：閱讀目的，學習者的角色和閱讀材料類型。這些因素實際上是影響閱讀理解的變量。所以任務型閱讀技巧和策略應具備以下三個要點：①意義優先；②任務完成為主；③評估基于任務完成與否。也就是說，任務要以意義為中心，重視學生如何溝通信息，而不強調學生使用何種語言形式。任務的焦點是解決某一個交際問題。因此在英語課堂中，以任務型教學方法為主，輔助于其他的教學方法，對學生的閱讀能力進行培養，循序漸進的提高閱讀速度，是教師必備的教學能力。參考文獻

[1] Numan, D., 2001, Second Language Teaching and Learning.Beijing: Foreign Language Teaching and Research Press [2] Nunan, D.1989.Designing Tasks for the Communicative Classroom.New York: Cambridge University Press.[3] Skehan, P.1996a.A framework for the implementation of task-based instruction.Applied Linguistics 17(1), 38-62.[4] Williams, E., 1984, Reading in the language classrooms.London: Macmillan publishers Limited.[5] Walker, B.W.and Morrow, L.M., 1998, Tips for the Reading Team, Strategies for Tutors, International Reading Association, Inc.[6] Willis, J., 1996, A Framework for Task-based Learning.London: Addison Wesley Longman Ltd.[7]束定方，2000，外語學習者策略分析，《現代外語教學》，上海外語教育出版社。[8]姚國英，2004，運用任務型教學模式，提高語篇閱讀教學實效。[9]謝旭文，2003，任務型教學的理論與實踐

第二篇：任務型教學論文

摘 要：在英語教學的過程中，任務型教學法具有重要的作用，它能夠使得學生學習興趣得到提高，同時培養學生學習的技巧和方法，使其更好的應用到學習過程中去。任務型教學法是一種新型的教育理念，在教學過程中，其要求教師應積極發揮主導作用，精心設計課堂，實現語言情節的生動活潑，從而為學生的積極主動參與創造有利條件，讓學生能夠談論喜歡的內容，認真完成任務，激發起學習的動力。

關鍵詞：任務型教學法；英語教學；應用分析 在英語教學的過程中，任務型教學法不但可以使得學生在英語學習方面的興趣提高，而且能夠引導學生掌握學習方法和技巧，以更好應用到日后的英語學習中去。它既能夠為給學生創造良好的學習環境，又能使其綜合能力得到有效提高。同時，還可以對學生在生活中解決和分析問題能力加以培養。筆者在此對英語教學過程中的任務型教學法進行分析，以期能夠發揮其在英語教學中的積極作用[1]。

任務型教學法是在上世紀80年代提出的，90年代后其在理論上獲得了不斷的進步和成熟，這是強調學生創新能力和應用能力培養的新型教學法，順應了英語教學的發展方向。所以，當前在英語教學的過程中積極開展任務教學法，對于學生英語運用能力的培養和英語教學改革的實現具有重要的意義。

一、任務型教學的含義

所謂任務型教學，即task—basedlanguageteaching，主要是指將任務作為核心進行語言組織、單位計劃的教學方式。其中“任務”就是人們在每天生活和工作中所不斷進行的各項活動。然而，在外語教學的過程中，尤其是任務型的教學中，“任務”主要是指將真實世界作為參照，通過形式語言來進行一系列的活動。因為在任務型學習過程中，“任務”和真實生活中任務存在很多一樣的地方。《語言學習認知法》對坎德林、朗、紐南的觀點加以綜述，總結了“任務”應具有的五個特征：（1）最重要的就是意義；(2)需要對某個交際問題進行有效解決；(3)在真實世界中存在著類似活動；(4)首先要進行的考慮就是任務的完成；(5)結合任務結果來對任務執行情況加以評價。任務型教學所強調的是，學生應在真實的任務驅動下，在對任務進行探究以及解決的過程中，進行自主協作，從而在會話和討論的過程中進行學習活動[2]。

二、任務型教學法的基本設置原則和理論框架

1．設置任務應遵循的三項重要原則

三項重要原則主要為：真實性的原則、形式和功能的原則；任務依賴性的原則。其中真實性的原則主要是指應確保學習者所處理以及接觸的語言材料都是真實可靠的。這些材料應為那些會在目的語境中見到書面語或者口語，而非某個教授為語言而特意編撰的。

而形式和功能的原則主要是指所在任務的設置過程中應使學習者采用演繹或歸納的方法來對不同語言的形式和功能目的加以有效解釋。

任務依賴性的原則和教學程序有著密切關系，其主要是指在教學過程中各種任務的排列次序。這條原則還包涵另一個意思，那就是任務應從接收開始向生產進行依次排列，即讀和聽的任務應放在說與寫之前，以及復制性的任務應放在創造性任務的以前。所謂復制性任務主要是指學生在老師所提供的語言材料中進行語言的再現，而創造性的任務則主要是指學生使用以前沒有見過或者沒有被提示過的語言來認真完成任務[3]。

2．任務教學法的理論框架

威利斯曾提出任務型教學的主要實施框架。其主要內容包括：前期任務(Pre—taskstage)，主要是對主題以及任務加以介紹；任務的主要環節(Taskcycle)，主要是對計劃、任務、報告進行有關介紹；語言的焦點(Languagefocus)，其主要是進行練習和分析[4]。在前期的任務中存在兩方面的基本功能：主要是對學習者所選話題進行介紹，并激發學習者對于此話題的學習興趣，從而認真準備相關的短語、詞匯、句子，保證任務的有效完成。在這個過程中，還有一個附加的功能那就是使學生能夠在執行任務的過程中進行流利的交流。在任務的主要環節中，主要任務進行籌劃和匯報。在這個過程中，學生應以配對以及小組的形式來對他們的語言資源加以運用，以此來實現任務目標。為了防止出現在語言交流過程中使用不精確的現象，學生應與老師一起籌劃進行匯報，通過書面或者口頭的方式在全班進行公開展示。而語言的焦點則主要就是對語言進行聚焦的過程。在這個過程中，需要分析和鑒別在任務完成過程中所自然使用到的語言。這些語言的分析能夠是關于句法、功能、構詞、詞匯、意義以及語用的基本范疇和語音特征。在進行一定的分析以后就是進行短語、詞匯、句子的操作了。

三、在英語教學中任務型教學的主要特點

在（Designing Tasks for the Communicative Cla．ssroom)一書中David Numan就明確表示，任務就是指“做事”，為了保證任務的完成，學習者用將“意義”作為目的，調動各種非語言以及語言資源來進行意義的共建，從而達到某種交際問題得以解決的目的。在進入到21世紀以后，這種用語言來做事的教學方式也漸漸滲透到我國的英語教學過程中，在英語教學中任務型教學的主要特點為以下幾個方面：

1.信息溝通更加突出

信息的共享和溝通是人類普遍存在的心理需求。一旦不能滿足這種需要，人就會去重新的追求和尋覓。而任務型教學法正是對學生這種心理需求的有效運用，通過有意識地對信息差的任務方式進行創造來使得學生學習積極性和興趣得到調動，更好的投入到語言交際過程中。在這種氛圍中，學生會帶著一定的渴求來傳遞信息和獲得信息，從而更好的運用語言，強調信息溝通，語言表達的重要性，而不是過多強調語言形式。

2.體現交際活動的真實性

在英語教學過程中一個重要目標就是使得學生真實交際能力得到培養，在當前的英語教學過程中，很多把功能作為基礎的教學活動還沒有真正做到源自真實生活，而最多只能叫做準交際。要想在真實生活中提高學生運用語言的能力，就必須在教學活動中讓學生能夠積極參與以及完成真實的任務。任務型教學法在設計以及實踐上都是將學生的實際生活經驗和知識水平作為基礎的，其強調通過課堂教學法來讓學生使用英語完成真實的學習、生活和工作，從而使得學生在運用英語方面的能力得到有效提升[5]。

3.充分發揮學生主體作用

在任務型教學法中，并不是將某一個語言形式當作訓練的主要目標，而是將一個個任務來當作引子，通過學生各項任務的完成而進行大量的、多形式的語言實踐，從而使得語言的綜合運用能力得到提升。任務的完成需要學生充分發揮其主觀能動性，進行主動的思考，用所學到的知識來對新問題、新情況加以解決，再通過同學間、師生間信息交流，讓學生在語言運用方面的能力得到有效提升。所以，在任務的完成過程中也應充分發揮學生的主體地位，以此來切實提高學生的語言運用能力和水平。

4.積極進行語言實踐

英語是一種語言，是進行交際的工具，所以其具有一定的實踐性。學生對語言進行學習的主要目的就是交際，而獲得這種交際能力應有大量的、足夠的語言實踐。任務型教學法所強調的就是在交際活動中對語言進行使用的結果，而非單純進行語言知識的學習和語言技能的訓練。在任務型教學法中，因為許多任務都是由group work、pair work來完成的。所以這樣會給學生留下更多活動時間，從而大大增加學生在語言實踐方面的活動總量。所以，任務型教學法的一個重要特征就是為學生提供一系列實踐機會。

四、任務型教學法在英語教學中的應用

1．任務的設置

第一，在設置任務時確保目的明確，并具有一定的可操作性，也就是說在對任務進行設置時應要有明確主題。所有任務都必須和這個主題保持聯系，這樣才能使得學生集中注意力，圍繞主題進行多方面拓展、多層次探討的開展。如，在What time do you usually get up?的單元能夠進行Survey任務的設計，讓學生通過對父母朋友作息時間進行調查，來在課堂上展開積極的交流。

第二，任務的設置應考慮學生的興趣和生活經驗，應盡量保證方式和內容的真實性。在對體育運動、游戲等詞匯進行學習以后，教師應引導學生寫出自己感興趣和不感興趣的活動，然后兩人一組，來對課外活動項目看法加以討論，最后對全班學生所喜歡的課外活動加以統計。此外，還可以引導學生圍繞which activity is the best ofall and why的辯題展開討論。

第三，設置的任務應能夠保證學生處理、使用和獲取有效的信息，方便其用英語和他人進行交流，培養起用英語來對實際問題加以解決的能力。如針對“怎樣安全逃離火災現場”的任務，學生可以根據一般常識和課文中所學到的知識來找出相關的措施。通過這項任務的完成，學生可以清楚地明白在發生火災時可以做什么，不可以做什么，怎樣才可以安全逃離出現場。

2．任務的完成

在任務的完成過程中，首先應引導學生進行一定能力和知識的儲備，以為任務的完成打下基礎。教師在教學任務進行設計以后，在課堂教學的開始就應將任務告訴學生。學生要想圓滿完成老師的任務，就應該進行一系列的查閱、閱讀、分析等，以此來完成任務。這個對教學內容進行學習的過程就是技能訓練和知識教學的過程。其次，在任務的實施過程中需要學生和教師采取準備措施，比如對足夠信息資源的收集。實施任務的一個重要目的就是為學生提供交流信息、獲取信息、應用信息、處理信息的過程。在這個過程中，教師作為活動的引導者、組織者，也可以參與到活動之中，引導學生積極參與到Pairwork或Groupwork等小組方式中去，以確保任務的共同完成。

3．任務完成結果的展示以及評價

通過任務型學習活動能夠使學生有一種完成任務后的自豪感和成就感。為了能夠實現這種目的，在任務完成以后應進行一定的評價和展示。通過相互之間的交流，學生能夠對各自完成任務情況進行進一步分析，教師以及學生進行相關點評，確保學生吸取到好的做法和經驗，對自己的實踐過程和思維模式加以修正、完善。同時，也可以通過學生對自己作品的價值和質量進行判斷的方式，學會判斷和反思自己的努力和進步。

五、結語

伴隨著不斷提高的素質教育要求，任務型教學在英語教學中獲得了廣泛的運用。其要求教師通過自己角色的轉換，將學生作為主體來對教學活動加以設計，充分實現學生的主體作用。隨著不斷深化的任務，學生在運用語言方面的能力也會得到不斷提高。而隨著附近不同的環境，學生可以結合客觀需要以及自身所掌握的知識來對新知識加以構建。當然任務型教學只是形式多樣的教學方法中的一種，在實際的英語教學過程中，教師應結合不同的客觀需來對正確的教學法加以選擇，實現英語課堂教學的不斷優化[6]。

第三篇：任務型教學法論文

任務型教學法在小學英語教學中的實踐與應用研究

王艷艷

引言：

任務型教學（Task-Based Approach）是20世紀80年代外語教學研究者經過大量研究和實踐提出的一個具有重要影響的語言教學模式。該模式以任務為中心，是20年來交際教學思想的一種發展形態，它把語言運用的基本理念轉化為具有實踐意義的課堂教學方式。任務型教學法產生于國外，始于1979年，N.S.Prabhu在印度高科技區進行了一項強交際法的實驗（Bangalore Project）提出了許多任務類型，并把學習內容設計成各種交際任務，讓學生通過完成任務進行學習。Prabhu的這項實驗可以看作是把任務作為課堂設計的單元的第一次嘗試，并引起了語言教學界的關注。任務型教學法以具體的任務為學習動力或動機，以完成任務的過程為學習的過程，以展示任務成果的方式（而不僅僅是以測試的分數）來體現教學的成就。在教學過程中，教師圍繞特定的交際目的和語言項目，設計出可操作性強的、任務化的教學活動，運用學習任務組織教學，強化了語言實際應用的過程，充分體現了語言的交際本質；學生通過多種語言活動完成任務，達到學習語言和掌握語言的目的。近年來，國際上廣泛采用任務型教學途徑。我國的《英語課程標準》以學生 “能做某事”的描述方式設定各級目標要求。要求學生在教師的指導下，通過“任務型”學習活動發展他們的“綜合語言運用能力”。它要求教師應該避免單純傳授語言知識的教學方法，盡量采用“任務型”的教學途徑。教師應依據課程的總體目標并結合教學內容，創造性地設計貼近學生實際的教學活動，吸引和組織他們積極參與。學生通過思考、調查、討論、交流和合作等方式，學習和使用英語，完成學習任務。這說明任務型教學途徑是我國外語教育教學改革的一個走向。同時，現采用的人教版PEP小學英語教材，從內容的選擇，層次的遞進,課程的設置等各方面都很適合任務型教學的實施。為此,我們在課堂進行了任務型教學模式的研究,旨在構建小學英語任務型教學模式的課堂結構和提供一套相應的操作措施。

一、任務型教學法在小學英語教學中的操作措施

任務型教學模式結合小學生的特征，有效整合人教版PEP小學英語教材，并且“以學生為主體，以任務為載體，以話題為主線，以培養學生的綜合語言能力為目的”的教學理念，初步構建了小學英語任務型教學模式，并將其操作步驟規范如下：

1、Leading-in（熱身運動，引起學生的興趣）

2、Pre-task（呈現完成任務需要的知識，介紹任務的要求和實施任務的步驟）

3、While-task（設計數個微型任務，構成任務鏈，學生一個人或小組形式完成各項任務）

4、Post-task（以展示、表演等形式出示結果）

5、Check（自我評價、小組互評、教師總評價）

6、Homework（做與任務有關的作業或為下節課做準備的作業）

英語教學法的過程實際上是把教材內容活化為學生交際行為的過程。這就需要教師結教材進行活化處理，把文字形式化為聲情并茂的語言活動。因此，教師精心設計教學任務非常重要。教師必須深入分析教材，把握各個單元的語言功能話題在真實生活中的運用情景，根據教學內容、教學條件以及師生狀況，設計出符合真實生活的任務型教學活動。

其次，認真設計教學過程。在課堂教學的開始階段教師就應把設計好的任務以不同的方式呈現給學生。如，教師可以運用實物、圖片或形體語言，配合錄音、錄像、幻燈以及多媒體課件等視聽手段進行該任務的整體輸入，讓學生在感知語言信息的同時自然地受到任務的驅動，這有利于提高學生的學習興趣和強化學生的學習動機。由于學生的語言知識和語言技能與完成任務之間存在著差距，他們需要通過學習來獲得完成教學任務的知識教學的技能。這個學習的過程就是完成教學任務的知識教學和技能訓練的過程。教師在這一教學過程的備課階段，要抓住小學生好活動、善模仿和記憶力強的特點，組織好與完成任務密切相關的、生動活潑的課堂教學活動（例如，聽、說、唱、寫、畫、賽、游戲、表演等），使學生主動、愉快地參與學習，自然、輕松地學習和掌握完成任務所需的語言知識和技能。這些圍繞完成任務所需的語言知識而進行的聽、說、讀、寫的基礎訓練為隨后的學生分小組完成數個微型任務打下基礎。在完成上述教學活動之后，教師可把教學進程自然過渡到完成任務上來。在此階段，教師要根據學生的實際情況設計各種任務，并引導學生創造地完成。

同時，教師可以在學生完成任務的過程中和任務完成后，通過考察和交流，對學生的書面作業、口頭問答、課堂展示、學習態度、參與程度和合作精神等作出過程性評價。這種評價可使學生在學習過程中不斷得到激勵，產生自信心和成就感，并轉化為繼續進步的動力。而在布置家庭作業時，教師應擬出一至兩個與教學內容和話題任務相關的話題，讓學生在下一節課以小組為單位進行匯報或表演。小學階段我們所設計的課外作業有：制作姓名卡片和地址簿，用英語給朋友或老師打電話，學唱英語歌曲，講英語幽默故事，自制寫有英文祝辭的圣誕卡或新年賀卡，模仿課文或對話并錄音，用英語寫配圖短文，給筆友發E-mail,設計英語晚會，用英語收集自己、朋友和家人喜歡的食物、飲料、水果、蔬菜、服裝等，查尋各國主要城市及首都名稱用英語做簡單介紹等。

二、采用任務型教學法設計課堂教學應注意的幾點

筆者認為，“任務型”教學活動中所設置的活動要有明確的目的性和可操作活動應以學生的生活經驗和興趣為出發點，設計出讓小學生樂于參加的游戲、猜謎、小制作的小品表演等活動，使學生在學中玩，玩中學，緊緊地抓住他們的好奇心理，吸引他們的注意力，參與到活動中來，比如：學習第五冊Unit 3時讓學生為自己喜歡的食品制一份廣告的活動，能大大調動學生的學習積極性，激發他們的興趣，當他們能順利完成任務感受成功的時候，就會樹立起自信心，把興趣化成動機，豪情滿懷地參加到學習中來，在學習過程中遇到的困難也能克服。

其次，任務的設計要難度適當，給予學生成功的機會。教師設計活動時，必須根據教學內容設計適合學生水平的任務，要讓學生有事可做、有話可說，并讓學生感受到“我能做我會做”。即使是預先設計好的任務，也應根據形式掌握的情況隨時進行調整。對于低、中、高不同年級的學生，教師更要把握好任務的形式、內容和難度。比如：同樣的話題“food”要求低年級的學生能進行簡單的交流，相互了解對方所喜歡的食物；要求中高年級的學生能說出喜歡某種食物的原因,并能設計出一日三餐的營養食譜。

任務型教學采取合作學習，注意組內的合理分工 任務型教學中所設計的任務大部分依靠小組活動來完成，小組的作用不僅體現在課堂上，它還可以延伸到課外，取得良好的效果。小組是一個密不可分的整體，是親密的合作伙伴。采用合作學習的方式有利于學生共同提高。同時要確保每個學生都有事可做，這點非常重要。因此，學生在組內要有明確的分工。每組的組長要協助教師組織和監督任務的執行情況。教師的任務是：規定任務準備與完成的日期、任務內容、展示要求和注意事項。

《新標準》所倡導的任務型教學將成為發展學生語言能力和綜合素質的重要途徑。當然，這一教學模式還有好些問題有待于解決，比如任務的選擇并有進行需求分析，任務的等級評定也是任意的，并且任何形式中心的活動在語言教學中都受到排斥，學生以對子或小組的形式來完成任務，教師在其間不直接指導都有待進一步探討和研究。

任務型教學法是語言教學的有效途徑，同時它是一種新型的教學方式，因此需要在教學中大膽實踐，積極探索，使任務型教學模式能夠在提高學生的英語實際運用能力上發揮出最大的效應。

第四篇：任務型教學法 論文

浙江外國語學院本科畢業設計(論文)正文

目錄

Abstract...................................................................................................................................i 摘要.......................................................................................................................................ii 1.Introduction.......................................................................................................................1 2.Literature review................................................................................................................2 2.1 Definition of a task......................................................................................................2 2.2 Task-based language teaching in reading ……………………………………………3

3.Application of task-based language teaching in reading.................................................5 3.1 Pre-reading stage..........................................................................................................7 3.2 While-reading stage.....................................................................................................7 3.3 Post-reading stage........................................................................................................9 4.Evaluation..........................................................................................................................9 5.Conclusion.......................................................................................................................12 Works Cited.........................................................................................................................13

On application of Task-based Language Teaching in English Reading in Junior High Schools

Wu Xiangzhen

Abstract: The teaching of reading in junior high schools is a crucial part of teaching English.The New English Curriculum, which advocates the method of task-based language teaching, has been carried out throughout China for many years.It emphasizes learning by doing and aims at providing opportunities for the learners to experiment with both spoken and written language through learning activities.The paper first analyzes some difficulties in teaching reading.Then it proposes the model of task-based language in teaching reading in order to overcome these difficulties.The third part explores its application at three stages: pre-reading, while-reading and post-reading.Finally it evaluates the effectiveness of the task-based language teaching.Key words: task-based language teaching;junior high schools;English reading

i

任務型教學法在中學英語閱讀課中的應用

摘要: 初中英語閱讀教學是英語教學中一個非常重要的部分。《英語課程標準》已經在中國普遍實施，并且它提倡任務型教學模式。任務型教學法提倡在做中學,并且通過活動旨在給學習者提供口語和書面語練習的機會。本文首先介紹了造成英語閱讀教學的一些困難。然后提出了任務型教學英語閱讀的教學模式為了克服這些困難。第三部分探討了它在三個階段的實施：閱讀前、閱讀中和閱讀后。最后評價了任務型教學法的有效性。

關鍵詞：任務型教學法；中學；英語閱讀

ii

On application of Task-based Language Teaching in English Reading in Junior High Schools

1.Introduction

When I worked as an intern in a junior high school, many students have low reading levels and limited skills.There are some difficulties in reading.The main difficulty is their limited English vocabulary.Some students lack English vocabulary, so they cannot understand the connotation of reading materials.However, if we want to understand the reading materials, we must have sufficient vocabulary.In other words, sufficient vocabulary can help us have a good comprehension of reading materials.But the junior high schools’ students have limited English vocabulary, which affect the comprehension of reading materials.What’s more, students don’t know how to build up their vocabulary.Another problem is students’ bad English reading habit.The junior high schools’ students don’t have a good habit of reading English.First, students have a small amount of English reading.Students only read the text-books and do exercises, then they don’t read other English materials.Second, most students have no interest in reading English materials.Third, most students read the passage word by word, and they don’t understand the meaning of the passage as a whole.They rely on teacher’s translation and explanation.In addition, many students have poor English reading skills.Most students have not mastered basic English reading comprehension skill.First, when students do some reading comprehension, they frequently read the article first, and then read the title and the last part of the passage to find out the answer.This is not only a waste of time, but also there is no effect to read in this way.Second, a large number of students don’t pay enough attention to the topic sentence.They read the article word by word and cannot logically understand the passage.So teachers should develop students’ reading skill gradually because it is remarkably crucial for students to improve reading ability.According to the reading problems in junior high schools’ students, we can see the present situation of reading teaching in English clearly.In such a situation, is task-based language teaching effective in improving students’ reading ability? This is the issue the

１

paper is intended to explore.2.Literature review 2.1 Definition of a task

Before we want to know task-based language teaching, we should first know what the meaning of a task is.Many people have given a definition to a task.A variety of definitions of a task can be found as follows: According to Long, a task refers to the all kinds of things people do in their daily life, at work and at entertainment.A task is that when you ask some other people what things they do and they will tell those things to you.But they are not the applied linguists.(Chen Yajie 3)

In Crookes’s opinion a task is that the work is along with a purpose, and it is accomplished as a part of a course or work, or it is used to obtain the research data.Breen gave a definition to a task, any kind of language behavior that has been organized carefully, it has specific goals, appropriate content, specific teaching process and a variety of different results.So a task is considered as a series of work plan, whose overall goal is to promote the language learning, whether the practice is simple or the activity is complicated, such as solving the problem, make a decision through the group work.(Chen Yajie 6)

According to Bygate et.al., a task is a kind of activity that is influenced by the teaching in short or long term, it needs the learners to pay attention to the meaning of the language and use the language to achieve the goal.(Chen Yajie 6)

Willis thinks the task of language activities the learners use, they are not only to communicate objections, but also to achieve a goal.(Chen Yajie 6)

Prabhu thinks “[A task is] an activity which requires learners to arrive at an outcome from given information through some process of thought, and which allowed teachers to control and regulate that process.”(Prahbu 24).Nunnan thinks “a task is a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate form.The task should also have a sense of completeness, being able to stand alone as a communicative act in its own right with a beginning, a middle and an end.”

(Nunnan

２

8).Skehan thinks “a task is an activity in which 1)meaning is primary 2)learners are not given other people’s meaning to regurgitate 3)there is some sort of relationship to comparable real-world activities 4)task completion has some priority 5)the assessment of the task is terms of outcome.”(Skehan 9).Ellis thinks a kind of work plan requires learners to deal with the language when they are using the language in real life in order to achieve an outcome, and the evaluation of the results can see whether it conveys the correct or appropriate propositional content.So, it needs learners to focus on the meaning of the language firstly and take advantage of their knowledge of the language, although the design of the task may lead them to choose a specific language form in advance.A task aims at using the language and this using may direct or indirect relate to the language use in real world.Like other language activities, a task can involve output and receptive skills, oral and written communication skills, as well as a variety of cognitive process.(Edwards & Wllis 18)

All the experts mentioned above had given their own definitions to a task on different aspects.For example, Breen sees a task as a work-plan, which have the overall purposes of facilitating language learning from the simple and brief exercise type.However, Skehan described the five key characteristics of a task.In my opinion, I think a task is that the teacher puts forward some requirements that you need to do some activities to accomplish by using some devices.A task is that people do some things in order to achieve some goals and the activities carried out by people become a necessity in the language using.2.2 Task-based language teaching in reading

Task-based language teaching is a kind of effective approach which was first started and radically established since 1980s.It is a development of Communicative Language Teaching.It is first put forward by Prabhus.Some experts had given other definitions of task-based language teaching.Nunan thought task-based language teaching is an approach to the design of language course in which the point of departure is not an ordered list of linguistic items, but a collection of tasks.(Nunan19-38)Jane Willis thinks task-based language teaching is an approach to language teaching which makes use of authentic materials in communicative tasks.These pedagogical tasks

３

reflect real-world tasks that the learners in a given situation would complete as a part of their daily life.Pedagogical tasks act as building blocks to an ultimate objective.Thus, TBLT relies both on the learner’s ability to learn analytically and on the teacher’s flexibility and creativity are demanded as he/she diagnoses the outcomes of each task and creates new materials in response to newly revealed learner needs.TBLT is a complex approach to language teaching, but in its complexity it responds to both current SLA theory as well as the practical needs of the classroom.(Willis72-75)

The task-based approach aims at providing opportunities for the learners to experiment with and explore both spoken and written language through learning activities which are designed to engage learners in the authentic, practical and functional use of language for meaningful purposes.(Hong Kong’s English Syllabus)

According to those definitions of task-based language teaching, a lot of scholars tend to put it into teaching reading in Junior English.In order to use it effectively, people do some many researches from abroad and at home.In other countries, Prabhu gave a definition to a task in his book Second Language Pedagogy.He carried out the famous Bangalore Communicational Teaching Project in India for around five years.He put forward a lot of task types, and designed the content into a variety of communicative tasks learning to let students learn by completing tasks.Prabhu’s Bangalore Communicational Teaching Project is a milestone in Second Language teaching and he has laid a solid basis for the further development of task-based language teaching.(Prabhu53-56)

Jane Willis and Peter Skehan put forward a model for achieving the concerned about the balance the communication on one hand, and form a general on the other hand.The framework of the model is pre-task, during-task and post-task.Willis emphasized a methodology for using tasks to combine naturalness of communication with opportunities to focus on form.Skehan made a similar attempt to show how balance between form and meaning can be achieved.In addition, he tried to link the methodology to the information-processing framework more explicitly.They put tasks at the center of Second Language teaching and learning, which gives opportunities to learn well.What’s more, they gave a clear, practical and ready-made framework for task-based teachers and researchers.This framework results from extensive trials of TBLT all over the world.Regarding the methodological procedures for implementing the task-based language teaching work-plan in class, Rod Ellis takes into two kinds of procedures: the lesson plan and participatory structure.The purpose of the task-based methodology is to give

４

opportunities for language learning and skills development by means of building the cooperation knowledge.According to these researchers and other researchers’ study, it contributes to the development of task-based approach.They give the direction of task-based approach in English teaching and learning as a foreign language.And also, they give a clue for our country’s study in task-based approach.In China, the research of the task-based language teaching started in 1990s.Xia Jimei and Wu Xudong firstly introduced task-based language teaching to China.And many researchers tend to put it into English teaching, especially in teaching the reading of English.With the carry out of The English Curriculum Standard, the study has developed furthermore.Nonetheless, their study is still at the beginning of the stage.In recent years, many scholars and English teachers strive to put the task-based language teaching into reading teaching such as Lu Li, Lin Lixian, and Ma Yinghua.Lu Li made an experiment of one-year task-based language teaching in the middle school and found that experimental class made more progress in listening and writing than the control class.Ma Yinghua analyzed the characteristics of the task-based reading instruction and made an attempt on the combination of task-based language teaching model with the traditional material.In her point of view, the effective integration of the task-based language teaching model with the traditional language-focused reading model brings about the improvement of students’ language comprehension ability.Their research enlightens, inspires and supports the task-based language teaching in English reading instruction.But it is a pity that their studies are only restricted to theory research or a separate lesson design.The research both at home and abroad shows that we should make more efforts on studying task-based reading instruction and put task-based language teaching into English reading class so that we can improve students’ comprehension ability, the talent of using language and some other capabilities.So we should use task-based language teaching in English reading class.3.Application of task-based language teaching in reading

This part will demonstrate the procedures to carry out a task-based language teaching in English reading.５

All the traditional models of teaching reading cannot improve students’ language ability, so many experts attempt to find another effective way.They find the task-based language teaching is useful in teaching reading.So many teachers try to apply the model to teaching reading in English class.In this part, I would use the example that I used when I was a practice teacher in junior middle school.I would use the example to present the procedure of task-based language teaching in reading.The example is from the English textbook published by Foreign Language Teaching and Research Press.The lesson is Module 3, unit 2.The title is The Library is on the Left of the Playground.Before using the example, I will introduce some models of teaching reading in English.Firstly, the traditional model.Based on bottom-up model of reading, this model uses traditional Grammar-Translation Method to teach reading.It is teacher-centered model.During the learning process, the teacher acts as a dominator and the students are only like receptacles.The teacher talks from the beginning to the end through the whole class.The teacher explains the grammar rules, analyzes sentence structures, translates the passage sentence by sentence and explains the keywords and sentences to students.In this kind of class, students almost have no time to read, to think, to speak and to practice.They have no opportunities to express their own ideas to the whole class and the teacher.Students are totally ignored by the teacher and they have no chance to communicate with each other.As a result, the students lack the ability to communicate with each other and lack the comprehension competence, then they cannot use the English language well.But it also has some advantages.It improves the students’ writing ability as well as it enables the students to form a more solid knowledge of grammar.In this model, I will introduce some grammar to the students and when the students cannot understand my instructions or some explanations, I will use the mother tongue to explain the instructions, Secondly, Question-and-answer model.In order to change the traditional model in English teaching and improve the students’ ability to use language, then teachers adopt the ask-and-answer model to replace of the traditional model.I will ask some questions to let the students answer.Through the process of question-and-answer, the students improve the ability of expressing themselves.What’s more, the Presentation, Practice and Production model.Almost all the teachers are familiar with the Presentation, Practice and Production(PPP)model of teaching.A PPP lesson would be started by the teacher introducing a new language item

６

in context followed by some controlled practices, such as repetition, read the passage or dialogue and so on.Students then move on to produce the language in a more meaningful way, such as a role play, a drama, an interview and so on.After the students accomplishing the tasks, I will let the students present their achievements.Meanwhile, I will ask them to practice the language points they have learned in the class.I combine these traditional models with the task-based language teaching model.Then it improves the efficiency of teaching.3.1 Pre-reading stage

In this stage, I introduce some knowledge that is necessary to achieve the tasks, and some other skills.And I put forward some tasks for the students to complete.(1)At the beginning of the class, I present some pictures to let students guess the words according to the pictures.Show the pictures to the students, and let them know the words and phrases: dinning hall, playground, school office, classroom building, sports hall, science building, the library and school gate.Let the students master the basic names of the building in school.(2)Practice to use those phrases and words that have been learned last class: behind, front, in front of, on the right, on the right of, on one’s right, on the left, on the left of, on one’s left and between…and….And the students can use the phrases and words to describe the pictures.(3)Show the picture that the textbook used, let the students open the book and read the title together, then ask the students to get some information from the title and the picture.(4)According to the title, The Library is on the Left of the Playground, instruct the students to predict: what will the passage talk about? 3.2 While-reading stage(1)Skimming.Require the students to read the passage quickly and to find out the new words and phrases that they think important.List some questions about the passage on the blackboard to let the students answer after they reading the passage.① How many buildings are there in our school according to the passage? ② What are the names of the building? ③ Is the playground in the middle of the school?

７

(2)Scanning.Let the students read the passage again and understand the meaning of the passage.(3)Careful reading.Ask the students to read the passage carefully, and catch the key words.Firstly, the teacher should explain what the key words are to the students.Then let them read the passage carefully and concentrate on the key words.Secondly, ask some questions to let the students answer.④ What is on the left of the playground? ⑤ What things are there in the library? ⑥ Where are the school offices? ⑦ How many classrooms are there in the classroom buildings? ⑧ Where is the dinning hall? ⑨ Where is the sports hall? ⑩ Where is the science building? 11 Where are the science labs and computer rooms?(4)After the students answering the questions, I let them fill the blank on the blackboard.(4)Then read the passage again and check whether they have questions or not.８ Classroom building

playground

School gate In this stage, I also use the Question-and-Answer model.By using the methods of questioning, answering, facilitating and directing, the information is presented in a variety of ways rather than in one way, in other words, the teachers’ instruction is merely changed into the communication between the teacher and the students.Thus, the students have the chance to take part in classroom activities, and the teacher can understand part of the students’ ideas.What’s more, the teacher dominates the class all the time, which results in the fact that the students cannot take turns to express their ideas.According to this model, it strengthens the interaction between the teacher and the students.What’s more, when the students cannot understand the questions or some instructions, I would use the mother tongue to explain it.By using the traditional model, it can use the task-based language teaching better and can help the students accomplish the tasks more effectively.In this stage, students understand and master the passage according to the questions and tasks the teacher puts forward.Through the pair work or group work, students develop the spirit of cooperation and they can express their ideas bravely.According to the processes of accomplishing the tasks, students can understand the passage better.3.3 Post-reading stage(1)Require the students to present their answers to the classmates.(2)Then according to the form on the blackboard, let the students retell the passage.Before retelling the passage, the teacher should give some minutes to the students to prepare and encourage them not to be afraid of making mistakes.(3)After retelling the passage, let the students use the words and phrases they have learned to describe our school.In this stage, students present their achievements.In addition, they apply the knowledge they have learned to the real life.Then they will master the knowledge better and they will apply the knowledge into the real life.4.Evaluation

According to the example, we find the task-based language teaching have some features.Firstly, it must have a clear goal.Secondly, we should use the examples which are close to the students’ life and the students are interested in them.Thirdly, this is the process of the students to obtain, dispose and communicate information.Fourthly, in this

９

model, the students must use the target language to do activities.What’s more, when the students use the language, they should pay attention to expressing meaning.At last, we must obtain a product from the activities.According to this example, there are a lot of advantages of the model of task-based language teaching.Firstly, task-based language teaching focuses on the real situation let students accomplish the goals to master the useful, meaningful language.It is a student-entered model, students have many opportunities to do things in class activities, which would help students improve their ability to use language and open up their thinking.In the example, the students have a number of activities to do.During the process of achieving the activities, they master the language points and know how to express their ideas and how to use the language.Secondly, in TBLT, there are many interactions between teachers and students, between students and students, it will provide an opportunity to develop students’ communicative skills and it can acquire various ideas of the topic from each other.In the example, according to the teacher asks the questions and the students answer the questions, the teacher understands the students’ ideas and the students can express their ideas bravely.Through the process, the students develop their communicative skills.Thirdly, in TBLT, students use group-work or pair-work, students will learn many things from others and feel at home in such an environment.Then they would like to study in this situation and build up their confidence.In the example, the students are fond of the model very much.They would like to express their ideas and they like to take part in the class activities.The atmosphere of the class is very good.And the teacher likes teaching in such an atmosphere.Fourthly, task-based language teaching presents the tasks at the beginning of the class, so the students would do the activities according to the tasks.So students would be interested in the class and arouse the students’ enthusiasm to study.It changes the students’ passive learning model.Fifthly, task-based language teaching has purpose, process and the comprehensive characteristics.According to deal with the problems in the process, the students develop their thinking and they learn to use different kinds of learning strategies to solve a variety of different kinds of problems.As for teachers, they may feel much happier in TBLT class than in traditional class because students like participating in the class and their performance are intensely active.１０

They show much interest in reading.In TBLT, students may present a lot of strange questions, so teachers should broaden the scope of their knowledge to help students solve these strange problems.It can improve teachers’ skills.We can see the model of the task-based language teaching has so many advantages, but there are also some limitations.Firstly, it takes much time and many tasks cannot be accomplished well.There are many tasks to achieve, but the class time is limited, so teachers can not finish all the tasks, which suggests that teachers should find a better way to finish all the tasks efficiently.When I have a class with this model, because there are many interactions between the teacher and the students, and there are many activities, I cannot finish the class in time.As a consequence, I cannot accomplish the tasks very well.Secondly, the teacher cannot make sure that every student can efficiently take part in the tasks.Some students are poor in English, so they do not participate in the activities in class or they are only to be audiences and listeners.Because the class is very big and there are fifty-two students, when I have a class, I cannot pay attention to each student.When they do the activities, some students are only to have a chat.Thirdly, because of group-work or pair-work, students should discuss different ideas with each other, sometimes the discipline in the class will be very poor.The teacher can not manage the class effectively.Due to the big class, sometimes the class is very noisy and I cannot keep them quiet.So it may influence the effectiveness of the teaching.What’s more, because of the examination-oriented education, almost all teachers give up this teaching model.In spite of these limitations, the model of task-based language teaching is an effective way to teach reading in junior middle school.When I use the task-based language teaching to teach a passage, I find the students are more likely to study and they want to take part in the activities.They are brave enough to express their ideas.The atmosphere of the class is active Not only the students can learn things from the teacher and other classmates, but also the teacher can learn things from the students.What’s more, through the model of task-based language teaching, I also develop my communicative skills.And I am better at managing the class.Also, I can deal with the relationships between the teacher and the students better.So we should advocate this model and apply this model to teaching English reading.１１

4.Conclusion The New English Curriculum requires teachers should use task-based language teaching in their classes.Reading plays an important role in teaching English.What’s more, to speak English clearly and make the pronunciation more standard is very important.At the same time, the ability of reading comprehension, creative thinking, solving problem and cooperative spirit has become the essential needs in today’s society, so teachers should use it to teach reading.The TBLT has many advantages, but it also has some limitations.So the teacher should continue to strengthen advantages and overcome limitations.In order to implement the task-based language teaching effectively in junior school English reading class, teachers need to further explore its implementation.But on the whole, the model of task-based language teaching is an effective and feasible approach to teaching reading in junior high school.１２

Works Cited

Edwards,Corony & Jane Wllis.《任務型英語教學法：課堂研究與實踐》，高等教育出版社，2009.[Edwards,Corony & Jane Wllis.Teachers Exploring Tasks in English Language Teaching, Higher Educational Press, 2009.] Harmer, Jeremy.How to Teach English, Cambridge University Press, 2004.Nunan, David.Task-based Language Teaching, Cambridge University Press, 2004.Prabhu N.S., Second Language Pedagogy, Oxford University Press, 2001.Skehan, Peter.Cognitive Approach to Language Learning, Shanghai: Shanghai Foreign

Language Educational Press, 2001.Willis, Jane.Framework for Task-based Learning, London: Longman, 1996.社，2011。

龔亞夫、羅少茜，《任務型語言教學》，人民教育出版社，2003。教育部，《義務教育英語課程標準》，北京師范大學出版社，2011。林新事，《英語課程與教學研究》，浙江大學出版社，2008。王薔，《英語教學法教程》，高等教育出版社，2006。

[Wang Qiang, A Course in English Language Teaching.Higher Educational Press, 2006.]

陳亞杰、薛枝、栗霞，《任務型語言教學：從理論到實踐》，外語教學與研究出版

１３

Acknowledgment

First of all, I would like to express my sincere acknowledgments to my supervisor Xu, for her detailed guidance, critical insights and great patience in the accomplishment of the thesis.Without her invaluable advice and help, the present thesis could not have come into being.Mrs.Xu always gives me precious, valuable and constructive suggestions.I am also grateful to my teachers for their enlightening courses during the undergraduate program and their great help at the thesis proposal stage.Finally my deep gratitude goes to my family and friends for supporting me with both understanding and encouragement throughout my thesis.１４

第五篇：任務型教學

什么是任務型教學途徑？

任務型教學就是以具體的任務為學習動力或動機，以完成任務的過程為學習的過程，以展示任務成果的方式（而不是以測試的分數）來體現學習的成就。學生有了具體的動機就能自主地學習，并且主動地用所學語言去做事情，在做事情過程中自然地使用所學語言，在使用所學語言做事情的過程中發展語言能力。

任務型教學途徑在英語中是Task-based approach,所謂“途徑”或通常所說的“路子”，指的是一種教學原則或理念，而不是某種具體的教學方法（method）。任務型教學途徑目前被許多國家采用。大量的論著和實驗資料表明，任務型教學途徑是一種以人為本的，能體現語言價值的、先進的、有效的教學途徑。這種教學途徑實際上可以認為是以應用為動力，以應用為目的，以應用為核心的教學途徑。即“為用學，用中學，學了就用。”

任務型教學途徑為學生提供了較大的時間空間，能比較好地發揮學生的主動性和創造性。任務型教學途徑對各種教學方法有很大的包容性，適合多種活動類型和組織形式，不但適用于運用語言的活動，也適用于學習語言技能和知識的活動；更適合于研究性的課堂教學。提倡任務型教學途徑有什么重要意義？

從學生學習的角度來說，任務型教學就轉換成了任務驅動型學習。通過對

大量論著和實驗資料的分析，通過對課堂的觀察，通過對學生成績的對比統計，可以看出任務驅動型學習有以下幾方面的重要意義。

（1）任務驅動型學習是雙邊的或多邊的交互式活動，在活動中所學語言是交際的工具，其價值能得到充分的體現。學生對學習英語的價值的直接感受，有利于提高學習的自覺性。

（2）任務驅動型學習有較明確的具體目的，有利于激發學生的學習動機。

（3）在完成任務的過程中學生容易看到成就，體驗成功，有利于激勵學習積極性。

（4）在完成任務的過程學生能感到自我的不足，有助于激發自我完善的欲望，啟動不斷學習的內在動力。

（5）在執行任務的過程中，每個學生都承擔著一定的責任，因此有利于培養責任心。

（6）在任務驅動型學習中，有較多的人際交往，由較多的機會思考、決策、應變，因此有利于培養學生的性格和情感，發展運用交際策略的能力。

（7）在任務驅動型學習中每個學生都扮演著一個角色，需要全身心的通入，這種身臨其境的感覺，有利于語感的生成。

（8）在任務驅動型學習中不可能單純地使用一種技能或一項語言知識，因此有助于語言綜合能力的培養；在任務驅動型學習中學生更注意語言的恰當性、地提醒以及語言與文化的關系，有利于培養學生的運用語言進行交際的能力。

（9）學生在任務驅動型學習中所獲得的經驗有利于把所學語言較順利地應用于真實交際。

（10）采用任務驅動型學習的方式可以改變目前英語教學中仍然存在的知識傳授比重大，語言實踐不足甚至單純講授語言事實的現狀，有利于培養學生的綜合語言運用能力。任務驅動型學習活動的目的是什么？

任務驅動型學習活動按活動目的可以分為三類。

第一，學習人際交往，用所學語言與他人交流信息，交換意見、溝通感情，建立和維持某種人際關系

第二，學習從社會媒體（報紙、雜志、宣傳品、廣告、報告、電影、電視、廣播、音像制品、講座等）獲取所學語言傳播的信息，并付諸實施。

第三，在小學階段任務驅動型學習的目的主要是感受一種新的語言的韻律，體會它的實用價值，獲得用另一種語言進行交際的經驗，并從中得到樂趣。任務活動有哪些類型？

（一）信息傳遞型

信息傳遞型的活動需要參與者把“信息”（本課目的內容）從一個人傳

送達給另一個人，或從一個地方轉送到另一個地方，或從一種形式轉換成另一種形式，總之該活動的本質是對理解了的語言進行轉述，或理解別人轉述的

語言；把語言轉換成圖表形式展現，或把圖表形式轉換成語言表述。

（二）推理決定型

推理決定型活動需要參與者根據所給信息，通過推理、演繹、分析、比較、去粗取精、去偽存真等一系列的思維活動，從泛泛的一般信息或多種雜亂信息中，理清條理，導出新的所需要的信息。總之，該活動的本質是學習對信息的加工處理。

（三）觀點闡述型

觀點闡述性活動需要參與者對于所給情景表述個人的愛好、情感、觀點

態度等。小學的任務活動主要以課標中要求的為準。如聽指令做事情，聽指令做動作；看表演猜詞義；唱歌，演劇，做游戲；讀短文，寫賀卡；模擬交際，講故事等。怎樣設計任務型教學活動？

一般來說，設計任務型語言教學活動時要注意以下幾點。

（1）了解課程標準對所教學段或年級的要求。任務設計首先要依據課程標準要求，以實際應用為出發點。

（2）確定實施任務所需要的語言內容。輸入內容即在實施任務中所需要的語言材料，要以本節課的具體教學目標和教學內容為基礎。

（3）要制定活動計劃。制定活動計劃首先要根據學生學習英語的態度、年齡、性格特點上目前的水平確定任務目的（知識/技能的具體目標），選擇活動類型（傳遞信息/推理決定/觀點闡述），然后再設計活動步驟，此項工作如同編寫腳本，要周到細致，便于解釋和操作。

（4）要為教師和學生進行角色定位，考慮在執行任務中，教師和學生的角色。

（5）要考慮活動的組織形式，學生座位的安排等等。如果活動中間需要重新組合或有離開座位的活動，應該考慮行動路線和調動速度。此項工作如同舞臺場記，使課堂活而不亂，內容多而緊湊。

（6）要考慮對活動的監控方式。教師要選擇恰當的方式和位置，密切關注課堂活動進展情況，以便給予指導或對活動內容、組織形式和活動時間進行及時調整。但是在活動當中，教師盡量不要干擾學生的活動，要放手讓學生進行發揮和創造。如果監控方式處理得當，可以使活動進展順利，確有實效。如果處理不得當，會影響學生情緒，干擾活動政黨進行。設計具體任務時應注意哪些原則？

要有明確的目的。

要有情景、有語境，情景和語境要真實。

課堂學生學習活動的設計要盡量貼近學生生活和經驗，并能在生活實際中應用；要學習對實際需要有用的知識，要訓練在實際生活中有用的技能。

在完成任務的過程中學生要能用上他們所學的知識和技能，所使用的語言應是交際性語言，這有助于引導學生注意語言的交際意義。課堂學生技能學習活動的設計要使學技能的活動和用技能的活動有機結合，技能的訓練與語匯的復用有機地結合，要賦予技能訓練以盡量真實的語境，沒有理由一定讓學生先練為學某項語法上詞語而人為編寫的脫離生活實際的“教學語言”，然后再接觸真實環境下的語言。

課堂學習活動的設計要考慮到有利于提高學生使用語言的完整性、流暢性和正確性。

活動要多種多樣，使不同類型的學生在完成任務的過程中，都能有機會自主的選擇、決定學習的最有利時機，內容及學習方式。

任務要有層次和梯度。每個層次和每個梯度都要使相應的學生容易達到，以適應不同能力的學生，并滿足學生在前進各階段中的不同需要。

任務完成時應該能展示出結果。

要為學生提供思考問題和操作的模式，使任務有可操作性。

在任務進行當中，要能為學生提供個體活動的時間和空間，使他們能有機會處理自己在某種技能、某種技能、某項知識上的不足，以便使自己完善，并得到全面發展。更重要的要給學生提供出創造的機會。