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1、任務(wù)型教學法(Task-Based Language Teaching)是20世紀80年代外語教學法研究者和第二語言習得研究者在大量研究和實踐的基礎(chǔ)上提出來的強調(diào)“做中學”(Learning by Doing)的教學方法。從學生的基本心理需求出發(fā),認為學習是滿足個體內(nèi)部需要的過程,在教學目標上注重突出教學的情意功能。以往的研究以中學生為研究對象,他們大多數(shù)有著深厚的英語功底,良好的學習習慣和明確的學習目標,為任務(wù)型教學的實施奠定了良好的
2、基礎(chǔ)。
但是在中等職業(yè)學校,學生的語言學習有著極大的障礙,比如缺乏英語語言學習的興趣,英語學習的基礎(chǔ)較差,教師對于任務(wù)型教學的認識也不足。在這樣的條件下,作者對任務(wù)型教學法在中職學校英語閱讀教學中的應用展開一系列的研究。具體要解決以下問題:
1.中職學校英語閱讀教學實踐中是否能夠有效運用任務(wù)型教學?
2.學生對于實施任務(wù)型教學是否能夠接納以及接納的程度?
3.在實施任務(wù)型教學后,英
3、語教師對其的認識程度是否有所提高?
作者在認真研究理論的前提下,以威利斯(1996)的任務(wù)型教學模式為理論基礎(chǔ),在大連市經(jīng)濟貿(mào)易學校09級7班、8班的118名學生進行為期10周的實驗(2011.3-2011.5),其中59名學生為實驗組(實施任務(wù)型教學),59名學生為對比組(實施常規(guī)教學)。作者以考核的形式,通過統(tǒng)計軟件SPSS17.0對實驗中得出的數(shù)據(jù)進行統(tǒng)計分析和討論。作者以調(diào)查問卷的方式對實驗班59名學生實驗前后對于
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