1、本科生毕业论文（设计）册学院 XXX 学院 专业 英语教育 班级 XXXX 级英语教育 X 班 学生 XXX 指导教师 XXX XXXX 大学本科毕业论文（设计）任务书编 号： 论文（设计）题目： 论任务型教学法在高中英语阅读中的应用 学院： XXX 学院 专业： 英语教育 班级： XXXX 级英语教育 X 班 学生姓名： XXX 学号： XXXXXX 指导教师： XXX 职称：XX 1、论文（设计）研究目标及主要任务本论文的研究目标是探讨任务型教学法的重要作用及其在高中英语阅读教学中的应用。其主要任务是通过分析任务型教学法来指导高中英语阅读教学。2、论文（设计）的主要内容本论文分为四章，第一
2、章介绍了本研究的背景及主要内容；第二章介绍了有关任务型教学的国内外的理论与实践研究成果；第三章对比了任务型教学法与传统教学法，阐述了任务型教学法在高中英语教学中存在的问题及解决途径；第四章对论文做了整体总结，并指出任务型教学法的局限性以及今后的研究建议。3、论文（设计）的基础条件及研究路线本论文的基础条件是不同的语言学家及英语教学者对任务型教学法的研究结果。研究路线是对有关任务型教学的理论进行详细的阐述，并将其与传统教学法作对比，最后提出任务型教学法在高中英语教学中存在的问题及解决途径。4、主要参考文献Nunan, D. 1989. Designing Tasks for the Commun
3、icative Classroom. Cambridge: Cambridge University PressPrahbu, N. S. 1987. Second Language Pedagogy: A Perspective. Oxford: Oxford University PressWillis, J. 1996. A Framework for Task-based Learning. London: Longman胡壮麟. 2006.英语教学法教程. 北京:高等教育出版社5、计划进度阶段 起止日期1 确定初步论文题目 3 月 16 日前2 与导师见面，确定大致范围，填开题报告
4、和任务书，导师签字 3 月 23 日前3 提交论文提纲 3 月 30 日前4 交初稿和文献综述 4 月 20 日前5 交终稿和评议书 5 月 8 日前指 导 教师： 年 月 日教研室主任： 年 月 注：一式三份，学院（系） 、指导教师、学生各一份XXXX 大学本科生毕业论文（设计）开题报告书XXX 学院 英语教育 专业 XXXX 届学生姓名 XXX论文（设计）题目 论任务型教学法在高中英语阅读中的应用指导教师 XXX专业职称 XX所属教研室英语基础教研室研究方向 教学法课题论证：从任务型教学法的相关研究成果以及任务型教学法与传统教学法的对比等方面论证任务型教学法的优势及其在高中英语阅读教学中的
5、应用方案设计：第一章介绍论文的研究背景及提出的问题，第二章阐述国内外有关任务型教学法的理论研究，第三章对比任务型教学法和传统教学法，提出任务型教学法在高中英语阅读中的应用中存在的问题及解决方案。第四章总结论文，提出今后的研究建议。进度计划：3 月 16 日前确定初步论文题目3 月 30 日前提交论文提纲4 月 20 日前提交初稿和文献综述5 月 8 日前交终稿指导教师意见：指导教师签名： 年 月 日教研室意见：教研室主任签名： 年 月 日XXXX 大学本科生毕业论文（设计）评议书姓 名 XXX 学院 XXX 学院 专业 英语教育 年级（班） XXX 级英语教育 X 班论 文 题 目 论任务型教
6、学法在高中英语阅读中的应用 完成时间 2013/5/8论文内容摘要在听、说、读、写四中语言技能中，阅读起着非常重要的作用, 尤其在高中英语教学中。所以阅读教学一直是英语教师探讨的焦点话题。在高中英语教学中，阅读教学占据时间最多，师生花费精力最大，但是教学效果并不理想。因此，改变传统的阅读教学方法，从而提高阅读教学的效果和提升学生的阅读水平显得极为重要。2003 年国家教育部颁布的英语新课程标准明确提倡采用任务型语言教学模式。任务型教学强调“在做中学，在用中学” ，以任务为教学手段, 为学生营造一个有利于学习者语言习得和内化的语言环境。鉴于此，本文基于国内外其他学者的研究成果，总结了任务型教学法
7、的相关理论，探讨了任务型教学法相对传统教学法无法比拟的优势。理论上讲， 任务型教学法有利于提高高中英语阅读教学效果，然而在任务型教学法在高中英语阅读教学中的实践中仍存在很多问题。本文为解决这些问题提出了相应的对策，从而提高任务型教学法的教学水平。指导教师评语年 月 日指 导 教 师 职称 初评成绩姓名 职称 教研室组长答辩小组成员答辩记录：记录人签字： 年 月 日答辩小组意见：组长签字： 年 月 日学院意见：评定成绩： 签章年 月 日XXXX 大学本科生毕业论文（设计）文献综述Literature ReviewNowadays, Task-based Approach is widely us
8、ed at home and abroad. Its belief is that language should be learned as close as possible to how it is used in real life. It emphasizes the combination of the form-focused teaching and the communication-focused teaching. Task is a key concept in Task-based Approach. In understanding the Task-based T
9、eaching, it is important to explain the term task. A great number of linguistics all over the world have attempted to give their own understandings of task. One of the early definitions about the term task is given by Long (1985).“a piece of work undertaken for oneself of for others, freely or for s
10、ome reward. Thus examples of tasks include painting a fence, dressing a child In other words, by task is meant the hundred and one things people do in everyday life, at work, at play and in between.”Prabhu (1987) gives his understanding of a task as “an activity which required learners to arrive at
11、an outcome from given information through some process of thought and which allowed teachers to control and regulate that process.“Willis (1996) regards tasks as “activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.”Many exper
12、ts and scholars do a lot of researches about Task-based Approach form different perspectives and then provide many different opinions on the basis of different basic theories.(1) Prabhus Bangalore ProjectPrabhu has been recognized as the founder of Task-based Approach mainly because Prabhu, in 1979,
13、 first conducts teaching experiments about task-based teaching activities in Bangalore in southern India. Prabhu makes the contents in the teaching class into specific communicative tasks and students through the completion of these learning tasks to learn.Task-based Approach is provided by Prabhu i
14、n 1983. According to him, “Students may learn more effectively when their minds are focused on the task, rather than on the language they are using” (Prahbu, 1983). Prabhu divides activities into three categories: rule-centered activities, formation-centered activities and significance-centered acti
15、vities. Prabhu values the last activities most. He thinks that teachers do not need to teach grammar rules too much, letting students internalized grammar system in the language sense concentrated process. (2) Nunans modelIn 1989, Nunan provides the task design pattern of the communicative class. He
16、 thinks analysis of the communicative task model should contain: goals, input, activities, teachers role, learners role and settings. The intention of each specific learning task is the task goal, which can be divided into different types: communicative goals, language knowledge goals, emotional goa
17、ls, social consciousness goals and so on. In terms of the sources of practice, they can be letters, newspapers, stories, movies and so on.(3) Jane Williss modelIn 1996, Willis provides that activities in Task-based Teaching emphasize that the language learning should make the language use as purpose
18、 and the meaning as center. Willis provides operational guidance for teachers to carry out the Task-based Teaching in the classroom. In the Jane Willis model, the traditional 3P method (Presentation, Practice, Production) we usually use is upside down. In the traditional PPP method, tasks are usuall
19、y considered to be reflected in the final P (Production). However, in the Task-based Teaching mode of Willis, students complete the task of learning activities first. After the completion of the task, teachers strike students attention to the language use in the teaching activities and make correcti
20、on and adjustment about students inadequacies appropriately. (4) John Deweys modelAmerican educator John Dewey puts forward the “student center, learning by doing” education model on the basis of the pragmatic theory. He advocates that teachers should transfer the center of the teaching class from t
21、eachers and textbooks to students and teachers should guide students to master knowledge through taking part in various activities. As the famous linguistics Hethert H.Clark puts it, “Language is for doing” (Hethert H.Clark, 1997). Learning is not to memorize the isolated words, also not to memorize
22、 the decontextualized sentences, and not to memorize the boring grammar rules, but to use appropriate language to do things well in real life. Both vocabulary and grammar serve for “doing things” and “completing tasks”. In the teaching class, one of the teachers tasks is to combine the vocabulary, g
23、rammar and language function organically in these activities of language use.In China, the study of Task-based Approach in English teaching begins in the late 90s. In 1988, Xia Jimei, Professor of Zhongshan University, publishes an article entitled “Comparison of the Theoretical Basis of the Problem
24、 Teaching Model and the Task-based Teaching Model”, which first analyzes the concept of Task-based Approach. Later, in China, more and more scholars pay attention to Task-based Approach in English teaching.The National English Curriculum drafted in 2001 provides that the Task-based Teaching is a pro
25、cess which takes the specific task as the learning motivation, takes the completion of the task as the learning and reflects the teaching achievement through demonstrating the achievement of the task (but not test scores). With specific motivation, students can study independently and take the initi
26、ative to use the language to do things. They can naturally use the appropriate language in the procession of doing things and then develop their language communicative competency well.Lu Ziwen, working in the Education Research Center of Huazhong Normal University, implements experiments on the clas
27、s procedures in the Task-based Teaching and then points out that teachers should take both of the real life tasks and the pedagogical tasks in the English teaching environment in China. In accordance with the basic task-driven concept of D. Nunan, Lu Ziwen provides that tasks in the Task-based Teach
28、ing should improve students learning interest and strengthen their learning motivation. In the teaching process, besides the language knowledge, teachers should give consideration to both the cultural information and the language skills.In May, 2003, Gong Yafu and Luo Shaoqian compile the book named
29、 “Task-based Language Teaching”. This book introduces basic theories of Task-based Approach from various aspects, such as the law of the language acquisition, psychology, social constructivism and so on. The purpose of this book is mainly to give teachers a preliminary understanding of the basic con
30、cept, main principles, common task types and design methods of Task-based Approach.On Task-based Approach in English Reading Teachingin Senior High SchoolBy XXXXProf. XXXX, tutorA ThesisSubmitted to the Foreign LanguagesInstitute in Partial Fulfillment of the Requirementsfor the Degree of Bachelor of Arts atXXXXUniversityMay 8th ，2013
