英语任务型教学法研究现状综述

文章概述了任务型教学法的产生背景,详细介绍了国外任务型教学法的研究概况与成果,并将近10年国内外语类书刊的有关任务型教学法的文章著作进行总结,以期对国内任务型教学法的进一步研究和发展起到一定的启示作用。     

任务型教学法对构建自考英语阅读教学模式的作用

本文作者首先介绍了任务型教学法的提出、研究的意义及国内外研究的现状,然后进一步分析了任务型教学法的理论基础．并结合自考英语阅读的实际,谈谈“以学生为中心”的任务型教学法在教学中的具体应用。     

任务型教学法与医学英语专业基础教学改革研究

任务型教学方法是医学英语专业基础教学改革的一项关键环节,相比较于传统的3P教学法,任务型教学法在激发学生兴趣、提高学习效率方面的优势极为显著。文章首先对任务型教学法进行简单介绍,之后对依托于任务型教学法进一步推进医学英语专业基础教学改革进行了深入分析和探讨。     

“任务型”教学探析——基于英语阅读课程教学的一项实践案例

本世纪以来,任务型教学法在大学英语教学中得到广泛的应用。为进一步探讨任务型教学法在外语教学中的可行性,笔者在某高校非英语专业博士英语阅读课程中进行了一项任务型教学法的实践研究。研究结果表明,与传统的讲授法相比,任务型教学法能够有效提高学生对该课程的学习效率,提高学习者自主学习以及合作学习的能力。     

任务型教学法中小组活动的任务设计及其在大学英语教学中的应用

任务型教学法近年来受到国内外的普遍重视,也是第二语言教学法研究的一个重点。小组活动是任务型教学法中课堂教学的重要形式,而小组活动的形式是以任务为依托。本文重点介绍了任务型教学法中的小组活动和小组活动的任务设计,并结合教学实例阐述了小组活动的任务形式在大学英语教学中的应用。     

我国任务型语言教学研究述评

本文通过对任务与任务型教学法的简单介绍,引出我国目前对任务型教学法的相关研究,从理论研究、理论与课堂应用相结合两方面作了简要的概括,总结了目前我国研究所采用的方式方法与不足,同时指出了任务型语言教学法在我国农村地区的实施难度。     

应用任务型教学法 培养英语运用能力

高职高专英语教学的目标是培养学生的英语实际应用能力。要培养学生的英语实际应用能力,首先得培养学生的英语综合运用能力。应用任务型教学法可以有效培养提高学生的英语综合运用能力。本文首先介绍了任务型教学法的理论、优点和应用模式,然后结合教学实例,进一步探讨任务型教学法的具体应用问题。     

任务型教学法——从理论到实践

任务型教学法自从20世纪80年代以来,在外语教学领域得到了越来越多的应用和认可。在以任务型教学为中心的课堂上,语言教学的组织是以学生为中心并且强调语言的交际功能。该文将从心理语言学以及教学法的角度介绍任务型教学法的理论依据,以及分析在实施任务型教学过程中会遇到的问题,希望能够引起英语教师和语言专家的进一步思索。     

任务型教学法在听力课堂中的应用——以一堂大学英语听力课为例

任务型教学法是交际语言教学理论下的一种英语教学方法,是在交际教学思想基础上的进一步发展。该教学法的特点是以学生为中心,以任务为主,鼓励学生通过完成任务来掌握语言,达到习得语言的目的。本文将任务型教学法与大学英语听力教学相结合,研究任务型教学法在大学英语听力课堂中的应用,从而进一步有效地提高英语听力教学效果,充分调动学生的英语学习兴趣。     

浅谈任务型教学法在商务英语教学中的应用

本文从分析任务型教学法的理论基础入手,介绍了任务型教学法的操作步骤,探讨了其独特价值,并以商务英语教学为例介绍了任务型教学法用于专业英语教学的实践及其成效.     

从传统型教学到现代型教学的研究

本论述了从传统型教学向现代型教学发展的必然性；从教学观念、教学内容、教学方法、教学模式和教师知识结构等方面阐述了现代型教学法及其特点。     

关于开展联片教研活动的探讨

在新课程背景下研究校本教研制度建设,扎实开展以校为本教学研究尤为重要。但是,各个学校、教师之间存在着一定的差异,以校为本的教研活动的开展效果参差不齐,联片教研就是在这种背景下应运而生的一种新方式,这种教研方式立足于校本教研,以教师发展为目标,构建“研究共同体”的工作机制,提高校本教研的有效性,推进教育教学质量的提升。     

Academics’ experiences of understanding of their subject matter and the relationship of this to their experiences of teaching and learning

In this paper we focus on the issue of how academic staff experience the understanding of their subject matter and the relationship of this understanding to their experience of teaching. In recent years there has been a substantial amount of research into how academic staff conceive of teaching and learning, how they approach their teaching, and how their approaches to teaching relate to how their students approach their learning. In our present project this research is being extended by looking at the way 31 academics from four broad fields of study experience their understanding of their subject matter and how this relates to the way they experience their teaching. Using a phenomenographic approach we show that academics who experience their subject matter in atomistic and less integrated ways experience their teaching in more information transmission and teacher-focused ways, while those with a more integrated and holistic experience of understanding their subject experience their teaching in more conceptual change and student-focused ways.in final form: 9 September 2004     

The myth of the research‐led teacher

This paper examines the contention that achievement in research is a prerequisite for effective teaching in higher education. It also explores university level teaching more generally with the purpose of examining the links between teaching and research. Concept mapping, in particular, is described as a means of exploring both the knowledge structures of experts (teachers and researchers) and the cognitive changes that are indicative of meaningful learning among students. We use the approach to suggest that rich and complex networks are indicative of expert status, but that these are seldom made explicit to students in the course of teaching. Instead, simple, linear structures comprise most lesson plans or teaching sequences. This linearity is often made transparent through the lecturers’ use of PowerPoint presentations to structure teaching. Thus the transmission mode of teaching predominates in HE and evidence of authentic research‐led teaching remains scant. This is likely to reinforce surface learning outcomes among university students and be an impediment to the emergence of expert status. The linear chains that are commonly espoused in teaching lend themselves to rote learning strategies rather than to individual meaning making. The approach we describe here has the potential to reinstate expert status as the prime qualification for teaching in higher education. Where concept mapping is used to share and explore knowledge structures between students and experts, then learning can be shown to occur in ways that are synonymous with research and discovery. Using this approach, the teacher–student distinction becomes legitimately blurred so that the sharing and advancement of knowledge are concomitant. In conclusion, we suggest that this is a basis for a pedagogy that is appropriate to HE and distinct from the compulsory sector.     

高职高专英语教学行动研究与反思

以自我反思教学模式下发展起来的教育行动研究教学理论为研究方法,进行听力教学的第一轮教学行动研究。通过对该行动研究的描述和分析,反思教学行动研究在听力教学实践中的作用和效果,并探讨了这种研究方法在教师职业能力发展及外语听力教学中的实践意义。     

Teaching groups as midlevel sociocultural contexts for developing teaching and learning: a case study and comparison to microcultures

Using a case-study approach, the structures, interactions and cultures in four teaching groups at a New Zealand university are explored. The aim of the research is to better understand the potential of teaching groups for assisting academic development. To contextualize this work, the case-study outcomes are compared to research on microcultures. Similarities between strong teaching groups and strong microcultures are found, pointing to the potential of drawing on findings from microculture research. In particular, the use of social commons as a theoretical framework seems indicated, presenting teaching quality as a group and not just individual concern. Differences between the contexts stem from the sole focus of teaching groups on teaching compared to the combined research and teaching mandate of microcultures. As research often dominates teaching, the suggestion is made that teaching groups provide more suitable contexts for addressing teaching issues. The research recommends that organizational units in higher education should identify and analyse teaching groups and build on those groups in addressing teaching quality.     

真实的语言教学让提高外语语用能力的目标变得真实——一项英语语法真实性教学的实验研究

真实性语言教学融合了多种现代语言研究和语言教学的思想,被认为是一种有效的教学形式。为检验这一教学形式的效果,对之进行了实验教学研究和问卷调查。结果表明,真实性教学相比于传统语言教学方法,在实现形式到功能的转变,在增强学习者语法功能意识,提高外语语用交际能力方面都表现出了更好的效果,因而深受学习者的认可和推崇。     

基于学位论文与课程设计的“非线性振动”课程研究型教学实践

通过8届8轮"非线性振动"课程的教学实践,结合指导学位论文与课程设计的经验,提出研究型教学对课程、教师、教学方法的具体要求,总结"非线性振动"课程教学实践成果,指出研究型教学是培养学生创新能力的重要途径,培养、培训研究型教学师资是解决研究型教学的关键。     

任务型语言教学理论与高师《基础英语》课程教学实践

任务型语言教学法是交际型教学法的最新发展，是国外已见成效的教学法。在高师《基础英语》课程教学中采用任务型教学有助于学生的全面发展和学科能力的持续发展。文章在教学实践的基础上，举例说明了教师应深入研究课堂教学任务、合理地设置实施任务和有效地评价学生完成任务的情况，从而提高教学成效。     

教学本体论研究的范畴与取向

教学本体论研究是教学论学科发展新的生长点,其实质是以教学实践为中介的人与社会关系的本体追寻,只有准确地把握教学本体论研究的范畴与取向,才能有的放矢地推动教学理论和实践的前进。