【作者】 徐兴锐；

【导师】 王庆芝；

【作者基本信息】 东北师范大学 ， 学科教学， 2009， 硕士

【摘要】 教育部于2001年和2003年先后颁布了《全日制义务教育普通高级中学课程标准》(实验稿)和《普通高中英语课程标准(实验)》,这两个《标准》在总体目标的设置上,明确提出任务型教学途径,即任务型语言教学(Task-based Language Teaching)的建议,要求教师在课堂教学中避免单纯传授语言知识的教学方式,尽量采用任务型教学途径,使学生的学习带有明确的目标,在做事的过程中发展语言能力、思维能力以及交流合作的能力,从而提高综合语言运用能力。目前,任务型教学模式在教学中的应用一般仅限于课堂之内。任务应用范围的狭窄导致任务缺少真实性、任务型教学缺乏连贯性、任务的实施缺少系统性以及任务的开展无法面向全体学生等弊病。鉴于此,本文欲通过对高中英语任务型教学课外延伸的探索和实践,找到解决上述弊病的答案。本文共分五部分:第一部分为引言,介绍了问题的起源,阐述了课外延伸教学的必要性;第二部分为文献综述,系统地介绍了任务的类型、任务型英语教学课外延伸的特点和任务型课外延伸教学的理论基础、国内外专家的研究成果,以及笔者对相关理论的评述;第三部分是对高中英语任务型教学课外延实施情况进行问卷调查及分析,主要对学生的对任务型教学课外延伸的态度、心理状态两方面,进行了分析。第四部分根据上述情况进行了教学实验,包括实施任务型高中英语教学课外延伸应遵守的原则、任务型高中英语教学课外延伸实验目标、教学的组织与实施;第五部分为英语任务型教学课外延伸实验结果与分析,该部分根据学生考试成绩对开展实验前后成绩的变化进行了分析,对开展实验后,学生态度和观念的变化进行了分析和讨论。最后对英语任务型教学课外延伸提出了建议。更多还原

【Abstract】 China’s Ministry of Education promulgated The English Curriculum for Full-time Compulsory Education and Senior High School in2001. AndThe English Curriculum for Senior High School(revised)was issued in 2003.The two curriculums each advocated or suggests the application of Task-based Language Teaching(TBLT).They require the teachers try to make the widest possible use of TBLT instead of imparting knowledge.Students could develop the language ability,thinking ability and communication ability during the process of accomplishing the tasks,thus improving the integrated language using ability.At present,however , the application of Task-based Language Teaching is mainly confined in classes .Some disadvantages have occurred because of the narrow and limited application,such as the lack of real tasks , sequence of tasks ,systematic tasks and it also leads to a situation in which the application of Task-based Language Teaching could not be performed among all the learners . This thesis concentrates on the research and practice of extra-curricular extension on task–based English teaching in senior schools to figure out some methods .This thesis contains five parts.Part 1 is introduction ,stating the origin of the issue and possibility and importance of extra-curricular extension.Part 2 is literature review .This part reveiws the work that some reseachers and experts have done concerning the extra-curricular extension .Besides ,this part introduces systematically categories of tasks ,features of extra-curricular extension.In part 3 the author made the questionnaire about the practice of extra-curricular extension and analyses the investigation data,especially on the attitude of the students towards extra-curricular extension and psychological states.Part 4 is the practice carried out according to to the investigation ,suggesting the principles ,goals ,the organized teaching forms and enforcement .Part 5 is the results of the practice on extra-curricular extension of task–based English teaching and analysis concerned .In this section the author compares and analyses the two results between the pre-and post-tests held in two classes (Class A and Class B ),the change that took place in the two classes .In the end ,the author offers some suggestions on practice of extra-curricular extension on task–based English teaching in high schools .更多还原