任务型教学法在高中英语阅读课堂的应用英语论文

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：任务型教学法在高中英语阅读课堂的应用

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： XXXXXXX 指导教师： XXX 职称：XXX

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的作用来指导中学英语阅读教学。

2、论文（设计）的主要内容

本论文分为五章，第一章介绍了任务型教学法实施的必要性，第二章介绍任务型教学法的研究背景及现状，第三章介绍了现在高中英语阅读教学存在的缺陷，第四章讨论了任务型教学法在现在高中英语阅读教学中的应用，最后一章对整篇文章进行了总结。

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教育学家对任务型教学法的研究成果。

研究路线是对任务型教学法与传统教学法进行对比，总结出优缺点并将其应用在高中英语阅读教学实践中。

4、主要参考文献

Willis，J. A Framework for Task-Based Learning．England：Longman．1996.

Long, M. H. Task, Group and Task-group Interaction．University of Hawaii working papers in EFL, No.8 Page l-26. l989.

龚亚夫等：«任务型语言教学»，北京：人民教育出版社，2003.

李婕：英语任务型教学法研究现状综述. «考试周刊»，2011第21期，74-75页.

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

XXXX大学本科生毕业论文（设计）评议书

XXXX大学本科生毕业论文（设计）文献综述

编号:

本科生毕业论文设计

题目：任务型教学法在高中英语阅读

课的应用

作者姓名： XX

指导教师： XXXXX

所在学院：XXX学院

专业：英语教育

班级： XXX级X班

完成日期： XXXX 年5 月8日

The Application of Task-based Language Learning Approach in English Reading Teaching in Senior High School

BY

XXXX

Prof. XXXX, Tutor

A Thesis Submitted to Department of English Language and Literature in Partial Fulfillment of the Requirements for the

Degree of B.A in English

At XXXXXXUniversity

May 8th, XXXX

摘要

阅读能力是学生写作能力的基础，也是为学生口语表达积累素材的基础，英语课程标准就把阅读能力作为英语教学的重要目标之一。但在传统的高中阅读教学中，阅读对于大多数学生而言仍然是一个薄弱环节，封闭而被动的阅读让学生感到枯燥而无聊，不要说写作能力和表达能力的培养，就算是基本的阅读能力培养都是问题。究其原因，还是学生的主体性没有得到发挥，学生在被动中缺少学习的热情，效果自然不好。随着英语课程标准提出的任务型的活动，现在越来越多的老师开始熟悉并运用任务型语言教学法（TBLT）。任务型教学法以其情境真实、多元参与、激发兴趣、因材施教而受到广大英语教师和学习者的欢迎。在本文中，笔者就任务型教学法及其运用作了详细的介绍，并且将任务型教学法与传统的高中英语阅读教学进行了比较，列举了传统模式的不足和造成这些不足的原因以及应对策略，与此同时，介绍了任务型教学法在现在高中英语阅读教学中的应用及其优越性。通过研究与对比，不难发现任务型教学法更加有利于学生提高阅读能力和养成良好的阅读习惯。当然，笔者同样涉及到了任务型教学法在实际应用中可能会遇到的问题以及解决方法，希望能不断地完善英语阅读的教学。

关键词：任务型教学法，高中英语阅读教学，任务，阅读能力

Abstract

Reading ability is the basis of writing ability and also the basis of the accumulation of oral expression materials, and The English Syllabus take the reading ability as one of the important English teaching goals. In our traditional senior high school English reading teaching, reading for most students is still a weak link, students feel dull and bored about closed and passive reading, and there are difficulties in the cultivation of basic reading ability, not to say training writing ability and expression ability. Investigate its reason; the students cannot play their subjectivity, and students lack learning enthusiasm in the passive situation. Naturally，the effect is not good. The English Syllabus advocates task-based activities and more and more people know and begin to use Task-Based Language Teaching (TBLT). TBLT is popular with most English teachers and learners because of its actual situation, polyphyletic participation, arousing of interest and different teaching methods in accordance with different students’aptitude. In this thesis, the author introduces the Task-Based Language Teaching method and its application in detail, and makes a comparison between traditional senior high school English reading teaching and Task-Based Language Teaching method, and makes a list of limitations of the traditional model, and the causes and coping strategies, meanwhile, introduces the application of Task-Based Language Teaching method in the present senior high school English reading teaching and the advantages of it. Through research and comparison, it is not difficult to find the Task-Based Language Teaching is more helpful for students to improve their reading ability and develop good reading habits. Of course, the author also relates to the problems which may appear in the application of Task-Based Language Teaching method and the solutions, with the hope to improve and perfect the English Reading Teaching continuously.

Key words: Task-Based Language Teaching, senior high school English reading teaching, task, reading ability