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任务型教学模式在农村高中英语阅读教学中的应用研究

日期:2017-5-19作者:www.51lunwen.com编辑:chenhu点击次数:204
销售价格:300元论文编号:lw201705070629481587论文字数:34118 
论文属性:硕士毕业论文论文地区:中国论文语种:English 

CHAPTER ONE INTRODUCTION

 Reading ability is a kind of comprehensive ability and reading plays an importantrole in English teaching. However, at present, in rural senior high schools, Englishreading teaching situation is still worrying. Most English teachers adopt traditionalteaching methods, asking students to do multiple choice items and translate importantsentences and key words. Most students are still passively listening and looking in theclass, and have no patience to read.The new curriculum standards for high school English puts forward higherrequirement on senior-high students in their English reading ability, demanding studentsacquire comprehensive reading skill, and it has been found the traditional readingteaching method can’t fulfill the requirement. Considering the situation, the standardsencourages the task-based language teaching model in reading classroom, a teachingmethod that puts its focus on training students’ability of using the language. This modelis meant to he1p students use English to do things, acquiring the language whilecompleting the task by using English to communicate with others.Many researchers advocate that teachers should apply the task-based teachingmodel to English teaching. The fact is that many teachers in rural senor high schoolsstill have much difficulty in applying the task-based teaching model because there aremany problems about students themselves for teachers to solve in the process ofteaching reading.


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 CHAPTER TWO LITERATURE REVIEW

2.1 Research on the Task-based Teaching Home andAbroad
The task-based language teaching model began to rise in foreign countries in theearly 1980s. Prabhu is a British India linguist. He carried out a 5-year experimentalstudy on strong communication law (Bangalore Project), designed for 8-12 students inBangalore in the South India. In 1987, the concept of the task-based teaching model wasintroduced in the Second Language Pedagogy by Prabhu. In the viewpoint of Prabhu, iflearners pay more attention to doing tasks rather than learning language itself, they willmake their learning task more productive. He changes the learning contents into avariety of communication tasks and asks students to do tasks to learn language.Therefore students can acquire grammar in communicative activities (acquisition).Prabhu draws his own conclusion that the implementation of the task-based teachingmodel can significantly improve the students’ comprehensive language proficiency. Heis considered to be the first person to hold the viewpoint of the task-based language model from the aspect of the teaching design.Then, M.Breen and C.N.Candin (1987) improved the experiment of Prabhu,because they think when Prabhu carried out the strong communication experimentresearch, he ignored the level and distinguished degrees of the task-based teachingmodel. Therefore, the improved experiment research of the task-


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