新课程改革背景下高中英语任务型语言教学的阻力与对策.pdfVIP

致 谢 在此，借本文最终定稿的机会向导师全建强副教授表示最衷心的感谢。无论是在 理论学习阶段，还是在论文的选题、开题、研究和撰写的每一个环节，我都得到了全 教授的悉心指导和全力帮助。其严谨的治学态度、渊博的学术知识、无私的奉献精神 以及坦诚的为人处世，都令我受益匪浅，是我学习和工作的榜样。 此外，非常感谢华东师范大学能为像我这样的在职教师提供了一个专业知识和业 务能力提升的平台。过去两年的学习期间，我有幸聆听了王世静、张春柏、张逸、邹 为诚、舒运祥等专业课老师以及闫寒冰、马和民、余静娴等公共课老师们的谆谆教诲， 学到了许多极为有价值的知识和经验。我相信，这次学习必将使我终生受益。 最后，对于本人在论文撰写过程中参与调查和采访的教师、学生以及我的家人一 并表示由衷的感谢，谢谢你们的支持与合作！ iv ABSTRACT The Ministry of Education of China promulgated The English Curriculum Standard for Full-time Compulsory E ducation and Senior High School in 2001 and then revised The English Curriculum Standard for Senior High School in 2003. The two standards both advocate the application of Task-based Language Teaching (TBLT). It is demanded that the teachers make full use of TBLT to help students develop their language competence, cognition and communicative skills in the process of accomplishing the task, which improves the ability to use the language comprehensively. Meanwhile, together with the introduction of the curriculum reform, the new edition of textbooks and the university entrance examination reform have enabled language teachers to face various problems in the process of teaching. Therefore, this thesis intends to analyze the obstacles of practising TBLT based on an investigation made in five secondary schools in Jiangsu Province. The thesis consists of six parts: Part One is the introduction, which briefly discusses the background, significance and approach of this research. Part Two is the literature review, which illustrates the contents and features of TBLT, typical definitions and types of task as well as the theoretical bases of TBLT. Part Three deals with the relationship between the n