ApplicationofTaskBasedLearninginSecondaryEnglishTeaching(刘翠兰)研讨.doc

Content 中文摘要...........................................................1 关键词.............................................................1 Abstract ..........................................................2 Key words..........................................................3 1. Introduction....................................................4 2. Content of task-based teaching..................................4 2.1 Definition ....................................................4 2.2 Basic elements...............................................5 2.3 Basic principles.............................................5 2.4 The task-based teaching characteristics and principles.......6 The prerequisite of task-based teaching .......................7 3.1 Prerequisite ................................................7 3.1.1 The teacher clear tasks....................................7 3.1.2 Students analysis tasks....................................8 3.2 Theoretical basis ...........................................8 3.2.1 Humanism...................................................8 3.2.2 Constructivism.............................................9 4. The problems existing in the task-based teaching process........10 5. Task-based teaching model compared with traditional teaching method show advantages ...................................................................................................... 12 6. Conclusions ....................................................15 References ........................................................16  Application of Task-Based Learning in Secondary English Teaching 论任务型教学法在中学英语教学中的应用 摘要20世纪50年代以来，语言教学经历了三个时期，每个时期都受到语言，语言学和学习理论的影响，产生了许多教学法，如听说法，直接法等。而我国经济和信息化的不断发展，使得英语的地位越来越高。而中学作为学生的起步阶段，更应该对英语的教学引起高度的重视，在这个时候任务型教学成为了提高学生英语交际能力的主要方式。 任务型教学于90年代在理论上逐步成熟，学者们提出了诸多理论也开展了诸多实践研究。在国外，Long是较早研究任务型语言教学的学者之一。他在1985年给任务的定义是：“任务是我们为自己或他人无偿或有偿地做的一些事情，比如给孩子穿衣服、填写表格、到商店买鞋。换句话说，任务就是人们在生活、工作和娱乐中所做的各种各样的事情。Nunan也是较早研究任务型语言