“任務(wù)型”教學模式在高中英語閱讀課的實施.pdf

1、V9061501分類號：密緞鬲』e存f疆史學教育碩士學位論文“任務(wù)型”教學模式在高中英語閱讀課的實施何巍導師姓名職稱：張儒林教授專業(yè)名稱：教育碗：1：研究方向：學科教_肯英語論文答辯||圳：2006年5月3】U學位授予日期：年月||咎辯委員會主席：武和平教授評審人：陳志安棲寅張玲一二oo六年五門Abstract12readingcomprehensionplaysallimportantpartinseniorEnglishHowtom

2、akestudentsexerttheirautonomyandmotivatethemtoimprovetheirreadinghasbeentheimportantsubjecttheteachersofforeignlanguageareconcernedwithThepurposeofthispaperismakethesimpleanalysisofthe‘％rmethodutilizethetheoriesofinputhy

3、pothesis，communicationstrategyinteractionalmodificationtotryIhe“TBL，teachingmethodtoformastudentcentredlearningcircletoemphasizethemeaningofthelanguagethroughtopdownteachingandlearningmethodsAccordingtotheprinciplesof“TB

4、U’methed，thestrategiesof“TBL’reading，andtheproceduresoftaskfinishingthereadingtaskcanbedividedintopre—reading，while—readingandpostreadingThetaskofpre—readingmeansabriefintroductionofsomebackgroundknowledge，newtopics，keyw

5、ords，studentsareguidedtomakefulluseoftheirformerlanguagetomakeagoodpreparationforthereadingmaterialtheyaregoingtomeetThetaskofwhilereadingisdividedintothreesteps：skimmingscanningandintensivereadingSkimmingmeansquicklyrun

6、ningoneseyesacrossawholetexttogetthemainideaofthematerialScanningmeansquicklysearchingforsomeparticularpieceorpiecesofinformationinatextIntensivereadingreferstothelanguagepointsstudyThetaskofpostreadingreferstoaretelling

7、ofastoryasum_maryofanargumentorafurtherdiscussiontodeepenthemainideaofthereadingmaterialandarelevantprojectcanbeputforwardafterdiscussionByusingaconstructiveapproach，thewritercarriedoutateachingreformexpedmentbetweenthet

8、woclasseswhichshewasteachingTheanalysisofthedatumbetweenpretestandposttestshowsinseniorEnglishclass，“TBL”methodisaneffectivewaytocreatecooperativestudyintemctiveleamingsettingitisalsoalleffectivewaytoimprovethestudents’r