任务型教学法的应用误区与改进策略

The Misapplications and Improvements of Task-based Teaching Method

任务型教学法起源于印度语言学家普拉布进行的“班加罗尔实验”, 旨在培养学生的语用与交际能力, 强调 “在做中学, 在用中学”.但在我国英语教学实践中暴露出一些问题, 如教师在教学中过度使用、 没有看到任务型教学法的不足;教师对任务的本质理解不透彻; 任务实施过程不合理等.基于这些问题, 结合任务型教学法的内涵,教师可以从以下三个方面进行改进： 明确任务目标、 加深对任务本质的理解、 不断优化教学程序等.同时,教师也要认识到每一种教学法都各有利弊,应该根据实际教学情况合理进行选择.

English task-based teaching method originated in “Bangalore Experiment” conducted by Indianlinguists Prabhu, which aims to cultivate students’ pragmatic and communicative competence and putsemphasis on “learn by doing, learn by using” .But the task-based teaching method exposes some problems inEnglish teaching. For example, teachers overuse it and neglect the shortcomings of it. Also, they don’ tunderstand the nature of the task thoroughly and the teaching process is not reasonable. Based on theseproblems, combining with the connotation of the task -based teaching method, teachers can improve thismethod from the following three aspects： clear objectives, deepen the understanding of the nature of the taskand constantly optimize the teaching procedures. In addition, teachers must know that every method has itspros and cons and try to choose proper method according to practical teaching.