从社会文化视角探讨任务型教学法的组织策略

Exploring Task-based teaching Strategies from Sociocultural Perspective

任务型教学法是目前在英语课堂上广为应用的一种教学方法。由于对任务型教学法的组织策略认识的不足,任务型教学往往容易陷入两个误区:要么流于形式,学生热闹活动过后往往发现自己没有学到多少东西;要么换汤不换药,任务型教学只占一小部分时间,课堂的大部分时间依旧以知识讲授为主。维果茨基创始的社会文化理论是研究思维与语言、学习与发展的问题的理论,因而对外语教学的研究有着本质性的解释力。该文从社会文化理论三个核心概念(内化、最近发展区和支架)的角度来整体性的探讨在实际应用中应该注意的问题以及任务型教学法的组织策略:真实性与时代性,任务设置的策略和内化指引的策略。把握好这三方面的策略,才能够使这一教学法在课堂教学中能够真正发挥其促进教学改革、提高教学质量的作用。

Task-based teaching pedagogy has been a prevalent teaching methods in English classes in recent years. However, due to a lack of knowledge of the relevant teaching strategies, two dilemmas are often well-known in task-based teaching: over-emphasis on the forms of teaching and students can not learn much from the class; over-emphasis on knowledge teaching and just a petite section of time is left for task-based teaching. Vygotsky's sociocultural theory is one that focus on investigating issues in thoughts and language, learning and development. That is why this theory is fit for exploring issues in foreign language teaching and learning. This paper discusses some important issues and strategies(truthfulness and timeliness, strategies in task assignments and internalization guiding) in task-based teaching through the three key concepts of sociocultural theory(internalization, the zone of proximal development and scaffolding).