Practical use of task design in oral English teaching： Focus on task types

The implication of Task-Based Language Teaching （TBLT） in oral English teaching continues to draw attention of language teachers and researchers. This paper will survey issues at the core of TBLT, with particular emphasis on the six task types in Jane Willis＇ theory. Following a brief introduction of TBLT, the six types of task will be reviewed and its practical use in oral English teaching will be explored. Finally, the paper will point out some problems in TBLT, mainly focus on task and its design.

The Exploration of Task Design in Online Class——Taking“New Horizon College English”and Chaoxing Learning Platform as Teaching Aids

As a long-term or short-term teaching method in response to“public health emergencies”,online teaching is the mode that college teachers must be competent.Integrating scientific pedagogical concepts into full-time online classes can fully take advantages of the characteristics of online courses and continue to create high-level,innovative and challenging courses.The creation of real situations in the task design of college English not only focuses on cultivating learners’ability to actively construct knowledge,but also conforms to the laws of students’physical and mental development,as well as stimulates their learning motivation.Critical reading teaching carried out under the flipped-class mode,supported by network information technology and massive resources,helps students develop independent learning capabilities,solve complex problems,and expand critical thinking.As an indispensable model in college education,online teaching is to be developed,and there is still more room for research on the principles and paradigms of online course design.

Task Design of Task-Based Language Teaching in College English - A Case Study on Criticism: Don’t Take It Personally

Task-based language teaching(TBLT)is a new English teaching method,in which teachers design specific tasks before classes,and students then acquire knowledge as well as develop their communicative competence and English proficiency by completing these tasks in class.In the whole process,the most important thing is task design in that it will directly affect the implementation and effect of TBLT if the teacher is unable to handle the task design properly.This paper aims to discuss on how to design better tasks to achieve the objective of helping students develop their communicative competence by taking Text A(Criticism:Don’t Take It Personally)of Unit 7(Interpersonal Relationships)in the 21st Century Practical College English(Book 2)as an example under the concept of TBLT.

The Definition of Task in Task-Based Language Teaching and The Factors Considered in Task Design

Task-based language teaching(TBLT)has caused considerable interests among curriculum developers,language testers and language teachers during the past several decades.In order to use the approach rightly,throughout literature review,the essay is going to analyze what the task is critically and the factors teachers should consider when they design tasks.At the end of the study,it is concluded that even though the definition of task is various,the main criteria are that a task is mainly focusing on meaning;has a clear goal;involves the outcome;and is related to the real world.When design tasks,teachers need to balance the fluency,accuracy and complexity,making task difficulties be appropriate to students’levels,considering thematic content and the range of task types and the phases of tasks.

A Study on Task-based Language Teaching Syllabus Design

Task-based teaching syllabus becomes more and more popular in modern English teaching. It is widely used in the English teaching from junior to senior high school and even to collage and university education. This paper is mainly studies the relevant research on task-based teaching syllabus and offers some tips on task-based syllabus design.

A Task-oriented Modular and Agent-based Collaborative Design Mechanism for Distributed Product Development

The rapid expansion of enterprises makes product collaborative design （PCD） a critical issue under the distributed heterogeneous environment, but as the collaborative task of large-scale network becomes more complicated, neither unified task decomposition and allocation methodology nor Agent-based network management platform can satisfy the increasing demands. In this paper, to meet requirements of PCD for distributed product development, a collaborative design mechanism based on the thought of modularity and the Agent technology is presented. First, the top-down 4-tier process model based on task-oriented modular and Agent is constructed for PCD after analyzing the mapping relationships between requirements and functions in the collaborative design. Second, on basis of sub-task decomposition for PCD based on a mixed method, the mathematic model of task-oriented modular based on multi-objective optimization is established to maximize the module cohesion degree and minimize the module coupling degree, while considering the module executable degree as a restriction. The mathematic model is optimized and simulated by the modified PSO, and the decomposed modules are obtained. Finally, the Agent structure model for collaborative design is put forward, and the optimism matching Agents are selected by using similarity algorithm to implement different task-modules by the integrated reasoning and decision-making mechanism with the behavioral model of collaborative design Agents. With the results of experimental studies for automobile collaborative design, the feasibility and efficiency of this methodology of task-oriented modular and Agent-based collaborative design in the distributed heterogeneous environment are verified. On this basis, an integrative automobile collaborative R＆D platform is developed. This research provides an effective platform for automobile manufacturing enterprises to achieve PCD, and helps to promote product numeralization collaborative R＆D and management development.

A Study on the Design of Task Activity in the Post- task Stage of Middle School English Classroom

The task activity in the post-task stage is mainly to enable the students clearly aware of their own language learning process in the existing problems and effectively solve them through the ＂do-it-again＂ , language focus and other activities, and at the same time the focus of this lesson, difficulties are more clear and clear. It can be said that post-task activities play a vital role in highlighting priorities, breaking through difficulties, and achieving effective goals for teaching goals. The design of the activities in the post-task stage is to complete the task and language focus together, reflecting the distinctive characteristics of task-based teaching. The design of the activities in the post-task stage can be achieved through evaluation, language focus, and extra-curricular activities.

Using a Task-based Teaching Framework in Lesson Designing

Task-basedteachingandlearningis becoming more and more popularin China now,andthe aimof taskis to create a real purpose for language use and provide a natural context for language study· This article introduces what a task-based teaching frameworkis and the three phases of pre-task, while-task and post-task,combined withsomethoughts about howwe shouldconvertthosetasksinto actual classroomactivities while using the task-based teaching framework in designing the lessons and howthe teacher and students participate inthe lessons·

基于问题解决的单元作业设计模型建构及其实施路径

长期以来,作业被视为巩固或补充教学的一个环节,这弱化甚至遮蔽了作业的独特育人价值。素养立意的作业是一种能动学习任务,以真实情境中复杂问题为逻辑起点,将问题解决能力作为直接目标,在综合考虑学生的生活情境、问题解决过程、所需条件和资源等核心要素的基础上,构建新的设计模式,进行单元整体设计,回归育人本质。这要求教师在设计作业时,遵循学生的学习发生规律,提高作业设计能力;关注学生的生活经验,设计适宜的作业情境和问题;明晰作业设计路径,指导学生开发作业资源;立足多元评价和反馈,反思与优化作业完成路径。

高职“机械设计基础”课程混合式教学改革创新路径研究

基于“机械设计基础”这门课程的特点和高职学习者学情,探索“学做研创”专业基础课程改革路径,通过设计不同的产品结构设计主题,以机械产品设计为主线,有机融入“机械原理设计→机械结构设计→机械产品评价”教学方式,创新实施基于成果导向的“1+1+N”线上线下混合式教学模式,以宿舍为单位组建学习型组织,团队协作完成不同难易程度的机械作品以检验学习成果,实现“教与学、学与做、做与创”深度融合,让“学习者成为课堂主体”“教师成为课堂主导教练员”,打造高效优质金课堂。

面向数字时代的复杂技能教学设计研究

数字时代的技术发展重塑了工作环境和工作方式,高素质数字技能人才需要具备复杂技能以适应未来的工作需求。对复杂技能的培养应落实到日程教学中,基于真实情境中的数字化工作任务开展技能教学。为此,基于4C/ID模型和行动导向的学习理论构建了以任务为中心的复杂技能教学设计框架,并应用该框架在一门信息技术类技能型课程中开展案例研究。主要围绕以下两个问题展开研究:(1)工作任务完成过程中哪些教学设计要素会影响复杂技能的获得?(2)课程案例中的复杂技能教学有哪些适用的教学策略?在案例课程中选择3个难易程度不同的工作任务,通过课堂观察、师生访谈以及教学设计迭代和优化,深入探索复杂技能教学的教学过程、关键教学要素和教学策略,最后形成8个关键教学要素、21个理论性教学策略和10个生成性策略,验证了复杂技能教学设计框架的适用性。

考虑随机返工与紧急插单的可抢占设计项目群调度

鉴于多项目并行以及因随机返工和紧急插单而导致的任务抢占特征,使设计项目群调度问题难以求解,而传统随机动态规划方法因维数灾难只能获得小规模问题的最优策略,为构造面向大规模问题的高效近似方法,提出将原随机调度问题近似分解为各个状态下的确定性调度子问题,从而获得原问题的次优策略。建立了确定性调度子问题的混合整数规划模型,并提出基于元启发式算法和优先规则的求解方法。基于标准测试集PSPLIB设计了多组计算实验,在不同调度环境下验证了所构建模型和算法的有效性。实验结果表明,元启发式算法不但在单项目平均拖期比目标下较最优规则提升了12%以上,而且具有较高的计算效率,能够满足实际决策需求。

空间小碎片抱捕用连续型机器人结构综述

空间小碎片的抓捕任务需要空间机器人在没有合作信息的情况下对目标进行抓捕,连续型机器人本体可在缺少抓捕对象精确测量信息的条件下,直接利用大容差实现高可靠抱捕任务。文章针对连续型机器人在空间小碎片抓捕领域的应用需求,对连续型机器人的驱动方式,以及绳驱动连续型机器人的主干、关节进行详细的调研和对比分析,在此基础上提出绳驱动连续型机器人结构设计需关注的关键问题,最后针对应用于空间抱捕任务的连续型机器人结构技术的未来发展进行展望。

面向完整任务的混合式教学设计研究

针对混合式教学中教师准备不足与学生学习投入不足的问题,在教学设计中,引入“四元教学设计模式”,将四元素十步骤系统方法与线上线下学习有机融合,构建一套基于面向完整任务的混合式教学设计模式。突破过去注重单一学习目标的混合式教学设计思路,以整体化方法有机整合线上线下学习资源,提出一种包括知识、能力和素质等的综合学习模式,且直面实际工作场景的教学设计理论与方法。

语义任务与形式任务对二语词汇形义匹配的影响——对加工资源分配模型的验证

本研究采用拉丁方设计,考察任务类型对二语词汇即时学习的影响,并从词汇形义匹配的角度对加工资源分配模型(即TOPRA模型)的适用性进行验证。51名非英语专业一年级大学生分别在语义任务、形式任务和无任务3种条件下学习24个英语单词,之后接受单词自由回忆和单词提示回忆的即时测试。结果发现:在一语自由回忆测试中,任务类型显著影响词汇意义的学习,语义任务对词汇意义的学习有促进作用,而形式任务对词汇意义的学习有抑制作用;在二语自由回忆测试中,任务类型对词汇形式的学习没有影响;在一语和二语提示回忆测试中,任务类型显著影响二语词汇的即时学习效果,语义任务和形式任务都对词汇形义匹配知识的学习有抑制作用。本研究部分验证了TOPRA模型的适用性,希望可以为二语词汇教学提供一定的借鉴和参考。

中国古代文学课堂教学活动任务设计与应用研究

中国古代文学目前的教学改革探索中,依托线上平台,精心设计教学活动任务是关键。把握好这一环节,能极大地提高学生课堂参与度,使其真正成为沟通古今的桥梁。文章以雨课堂线上平台为例,从教学活动任务设置的基础与依据、教学活动任务的设计、实践应用等方面,阐释教学活动任务设计的必要性及其实践应用的多样化方式,从而在教学实践中真正发挥线上平台的作用,提升课堂教学效果。

高职课程学业表现性评价的任务框架设计与评分量规设计

高等职业教育侧重于培养职业性、应用型的高素质技术技能人才,在课程教学中注重能力本位与工作任务情境,传授“功能性知识”,课程学业更适合采用表现性评价以衡量学生的认知思维与推理技能,以及运用知识解决现实、有意义的问题的能力。表现性评价设计的核心包括评价任务设计与评分量规设计。评价任务设计框架包括主题内容、行动或实践、情境、意义,以有效地引发学生“证明其习得功能性知识”的表现。评分量规设计框架包括评分指标、指标权重、质量水平层次、水平分值、标准描述,可作为表现性评价设计具体步骤的参考,最终促进高职课程教学实践更好实现育人效果。

新能源汽车动力电池及管理技术课程教学设计与实施

为培养新能源汽车后市场急需的高素质技术技能型人才,针对新能源汽车技术专业教学过程与生产过程脱节、教学内容与工作内容不匹配的问题,以新能源汽车技术专业核心课新能源汽车动力电池及管理技术课程为例,对该课程进行了整体教学设计并在新能源汽车技术专业中应用。根据岗位能力需求、课程标准、“1+X”证书考核标准确定教学目标,重构课程内容,在分析学生学情的基础上,充分利用校企优势资源因材施教。以企业真实的生产任务为教学载体,基于问题导向,采用任务驱动教学法,通过“三阶段七环节”实施教学。通过多元化、多维度、过程性评价促进学生能力全面提升。

多无人机输电线路巡检联合轨迹设计方法

无人机(UAV)技术在输电线路自动巡检的应用中具有重要的意义和广阔的应用空间。考虑到无人机的续航能力受限,无人机需要在电量耗尽前从机巢飞往指定巡检区域,完成输电塔杆的巡检,再安全返回机巢。为此,针对大范围输电线路巡检场景,该文以最小化巡检时间为优化目标,提出一种支持大范围输电线路多无人机巡检方法。具体而言,首先通过k-means++算法合理分配无人机巡检任务,再在巡检电池能量的约束下基于改进的模拟退火算法优化无人机巡检轨迹来提升巡检效率。最后,基于模拟真实环境中塔杆的分布数据,对所提出的无人机任务分配和轨迹设计算法进行仿真分析。仿真结果验证了所提算法通过多无人机巡检任务分配和轨迹设计可显著减少总的巡检时间。

面向无人机集群察打场景的PPO算法设计

无人机集群决策问题是智能化战争的重要研究方向。以构建的典型无人机集群侦察打击的任务场景为例,研究复杂不确定条件下的无人机集群任务分配与运动规划问题。针对该问题,从战场环境模型参数化设计与典型集群侦察打击任务角度,阐述任务决策的复杂性与战场环境不确定性。设计通用性较强的状态空间、奖励函数、动作空间和策略网络,其中,为捕捉多元态势信息,设计并处理了多种类型特征作为状态空间,同时设计与察打任务紧密相关的多种类型奖励;动作策略输出采取主谓宾的形式,更好表达复杂操作;策略网络设计了编码器-时序聚合-注意力机制-解码器结构,充分融合特征信息,促进了训练效果。基于近端策略优化算法(proximal policy optimization,PPO)的深度强化学习(deep reinforcement learning,DRL)进行求解。最后,通过仿真环境实验验证了无人机集群在复杂不确定条件下实现察打任务决策的可行性和有效性,展现了集群任务分配与运动规划的智能性。