任务型教学视角下的《剑桥国际少儿英语》教材中任务活动分析
发布时间：2022-12-05 20:59
在世界教学改革的大背景下,我国英语教育也在逐渐转变教学方式,从传统的填鸭式教学转向以学生为中心的课堂,旨在增强学生语言运用能力。尤其在中小学英语教育中,强调合理地设置任务,创设真实运用语言的语境,激发学生的学习兴趣,让学生在做中学,学中做,充分地将语言学习与生活实际联系起来。因此,任务型教学理念在今日的课堂中得到了广泛的使用和普及。然而在使用的过程中,部分老师并没有完全掌握任务型教学的理念及精髓所在。为更好地让一线教师懂得如何设计良好的基于任务的互动活动,激发学生的学习动机,并为我国英语教材的编撰提供一定的指导性建议,笔者研究了《剑桥国际少儿英语》（Kid’s Box）系列教材中的任务型活动以期提供一些建议。基于定性与定量的研究方法,笔者通过问卷调查的方式了解目前少儿英语学习所用书籍及其学习需求,以及对《剑桥国际少儿英语》（Kid’s Box）教材的使用情况。了解了该教材具有研究价值后,便建立数据库,逐本记录了《剑桥国际少儿英语》（Kid’s Box）系列教材6本课本任务型活动类型分布。围绕该系列教材中任务型活动分类、特征、在每一册中的分布情况、每种任务对孩子多元智能的培养效果及每一册...
【文章页数】：78 页
【学位级别】：硕士
【文章目录】：
abstract
摘要
Acknowledgements
Chapter 1 Introduction
1.1 Research Background
1.2 Research purpose and significance
1.3 The structure of the thesis
Chapter 2 Literature Review
2.1 Related theories of TBLT
2.1.1 The definition of task
2.1.2 Types of task
2.1.3 Features of task
2.1.4 Principles of task
2.2 Related researches on TBLT
2.2.1 Foreign researches
2.2.2 Domestic researches
2.2.3 Reviw of the researches
2.3 Research on textbook compilation based on TBLT
2.4 Features of young English learners
Chapter 3 Theoretical Basis
3.1 Piaget’s Cognitive Development Theory
3.2 Vygotsky’s Zone of Proximal Development
3.3 Bruner’s Structuralism Theory
3.4 Gardner’s theory of multiple intelligence
Chapter 4 Methodology
4.1 Research questions
4.2 Subjects
4.3 Methodology
Chapter 5 Data Analysis and Discussion
5.1 Analysis of the questionnaire
5.2 Data analysis of the task-based activities in KB
5.2.1 Single task and combined task
5.2.2 Teaching task and authenticity task
5.2.3 Tasks related to language skills
5.2.4 Open tasks and closed tasks
5.2.5 Receptive task and productive task
5.2.6 Authenticity task
5.3 Cultivation of multiple intelligence
Chapter 6 Conclusion
6.1 Major findings
6.2 Suggestions for further study
6.3 Limitation
References
Appendix
本文编号：3710340
【文章页数】：78 页
【学位级别】：硕士
【文章目录】：
abstract
摘要
Acknowledgements
Chapter 1 Introduction
1.1 Research Background
1.2 Research purpose and significance
1.3 The structure of the thesis
Chapter 2 Literature Review
2.1 Related theories of TBLT
2.1.1 The definition of task
2.1.2 Types of task
2.1.3 Features of task
2.1.4 Principles of task
2.2 Related researches on TBLT
2.2.1 Foreign researches
2.2.2 Domestic researches
2.2.3 Reviw of the researches
2.3 Research on textbook compilation based on TBLT
2.4 Features of young English learners
Chapter 3 Theoretical Basis
3.1 Piaget’s Cognitive Development Theory
3.2 Vygotsky’s Zone of Proximal Development
3.3 Bruner’s Structuralism Theory
3.4 Gardner’s theory of multiple intelligence
Chapter 4 Methodology
4.1 Research questions
4.2 Subjects
4.3 Methodology
Chapter 5 Data Analysis and Discussion
5.1 Analysis of the questionnaire
5.2 Data analysis of the task-based activities in KB
5.2.1 Single task and combined task
5.2.2 Teaching task and authenticity task
5.2.3 Tasks related to language skills
5.2.4 Open tasks and closed tasks
5.2.5 Receptive task and productive task
5.2.6 Authenticity task
5.3 Cultivation of multiple intelligence
Chapter 6 Conclusion
6.1 Major findings
6.2 Suggestions for further study
6.3 Limitation
References
Appendix
本文编号：3710340
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