三P教學(xué)法和任務(wù)型教學(xué)法區(qū)別2省公開課金獎(jiǎng)全國賽課一等獎(jiǎng)微課獲獎(jiǎng)?wù)n件

1/362/363P教學(xué)法與任務(wù)型教學(xué)法XuYingjunFeb.19,3/363P教學(xué)法與任務(wù)型教學(xué)法

1.Task-basedapproach2.3Pmethods3.Relationshipbetweenthetwo4.Analysesofthetwo

4/361.Task-basedapproachFivemajorformationswiththefurtherdevelopmentofcommunicativeapproach：functionalapproach功效型教學(xué)法negotiatedapproach協(xié)商型教學(xué)法naturalapproach自然型教學(xué)法content-basedapproach內(nèi)容型教學(xué)法task-basedapproach任務(wù)型教學(xué)法

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Task-basedapproachoriginatedinmid-1980s

representedby

Nunan,anAmerican,whowrotesomeacademicresearchworksasaresultofwidespreadinterestinthefunctionalviewsoflanguageandcommunicativelanguageteachingandmarkedtheformationoftask-basedteachingmodelthatstressestheautonomyoflanguageteachersandlearnersandhavebecometheinternationalmainstreamineducation.1.Task-basedapproach6/36

EnglishCurriculumStandardissuedbytheEducationalMinistryofthePeople’sRepublicofChinapointsoutthecurriculumproposesthetask-basedteachingmodeinwhichstudents,undertheguidanceoftheteacher,achievethetargetandexperiencethesuccessbymeansofperceiving,observing,practicing,participatingandcooperating.Incourseoflearning,studentsadjusttheiraffectionandstrategiestoshapepositiveattitudetowardslearningandimprovetheirabilitytouselanguageinreality.1.Task-basedapproach7/36

EnglishCurriculumStandardissuedbytheEducationalMinistryofthePeople’sRepublicofChinapointsoutthecurriculumproposesthetask-basedteachingmodeinwhichstudents,undertheguidanceoftheteacher,achievethetargetandexperiencethesuccessbymeansofperceiving,observing,practicing,participatingandcooperating.Incourseoflearning,studentsadjusttheiraffectionandstrategiestoshapepositiveattitudetowardslearningandimprovetheirabilitytouselanguageinreality.1.Task-basedapproach8/361.Task-basedapproach本課程提倡任務(wù)型教學(xué)模式,讓學(xué)生在教師指導(dǎo)下,經(jīng)過感知、體驗(yàn)、實(shí)踐、參加和合作等方式，實(shí)現(xiàn)任務(wù)目標(biāo),感受成功。在學(xué)習(xí)過程中進(jìn)行情感和策略調(diào)整，以形成主動(dòng)學(xué)習(xí)態(tài)度，促進(jìn)語言實(shí)際利用能力提升。9/361.Task-basedapproachDefinitionAtaskisanactivity,whichrequireslearnerstouselanguage,withemphasisonmeaning,toattainanobjective.Inotherwords,ataskcanbeconsideredasapieceofclassroomwork,whichinvolveslearnersinthetargetlanguagewhiletheirattentionisprincipallyfocusedonmeaningratherthanform(Hosseini,etal.)10/361.Task-basedapproachDefinitionFromapedagogicalperspective,anactivityoractionwhichiscarriedoutastheresultofprocessingorunderstandinglanguage(i.e.asaresponse).11/361.Task-basedapproachDefinition

Breen(1987:23)definedthetaskasanystructuredlanguagelearningendeavourwhichhasaparticularobjective,appropriatecontent,aspecifiedworkingprocedure,andarangeofoutcomesforthosewhoundertakethetask.‘Task’isthereforeassumedtorefertoarangeofworkplanswhichhavetheoverallpurposeoffacilitatinglanguagelearning—fromthesimpleandbriefexercisetype,tomorecomplexandlengthyactivitiessuchasgroupproblem-solvingorsimulationsanddecisionmaking.12/361.Task-basedapproachDefinition

Breen(1987:23)definedthetaskasanystructuredlanguagelearningendeavourwhichhasaparticularobjective,appropriatecontent,aspecifiedworkingprocedure,andarangeofoutcomesforthosewhoundertakethetask.‘Task’isthereforeassumedtorefertoarangeofworkplanswhichhavetheoverallpurposeoffacilitatinglanguagelearning—fromthesimpleandbriefexercisetype,tomorecomplexandlengthyactivitiessuchasgroupproblem-solvingorsimulationsanddecisionmaking.13/361.Task-basedapproachDefinition

Itisevidentthatthecurrentinterestintasksstemslargelyfromwhathasbeentermed‘thecommunicativeapproach’tolanguageteaching.Taskscanbeanalysedintermsoftheirgoals,inputdata,activities,settingsandroles

(Nunan1989:20).14/361.Task-basedapproachGoals

——

theobjectivethatalearningtaskshouldattain.Goals,infact,expressthetaskdesigner’sintentionofmakingstudentslearnsomeknowledgeormastercertainlanguagetechniquesthroughfulfillingthetask.Goalcanbecategorizedintofour:communication,socialculture,learning-how-to-learnandlanguageandculturalawareness.15/361.Task-basedapproach

Inputdata——

thebasicmaterialsofthecompositionofatask.

Activities——

learners’specificoperationofthematerials.

Settings——

theplannedbackgroundthatthetasksetexplicitlyorimplicitlyinandoutofclass.

16/361.Task-basedapproach

Roles——

rolesconsistingofbothlearnerandteacherroles.Theformeronereferstothepartthelearnersplayinimplementinglearningtasksandthelattertothefunctionofteacherswhilestudentsarecompletingthetaskandtheirrelationshipwiththelearners.

17/361.Task-basedapproach

Learner’s

Role

Factorsconstitutingthefoundationforlearnersto

completethetask：

Affection

Previousknowledgeorexperience

Previousacquiredabilitiesandtechniques

18/361.Task-basedapproach

Teacher’s

Role

Five

points

Thetypesofroletheteacherisexpectedtoplay;

Thecontroloverthelearners’learningwaystheteachergains;Thedegreeoftheteacher’sresponsibilityforlearningcontents;

Thecommunicativeformbetweenteacherandstudents;

Teacher’ssupervisionandassessmentofthetaskcompletion.

19/362.3Pmethods“3P”methodsisformedin1970s,whichistheproductofthemodeofCommunicativeLanguageTeachingandcanbedividedinto3stages:

presentation（演示）

practice（操演）

production（結(jié)果）20/362.3Pmethods

在教學(xué)過程中教師經(jīng)過對(duì)語言知識(shí)展現(xiàn)和操演讓學(xué)生掌握，然后再讓學(xué)生在控制或半控制之下進(jìn)行假設(shè)交際，從而到達(dá)語言輸出，形成學(xué)習(xí)結(jié)果。21/363.Relationshipbetweenthetwo

任務(wù)型教學(xué)法和“3P”教學(xué)法一樣都屬于交際語言教學(xué)法分支。Howatt（1984）把交際法分為“弱版（weakversions）”和“強(qiáng)版（strongversions）”兩大派。弱版交際法以著名3P課程（PPPlesson）為代表，強(qiáng)版交際法則形成了以任務(wù)型教學(xué)法為代表TBL課程。22/363.Relationshipbetweenthetwo任務(wù)型教學(xué)法基本學(xué)習(xí)步驟為pre-task（前任務(wù)）、taskcycle（任務(wù)環(huán)）和語言聚焦（languagefocus）三個(gè)部分，它強(qiáng)調(diào)是學(xué)生學(xué)習(xí)過程，與“3P”教學(xué)法剛好是個(gè)相反過程。在常規(guī)“3p”教學(xué)模式中，任務(wù)通常表達(dá)為production中綜合利用式練習(xí)，用來鞏固所學(xué)語法結(jié)構(gòu)、語言功效或詞匯。而在任務(wù)型教學(xué)模式中，學(xué)生通常以完成任務(wù)活動(dòng)開始學(xué)習(xí)，待任務(wù)完成后，教師再把學(xué)生注意力引到活動(dòng)中使用語言上，并對(duì)學(xué)生使用語言進(jìn)行糾正和調(diào)整。23/364.Analysesofthetwo任務(wù)型教學(xué)優(yōu)點(diǎn)：

任務(wù)型教學(xué)重視真實(shí)場景下、以明確目標(biāo)為導(dǎo)向語言交際活動(dòng)；它要求學(xué)生經(jīng)過完成任務(wù)學(xué)習(xí)活動(dòng)來掌握真實(shí)、實(shí)用和有意義語言。學(xué)生在參加課堂活動(dòng)時(shí)是帶著極大興趣和熱情，所以整個(gè)課堂是一個(gè)主動(dòng)有效學(xué)習(xí)過程。

24/364.Analysesofthetwo任務(wù)型教學(xué)優(yōu)點(diǎn)：

它提倡以教師教學(xué)為主導(dǎo)、以學(xué)生學(xué)習(xí)為主體教學(xué)活動(dòng)。在教學(xué)過程中教師不再是高高在上權(quán)威和主宰，而是以組織者、引導(dǎo)者、顧問或者同伴身份出現(xiàn)，學(xué)生學(xué)習(xí)也成為一個(gè)滿足需要、發(fā)展興趣、提升能力過程。

25/364.Analysesofthetwo任務(wù)型教學(xué)優(yōu)點(diǎn)：

它提倡體驗(yàn)、實(shí)踐、參加、探究、交流和合作學(xué)習(xí)方式，學(xué)生在參加教師或教材精心設(shè)計(jì)任務(wù)活動(dòng)中認(rèn)識(shí)語言，利用語言，發(fā)覺問題，找出規(guī)律，歸納知識(shí)和感受成功。

26/364.Analysesofthetwo任務(wù)型教學(xué)缺點(diǎn)：課堂效率低，難以確保大班額課堂教學(xué)任務(wù)完成。

課堂組織和任務(wù)設(shè)計(jì)與實(shí)施過分依賴教師教學(xué)能力和教學(xué)水平，故在當(dāng)前極難確保大面積教學(xué)質(zhì)量提升。課堂中學(xué)生個(gè)體活動(dòng)難以有效監(jiān)督和控制，反饋效率低。

27/364.Analysesofthetwo“3P”教學(xué)法優(yōu)點(diǎn)：強(qiáng)調(diào)以結(jié)構(gòu)—功效—交際為主教學(xué)模式，加大了語言輸入輸出量，大大提升了課堂目口號(hào)言操演頻率。

教學(xué)以演示（presentation）→操演（practice）→結(jié)果（production）為基本步驟，教師便于組織和控制課堂，提升了課堂教學(xué)效率。強(qiáng)調(diào)語言結(jié)構(gòu)分析和詞匯、句式、語法學(xué)習(xí)，大大提升了語言利用準(zhǔn)確性。

28/364.Analysesofthetwo“3P”教學(xué)法缺點(diǎn)：