任務(wù)型教學法在初中英語閱讀課堂中的應(yīng)用

-12-ChapterFourTheImplementationAdvantagesofTask-BasedTeachingTheimplementationoftask-basedteachinghasindeedimprovedthequalityofteachinginseveralaspects,especiallytheimprovementoflearningefficiencyandteacher-studentinteraction:4.1StimulationofStudentInterest Whileusingtask-basedteachingmethodinclass,teachers'teachinglevelandtheirownabilityhavebeensignificantlyimproved.Englishteachersneedtodesignreadingtasksinadvance.Thereadingtasksarenotfixedorhaveafixedpattern,butaredesignedaccordingtothecharacteristicsofjuniorhighschoolstudents'readinglearningandthehighlightsofthisclass,whichnotonlyteststheprofessionalabilityofteachers.Italsoimprovestheprofessionalqualityofteachers.Notonlythequalityofteachers'teachinghasimproved,butalsotheinteractionofstudentshasincreasedsignificantly,andtheunderstandingofclassroomcontenthasalsobecomemoreprofound,whichisundoubtedlyawin-winteachingmethod：First，correctlyguidestudentstolearn.Studentsshouldbeguidedtodevelopgoodstudyhabitsofpreparinginadvanceandreviewingafterclass.Previewthetextinadvancetohelpstudentsfindtheirownweakpointsinlearningandasktargetedquestionsinclass;After-classretrospectiveshelpstudentsconsolidatewhattheyhavelearnedthroughouttheday.Then,eachlessonshouldbecarefullypreparedanddesigned,carefullyreadtheteachingmaterialsandteachingmaterialsbeforetheclass,andmakeappropriateuseofmultimedianetworkresources.Inaddition,intheintroductionofexcitement,classroomprocess,after-classtutoring,andhomeworkassignment,attentionshouldbepaidtostudents'willingnesstolearnandlearnknowledgeandskills.Secondly,ensurethemainpositionofstudentsinteachingactivities.Eachlinkofteachingactivitiesshouldadvocatetheteachingmodeofcombiningstudentlearningandteacherguidance,sothatstudentsandstudentsandteachersandstudentscanformanequal,friendlyandcooperativeatmosphere.Third,makethemostofthe40minutesofclass.Takeadvantageofopportunitiesforgroupworksothateachstudenthastheopportunitytopracticeandself-expression.Leteverystudentexpresstheirownvoice,andalsodevelopthegoodhabitoflisteningtotheopinionsofothers,soastopromotemutualinspirationandhelpbetweenstudentsinordertobettercompletelearningtasks.Intheclassroom,westrivetocreateafree,democratic,harmoniousandsafelearningatmosphereforstudents,sothatstudentswanttolearn,wanttolearn,enjoylearning,andparticipateinlearningeffectivelyandasafunnyactivity.Interestisthebestteacher,findwaystostimulatestudents'interestinlearning,sothatstudentscanmakegooduseofeveryminuteandeverysecondinsimple,harmoniousandfunlearning.Fourth,discoverstudents'brightspotsintime.Personalityisbackwardclassmates,thesestudentsalwaysexpecttobeaffirmedbytheirclassmatesandteachers.Todealwithsuchchildren,inordertosolvetheirproblems,wemustfullyrespecttheiremotionalneedsandprescribetherightmedicinetoachievetwicetheeffectwithhalftheeffort.Totheaffirmationofclassmatesandteachers.Todealwithsuchchildren,inordertosolvetheirproblems,wemustfullyrespecttheiremotionalneedsandprescribetherightmedicinetoachievetwicetheeffectwithhalftheeffort.Forexample,askthemtoanswerquestionsandpraisetheminatimelymanner;Letthemseethebestinthemselvesintheirfavoriteactivitiesandregaintheirconfidence.Onlybybelievinginandrespectingthemcanweeducatethemandtransformthem.Fifth，payattentiontoguidingthedevelopmentofstudents'qualityeducation.Mainlythroughhabitformationeducation,studentshavesignificantlyimprovedtheirpoliteness,behaviorhabits,studyhabitsandsafetyprecautions.Sixth，carefullygraspthelaterreview.Inthesecondhalfofthestudy,leadstudentstodoagoodjobofreviewseriouslyandeffectively,andstrengthenthemasteryofbasicknowledgeofbackwardstudents.Striveforbackwardstudentstomakeabigimprovementinthereview.Conductsolidandeffectivereviewofstudentsaccordingtodifferentlevelsandgoals,andstrivetoimprovethequalityofeducationandteaching.4.2CultivationofStudents'hands-onAbilityandLanguageExpressionInthisprocess,studentsarethesubject,ratherthanjustcompletingthereadingtasksassignedbytheteacher.Studentsexerttheirexpressionandbecomethemastersoftheclass.Whileexertingtheirsubjectivity,theycanimprovetheirreadingabilityandlearningefficiency.Accordingtothetheoryofhumanneeds,childrenthemselvesalsoneedtolearn.Butwhetheradultsorchildren,whatweneedfirstissecurity.Intermsoflearninglife,whenthechildisnotunderstoodandloved,hefeelsinsecure.Heaffirmedthatitwasimportantthat"someoneunderstoodme."Inlearning,parents'love,understandingandhelparethedrivingforceforchildrentotaketheinitiativetomoveforward.Parentsshouldalwayspayattention,appreciateandlistentotheirchildren,andestablishgoodparent-childcommunication,whichisthefirststepforchildrentoturnpassiveintoactive.Learntocommunicatewithchildrentoformulatelearningrules,rewardandpunishmentsystems.Usuallyspendmoreoutdooractivitieswithchildren,communicatewithteachersmore,andstriveforschool,family,andcommunitylinkageandcollaborativeeducation."Notwantingtolearn"occursinchildrenofallages,anditisalsoacommonphenomenonamongteenagers.Firstofall,parentsshouldunderstandthatchildrendonotwanttolearnbecausetheydonothavetherightlearninggoals,theiracademicperformanceisnotsatisfactory,andtheyareoftenforcedtostudyunderpressurefromteachersandparents.Therefore,parentsshouldlearntobefriendswiththeirchildren,respecttheirchildren'sideas,communicatewithchildrenonanequalfooting,stimulatetheirchildren'sinterestinlearning,andguidetheirchildrentoestablishspecific,phasedandconsistentlearninggoals.Secondly,parentsshouldnotneglecttheirchildren'seducationbecauseofbusylifeorself-careforleisureandentertainment,andshouldenrichthemselves,beagoodexamplefortheirchildren,andteachbyexample.Inshort,whendealingwithchildren'slearning,weshoulduseapositiveattitudeofencouragementandjointdiscussionmethodstohelpchildrenenhancetheirlearningmotivation.Developinggoodstudyhabitsisthekeytoimprovinglearninginitiative.Whetheritisaholidayorusual,parentsshouldguidetheirchildrentopreparecarefully,whichcannotonlyimprovetheefficiencyoflisteningtolessons,butalsodeveloptheirchildren'sself-learningability;Encouragechildrentoreviewintimeandcompletehomeworkindependently,andusethe"recenteffect"ofpsychologytoconsolidatetheknowledgelearnedandimprovethemasteryrateofknowledge;Afterschoolandholidays,itisalsonecessarytocultivatechildren'shabitofsummarizingandinduction,helpchildrengraspthekeypointsandkeysthatshouldbemastered,soastoimprovechildren'slearningeffectandgivechildrenthemotivationtotaketheinitiativetolearn.Withthedevelopmentandprogressofthetimes,itisnolongerfeasibletoeducatechildrenwiththesamesetofourera,plusthechildisinarebelliousperiod,themorewesaythatheismoredisgusted.Ithinkit'simportanttocultivatechildren'sawarenessandinterestinlearning.Inlayman'sterms,itis"whystudyhard","whygrades","whydiplomasandskillscanaffectpeople'slives"andsoon.Intermsofchildren'slearning,Ithinkwemusttryourbesttocreategoodlearningconditionsforchildren,andcommunicatemorewithteachersandcooperatewitheachother.4.3DevelopmentoftheAbilitytoCooperatewithOthersTeachersandstudentsactivelyinteractwitheachother,andtheclassroomatmosphereisactive,whichbreaksthedisadvantagesoftheoriginaltraditionalreadingteachingmethodsandgivesplaytostudents'subjectivity.Whileteacherscommunicatewithstudentsinclass,studentsmasterthekeycontentofthisclassandimprovetheirreadingability.4.4TheImprovementofActivelyAbsorbingKnowledgeIntheprocessofanewroundofresearchandlearning,eachstudywillbringnewimprovement,alsolearnedalotofeducationaltechnology,greatlyimprovedtheteachingability,thistraining,Ibenefitalot,harvestalot,canthinkinahigherlevel,manyquestionshavebeensolvedandinspired,professionalqualityhasbeengreatlyimproved.Throughthisstudy,Irealizedthatthemainbodyofclassshouldbestudents,soweshouldcultivatestudents'abilitytoraise,analyzeandsolveproblems,fullymobilizestudents'subjectiveinitiativeinlearning,darestudentstoaskquestions,darestudentstospeak,darestudentstospeakfreely,darestudentstoexpressthemselves,darestudentstobeinnovative.Fullyaffirmtheadvantagesofstudents,encouragetheircreativity,evaluatestudentswithpositivelanguage,encouragestudentstocarryoutexploratorylearning,cooperativelearning,andfullycultivatestudents'abilitytoexploreandcooperate,sothatstudentscanfindwaystosolveproblems,summarizetherulesofproblems,andimprovetheirabilitytosolveproblemsincontinuouslearning.Teachersshouldteachthemethodstosolveproblems,themeanstoacquireability,fullybelieveinstudents'independentlearningability,donotdoinstead,mustnotstifletheformationofstudents'innovativeability.Studentscannotlearnthefollowingpoints:Thecontentoftheteacher'sspeechcannotbeacceptedbythestudent,itistoodifficult,ortheteacher'sexpressionisnotspecificandvividenough.Studentsdonotlistencarefullyduringclass,aredistractedorhaveapoorfoundation.Inresponsetothesetwoproblems,ithasbeenexplainedintheaboveteachinglink,itisnecessarytopreparelessonsandpreparestudents.Thisfurtherillustratestheimportanceoflessonpreparation.Thesecondquestionistostartwiththeteacher'sclassroomorganizationability,whichalsomentionedthattheteacherplaysaleadingroleinteachingactivitiesandistheorganizerandconductoroftheclassroom.Theimprovementofteachingefficiencyandteachingqualityhasalottodowithteachers,soteachersmusthaveasolidknowledgereserve,flexiblemind,andsufficientaura.Thesameaccordingtodifferentknowledgeshouldalsochangetheteachingmethod,China'scommonlyusedteachingmethodsare:lecturemethod,questionandanswermethod,discussionmethod,practicemethod,demonstrationmethod,experimentalmethod,readingguidancemethod,situationalteachingmethod,inquiryteachingmethod.Theuseofcorrespondingteachingmethodswillgreatlyimprovetheefficiencyandqualityofteaching.Teachingorganizationform,learningandunderstandingteachingorganizationform,isconducivetooptimizingtheteachingsystemandimprovingthequalityofteaching.Ourteachingorganizationshouldbetailoredaccordingtothecontentofteaching,thenatureandstructureofthecurriculum,theteacher-studentratio,thestatusofmaterialresourcesandtheprogressofteachingtechnology.Therearevariousformsofteachingorganization,mainlythefollowingtypes:classteachingsystem,individualteaching,doubleteaching,on-siteteaching,groupteaching,andshiftsystem.Inordertoimprovetheefficiencyandqualityofteaching,wemustmakegooduseofourcurrentconditions.The21stcenturyisaninformationage.Informatizationaffectsallaspectsofpeople'slives,asfaraseducationisconcerned,thecombinationofinformationtechnologyandeducationhasbecomeaninevitabletrendofthedevelopmentofthetimes.Makingfulluseoftheconveniencebroughtbytheinformationagewillmakeourteachingmorepowerful.ChapterFiveConclusionSeveralabilitiesneedtobeimprovedinlanguagelearning,amongwhichreadingabilityismoreimportant,becauseinthedailycommunicationprocess,weneedtounderstandthemeaningofwhatotherssay,whichisusedinreadingcomprehensionability,whichbecomestheplacetolearninthelearningprocess,anditisalsothefocusoftesting.However,thetraditionalteachingmethodofEnglishreadinghinderstheimprovementofstudents'readingability,makingreadingaweaknessformoststudents.Therefore,howtoenablestudentstoreadquicklyandeffectivelyhasbecomeanimportantgoalofmanyEnglisheducatorsinrecentyears.Inrecentyears,thetask-basedteachingmethoddevelopedandusedinforeignlanguageteachinghasalsobecomeaveryeye-catchingvocabularyinChineseEnglishteaching.ThefamoussurveyissuedbytheMinistryofEducationadvocatetheuseoftask-basedteachingmethodsinEnglishteachinginsecondaryschools,andclearlyproposethattask-basedteachingmethodsshouldbeimplementedintheEnglishteachingprocesstocultivatestudents'abilitytounderstandanduselanguage.Thisteachingmethodadvocatesthatstudentsshouldexperiencethecharmoflanguage,aswellasthesecretoflanguageuse,andsummarizetheskillsandmattersneedingattentionbythemselves,emphasizingthatstudentscandothingsinEnglish.Nowadays,manylanguageresearchersarestillworkingonsuchprojects,butmanyoftheresearchdataisnotmatureenough,formostteachersinChina,task-basedteachingmethodsarestillanewteachingmodel.Moreover,thenewcurriculumstandardonlybrieflyintroducesthetask-basedteachingmethod,therefore,betteruseofthisteachingmethodtherearemanyimmatureplaces,needmorein-depthresearch,especiallythelackofaconventionalmodelforEnglishteachersintask-basedEnglishreadingteaching.Therefore,itisessentialtodoendeavorontheapplicationoftask-basedteachingmethodsinjuniorhighschoolEnglishreadingclasses,whichisofgreatsignificanceforpromotingtheimplementationofthenewEnglishcurriculumstandards.Theauthorconductedasemesterofexperimentalresearchontheapplicationoftask-basedteachinginjuniorhighschoolEnglishreadingclasses,andtheresearchobjectsweretwoparallelclassesledbytheauthor.Beforetheexperiment,theauthormadeacomparativeanalysisofthefinalexamresultsofthefirstsemesterofthetwoclasses,andfoundthattheEnglishproficiencyofthetwoclasseswasnotmuchdifferent,andcouldbe