2016年11月16日听课反思

练丽平

来自: 练丽平(莞尔) 2016-11-16 12:28:15

  • 栗子小姐

    栗子小姐 2016-11-16 14:50:37

    201410500070 何诗琳

    首先,TBLT不是一种教学法流派,它可以算作是Communivative Principles里的一种教学理念。
    整堂课最大的收获在于终于弄清楚了:到底什么才是任务型教学法?以及Task和exercise的区别。

    一、What is a Task?
    关于这个问题,有很多学者提出过很多种版本的见解,有的比较宽泛(Long),有的比较具体(Breen),
    但是就narrow sense来看,task的特征包括:communicative,real-world,and target tasks.即任务具有交际性(存在信息沟,而不是单纯的
    服从教师的指示或命令);有真实的语境;任务有目标。
    书上总结的:
    A purpose;a context;a process;a product(visible+invisibe)

    二、What are the differences between tasks and exercises?

    Task:nonlinguistic outcome
    Exercise;Linguistic outcome

    相比之下,任务型教学,给学生发挥的空间更大,且没有固定的答案,对老师的能力也相对要求得更高;而练习呢,是严格在老师的控制范围
    之内的,对学生来说,发挥的空间小,受正确答案的限制,老师掌控起来比较容易。

    我认为,无论是task还是exercise都有各自的优点和缺点,比如exercise可以巩固和强化学生的知识,利于老师把握教学节奏,跟进教学安
    排。所以,教学中,不能因为task的新颖就盲目乱用,也不能重头到尾都是exercise而束缚了学生的思维。最好是两者结合,根据教学
    目标和内容合理的安排使用,发挥最优的教学效果。

    三、任务设计的原则
    1、真实性原则
    2、任务贴近生活原则
    3、形式+功能原则
    4、任务依赖原则
    5、做中学原则
    6.支架原则(老师的角色)

    总结:今天老师课堂说到一个topic,任务型教学法适不适合中国的英语教学课堂?我个人的看法是,中国正在慢慢推进素质教育,提倡
    注重受教育者的全面发展,而任务型教学法正是可以迎合这一要求得。但是在中国现在仍然还是处于应试教育为主导的大教育背景之下,
    所以TBLT可以说,难以推行。时间上就不充裕,而且师资水平上,我认为也远远还没达到这种水平。但是,这种教学法,我认为在低年级
    阶段是非常值得推崇的,不会束缚孩子的创造力,反而可以让他们的天赋得以发展。也有利于孩子更好的认识自己。

  • real__kim

    real__kim 2016-11-16 18:42:11

    黄金金 201410500017
    今天的主要课题是任务型教学法(TBLT)。首先,我们得明确的是,任务型教学法不是一种教学流派,它只是一种教学理念。其次,任务型教学法中的任务与活动是不一样的。任务是有明确的目的的,要确保学生通过完成这个任务能达到一个具体的目标,而这个目标又不能仅仅是句型的操练和掌握。任务还要有具体的语境,这个语境是真实有效的,这能培养学生运用语言能力的作用。另外,任务是交际法中的其中一个分支,因此任务的产出是必须具有交际的意义的。要让任务具有交际性,那么这其中一定得存在information gap。设计任务时一定要体现这一点,不是只让学生找已知的或者文本上的内容,要设计能让学生通过交际获得信息的任务。理论说起来容易,实际做起来真的好难啊。仔细看,有很多练习的设计都是针对一些句型或者语法点的操练,而没有交际的过程,然而老师上课时却没注意到这一点。老师在设计任务时,一定要给学生设立一个真实的语境,在任务开始前给学生提供一些表达方式,让学生在进行交际的同时掌握具体的知识,从做中学。还有一点很很很重要,老师一定要好好活用课堂上的道具,道具不仅能提起学生的兴趣,还能让学生更直观的掌握知识点。

  • Leslie

    Leslie 2016-11-16 20:19:49

    201410500035 阮芮
    今天的课主要讲了任务型教学法Task-based Language Teaching(TBLT),亦称Task-based Approach。首先我们必须要先弄清的是,TBLT只是从交际法发展而来的一个理念,因此并不作为一个教学法来讲。
    关于TBLT的定义有很多,不同的学者给出了不同的定义,但不难发现,不同的说法都包含着“purpose”,“outcome”,“information gap”等几个关键词。从广义来说,TBLT包括了pedagogical tasks和communicative tasks, 而狭义的TBLT则以communicative, real-world, target language为特征。在这里我们谈到了task和activity的差别。前者是一种behavioral blueprint,以完成语言学习任务为目标,并与交际相结合;后者则是一种具体的行为,因此TBLT由四个部分组成:a purpose, a context, a process, a product(outcome)。
    接下来我们谈到了exercises,exercise-tasks,tasks。同样,我们先来了解这三者之间的区别。书上的图简单明了地解释了其区别。朱老师也给出了相应的解释。Exercise是一种练习活动,其使用语言来进行练习和展示,比如说“Describe the picture using the words and phrases from the list blow”,像这样的练习因为没有outcome或者说purpose,就不能称为一个task。详细来讲,exercise注重形式和语言结构,不需要一个真实的语境,需要严格的控制和立即纠错,得到的是语言性的结果,而task较注重内容的意思,需要创设一个真实的语言环境,且其中一般存在信息沟,其结果是非语言操练得到的。因此在判断一个教学活动是否是真正运用了TBLT,我们可以观察其是否存在着信息沟,是否有目的,是否有非语言性的输出。而exercise-tasks则是兼顾了两者的一些特点。
    总结起来,TBLT应该为:
    1.Learning activities, learning through doing;
    2.Authentic, practical, functional use of language, real-life language use;
    3.Outcome, goal-related;
    4.Construction, sequencing, evaluation;
    5.Individually and jointly.

    接下来讲到了TBLT的原则:真实性原则(即要与学生的生活和个人经历相结合);行使功能原则(语言形式和功能要有机结合起来);做中学原则;支架原则(从构建主义理论中发展而来,在这里强调的是教师在教学活动中应当发挥着支架的作用。)
    然后关于如何以TBLT设计一堂课,朱老师也给出了相应的建议
    Pre-task stage: warming-up, input, pedagogical tasks;
    While-task stage: task flowchart, model, communicative tasks performing;
    Post-task stage: task sharing and evaluation.

    在我个人看来,TBLT看起来是相当有用的,毕竟其不同于传统的操练,注重与交际相结合,使学生在真实的环境中做中学,有助于充分发挥学生在教学过程中的主体地位,提高学生学习的兴趣,拓宽其信息面,培养其交际能力。但在中国,这个理论还是不接地气的,毕竟其教学方式与应试教育相矛盾。因此到底能不能在我们将来的教学中运用TBLT,还需要自我去不断地探索。

  • Kr1st1ne 2016-11-16 23:25:18

    201410500009 覃献莹
    今天学了任务型教学法。首先,老师问了我们一个问题:“什么是任务?”。如何按照我之前的想法,“任务”不就是按照指示去做,最后会有一定成果的活动而已。但是老师指出,很多在职教师对任务型教学法都存在着理解的偏差,因为任务和练习活动这两个理念在操作上看似相同。对此,很多学者对任务型教学法有着不同的定义。但是,这些定义在本质上是一致的。总的来说,任务就是在一定的情景下,根据给出的信息,含有交际性,目标指向的一些活动。任务包括有四个成分,分别是:目的,语境,过程和成果。有四个原则:真实性、形式功能、任务依赖、做中学以及支架原则。接下来,在梳理了任务的概念之后,我们一起学习如何区分任务和练习。当我们侧重与锻炼学生对语言掌握的个人能力时,比如说,掌握词汇,语法,还有一些语言技能时,这样的活动就是练习。但是在任务执行中,以信息沟为基础,进行交际活动,强调“做中学”,“meaning”、“outcome”以及真实语言的使用等等。值得注意的是,介于这两者之间的活动就可以认为是“exercise-task”。对于在这节课上我总结的问题是,虽然我能理解这些理论知识,但是在进行区分的时候,我还是存在一些错误。就如书本上Activity2/4,我错误地把它们归为任务教学。可能我还没有将信息沟和灵活,自由交际这两个概念进行完全内化理解。在课堂最后,老师给我们放了任务前、任务中、任务后的相关教学视频。因此,我对这堂课的内容有了更好的理解了。

  • 李林穗 2016-11-16 23:54:55

    201410500023 李林穗
    老师说有很多新老师都不知道任务型教学法是什么,认为设计一个活动就叫做任务型教学,所以老师今天重点给我们讲了任务型教学。这里老师给我们总结了重要的关键词:
    1. Learning activities,learning through doing.
    2. Authentic, practical and functional use of language; real-life language use.
    3. Outcome, goal-related
    4. Construction, sequencing, and evaluation.
    5. Individually or jointly.
    接下来的内容是features of TBLT,老师介绍了几个专家的观点,总的来说一共有5点:
    1. Emphasis on learning to communicate through interaction in the target language.
    2. Introduction of authentic texts into the learning situation.
    3. Provision of opportunities for learners to focus not only on language, but also on the learning process itself.
    4. An enhancement of the learners′own personal experience as important contributing elements to classroom learning.
    5. An attempt to link classroom language learning with language activation outside the classroom.
    老师说任务型教学法在中国英语教学的运用现在还是值得深思的,我认为在中小学中任务型教学法比较难实施的,因为主要是应试教育。但是任务型教学法在大学英语教学中还是能起到积极的作用,特别是现在很流行的翻转课堂上的应用,翻转课堂就是学生在上课前完成对教学视频的观看和学习,师生在课堂上一起完成作业、协作探究和互动交流等活动的一种新型的教学模式,体现了以学生为中心的主体地位,有利于培养学生的自主学习能力。其次,翻转课堂在课堂上创建一种和谐、民主及活跃的课堂氛围,有效地激发了学生学习的兴趣。而任务型教学法也体现了这一点。

  • lily

    lily 2016-11-17 00:01:56

    201410500043 潘敏丽
    In this class, Mr. Zhu helped us to identify what is Task-based Language Teaching and make a distinction between tasks and exercises. First, there are differences about the two items. Task is referred to behavioral blueprints presented to learners. Activity referred to behavioral generated by the blueprints. Task focus on meaning, while exercise focus on form; task has authentic situation, but exercise doesn’t. For assessment means, exercise is in terms of language structure, while task is in terms of completion outcome. For language controlling, exercise is strictly controlled, task is freely. Finally, for the correction, the errors in task are corrected after the activity finished, while errors in exercise are corrected immediately.
    Then, we learnt the components of a task. They are purpose, context, process, product. After that, we learnt the principles of TBLT: form-functional principle, the task dependency principle, learning by doing principle and scaffolding principle. All in all, TBLT should include the following key elements: learning activity: learning through doing; authentic, practical and functional use of language: real-life language use; outcome: goal-oriented; construction, sequencing and evaluation; individual or jointly. Finally, we learnt how to carry out the TBLT in a class. First, for the pre-task stage: warming-up, input, pedagogical tasks. Second, for while-task stage: task flowchart, model, communicative tasks performing. Third, for post-task stage: tasks sharing and evaluation.

  • 练丽平

    练丽平 (莞尔) 2016-11-17 21:04:27

    这节课,朱老师主要跟我们讲任务型教学(Task-based Language Teaching)的知识。
    朱老师跟我们说,任务型教学是由交际法发展而来的一种理念,它不是教学法。很多老师都很喜欢用任务型教学法,但是,她们很多都不知道什么叫任务型教学。她们任务随便设计一个任务就是任务了,其实这是错误的。所以,我们很有必要知道什么是任务型教学。
    首先,朱老师让我们知道什么是任务。不同的语言学家对任务的定义也不同:1.Long认为,A task is a piece of work undertaken for oneself or for others,freely or for some reward。朱老师说,这个定义比较广泛,我们每天都在完成任务。2.Breen认为,Task is a range of work plans which have the overall purpose of facilitating language learning。这是一个比较具体的定义了。3.Prabhu 认为,A task is an activity which requires learners to arrive at an outcome from given information through some process of thought,and which allows teachers to control and regulate that process.4.Nnan认为,Task is a piece of classroom work which involves learners in comprehending,manipulating,producing or interacting in the target language while their attention is principally focused on meaning rather than form.5. Willis认为,Tasks are activities where the target language is used by the learners for a communicative purpose in order to achieve an outcome.6 Ur认为,A task is essentially goal-oriented;it requires the group,or pair,to achieve an objective that is usually expressed by an observable result.
    其实,总结起来,任务是有四个必要的组成部分的。1 purpose(目的):making sure the students have a reason for undertaking the task. 2. a context(一种情景):this can be real,simulated or imaginary,and involves sociolinguistic issues such as the location,the participants and their relationship,the time,and other important factors. 3 a process(过程):getting the students to use learning strategies such as problem solving reasoning,inquiring, conceptualising and communicating.4 A product(成果):There will be some form og outcome,either visible (a written plan,a play ,a letter,etc.)or invisible(enjoying a story,learning about another country,etc.)朱老师跟我们说到,我们在上课的时候要学会用一些真实性的语言材料,这一点外教是做得很好的。
    接着,老师跟我们区别了task和activity。Task是一个语言设计的单元,以完成任务为目标,语言知识和交际活动结合起来。任务不包括具体语言的练习。而activity是比较具体的语言练习活动。书本上还跟我们介绍了exercise,exercise-task和task的区别。Exercise也是只一些具体的语言点,而exercise-task是有情景和语言点的。
    接下来,朱老师又跟我们讲解了任务型教学的特点:1、强调交际性 2、把真实的材料引入学习情景中 3、关注学习过程 4、鼓励学生参与体验 5、语言学习与课外体验相结合
    那么,我们的任务设计有什么原则呢?1、the authenticity principle(真实性原则)2、the form function principle (形式与功能结合原则)3、task dependency principle(任务依赖原则) 4、learning by doing principle (从做中学原则)5、scaffolding principle(支架原则)这里,朱老师还特别跟我们讲解了支架原则。老师是搭建梯子的人,学生是跟着梯子一步一步走上去的。我很同意老师的说法,因为跟着老师搭建的梯子,我们才能够走得更远,谢谢老师。
    最后,朱老师用关键词的方式给我们总结了任务型教学的含义:
    1、Learning activities,learning through doing
    2、Authentic activities,practical and functional use of language,real-life language use
    3、Outcome,goal-related
    4、Construction,sequencing and evaluation
    5、Individually or jointly
    我觉得朱老师用关键词总结这一节课所讲的内容是很好的(以后我也会用这种方法教的)。老师最后说,现在很多老师都会乱用任务型教学。我们只有真正地了解它,才能用好它。任务型教学是一个很新的教学理念,关于它在中国的外语教学是否适合用,我们还有待探讨。老师最后给我们看的视频,也更好地帮助我了解这一个教学理念,我学到了很多东西了。

  • 201410500018

    201410500018 2016-11-17 21:06:22

    这节课我们主要讲了什么是任务型教学法。老师说因为很多人不清楚这个方法,所以在课堂上都误以为那些活动是任务型教学方法。
    首先,老师给我们讲了不同学者对task的不同定义,Long认为task is a piece of work,by task is meant the hundred and one things people do in everyday life,at work,at play,and in between.Breen 认为 task is assumed to refer to a range of workplans.等其他学者还有不同的见解。
    然后我们学了four components of a task:a purpose,a context,a process, a product.product 其实就是outcome。
    接着,我们讲了exercise与task的区别。exercise是与词汇、语法和个体技能有关的,而task是一种communication,有信息差的。任务型教学法是一种真实的交流,需要真实的语境,任务需要与学生的个人经历、社会生活相联系。老师还给我们举了很多例子任务型教学法还强调做中学。
    我们就快要踏进社会成为一名英语教师了,对于这个很重要的教学流派,我们需要对它了解熟悉,懂得区分任务型教学法与其他教学方法,在课堂中更好地运用它。

  • Kaisha

    Kaisha 2016-11-17 22:07:29

    201410500006 梁秋香
    In this lesson, Mr. Zhu addressed a question to us. What, he said, is Task-based Language Teaching? Firstly, we read some definitions given by different scholars, such as Long, Breen and so on. There are four main components: a purpose, a context, a process and a product. A purpose is to make sure students have a reason for doing the task. A context can be real, simulated or imaginary. There are some forms of outcome in the part of product. And then we discussed exercise, exercise-tasks and tasks. When students are carrying out a task, they focus on the complete act of communication. Sometimes, they are expected to focus on individual vidual aspects of language, these activities are called exercise. Besides, Mr. Zhu also made a distinction between task and activity. Task refers to behavioral blueprints presented to learners, and activity refers to behaviors generated by the blueprints. Task don’t include activities which involve language use for practice and display. It has a nonlinguistic outcome and usually has the information gap. Task focuses on meaning and has authentic situation. By the way, the Task-based approach aims at providing opportunities for learners. And the learning activities in Task-based Language Teaching are designed to engage learners in the authentic, practical and functional use. In this period, I also learned about some key words: learning activities, learning by doing, authentic, real-life language use, goal-related, evaluation, and so on. What’s more, we also discussed some examples of communicative tasks, And there are some task design principles. Anyway, it is good for us to have a better understanding of Task-based Language Teaching and we can take full advantage of it.

  • 201410500042 2016-11-17 22:21:26

    In this lesson, we learned task-based language teaching method, also known as TBLT. The reason why TBLT was presented again is that the teacher in last classroom observation didn’t use TBLT properly. TBLT is not a school of teaching method but a branch of Communicative approach. From this lesson, I learned that to utilize something should know what the thing is in advance. To practice TBLT, I should know what TBLT is. To know what TBLT is, I should know what the task is and what is the difference between tasks and exercises. In terms of the definition of a task, different people have different views. According to Long, a task is a piece of work, meaning things people do in everyday life. It is said by Prabhu that a task is an activity which requires an outcome. It is believed by Breen that a task refer to a range of workplans which have purposes. According to Nunan, a task is a piece of classroom work focusing on meaning. The differences of tasks and exercises lie in aspects of focus, authentic situation, assessment means, language controlling, and correction. A task in TBLT should contain information gap. To know what is TBLT, it is essential to know the key words. The key words include learning activities, learning through doing, authentic, practical and functional use of language, real-life language use, outcome, goal-oriented, construction, sequencing, evaluation, individually or jointly. Also, the features of TBLT were presented. What’s more, the TBLT class management which includes pre-task stage, while-task stage, and post-task stage was presented. Besides, the task design principles were illustrated.

  • 2016-11-18 00:01:28

    201410500071 李倩
    I have a new understanding of Task-based Language Teaching due to this class. Mr Zhu explained this approach to us in details from five aspects.
    First, what is Task-based Language Teaching? Task-based Language Teaching is widely promoted in English language teaching nowadays. As a result, it is more important for us to learn what Task-based Language Teaching is. Task-based Language Teaching is, in fact, a further development of Communicative Language Teaching. To be specific, a task-based approach sees the language process as one of learning through doing ---it is primarily engaging in meaning that the learner’s system is encouraged to develop. Success in the task is evaluated in terms of achievement of an outcome, and tasks generally bear some resemblance to real-life language use.
    Second, Mr Zhu showed the definition of task to us. Definition in broad sense—tasks are both pedagogical task and communicative tasks. While tasks are communicative/ real-world/ target tasks in narrow sense. Besides, a task consists of four basic parts: a purpose, a context, a process, a product.
    Third, it’s very important for us to distinct the differences between task activity and exercise. As mentioned before Task-based Language Teaching is, in fact, a further development of Communicative Language Teaching. However, the key point of Communicative Language Teaching is communication-focus teaching and the key point of communication-focus teaching is information gap. Therefore, it’s easier for us to differentiate them. Task doesn’t include activities which involve language use for practice or display. And the information gap is the most important in distinguishing task and exercise.
    Fourth, after learning deeper about Task-based Language Teaching, it’s necessary for us to know the key point—task design principles to make sure we can use it correctly and effectively. They are the authenticity principle, the form-function principle, the task dependency principle, learning by doing principle and scaffolding principle.
    Fifth, when we use this approach how should we manage the class? This is an impossibly important point, as well. Pre-task stage consists of warming up, input and pedagogical tasks. While-task stage includes task flowchart, model and communicative tasks performing. And post-task stage is comprised of task sharing and evaluation.
    In conclusion, this approach is useful in teaching. However, it’s a little bit hard for us to promote it. Especially, nowadays the main trend in Chinese education is exam-oriented education. Therefore, when and how should we use this approach is waiting us to explore and summarize. And the most important thing in this class is, i think, at least we know what is the so-called Task-based Language Teaching clearly.

  • Josie

    Josie 2016-11-18 16:23:55

    21410500041郭戌芳
    这节课老师和我们回顾了任务型教学法,正如上次去八中听课时一样,国培班的老师不理解什么是“任务”,我们也存在同样的问题,这节课老师给我们理清了思路,教会了我们什么是任务,什么是练习,用任务型教学法的时候我们需要遵循什么样的原则。
    任务型教学法其实是交际法的一个分支,也就是说一切的任务都与语言交际紧密联系在一起。对于任务型教学法,老师给了我们一些关键词:1. Learning activities, learning trough doing; (做中学)2. Authentic, practical and functional use of language: real life language use;(语料真实,贴近学生的生活实际和学生个人经验,在真实的语言环境中学习) 3. Outcome, goal-related; (要有教学目标) 4. Construction: sequencing and evaluation; (任务要有先后顺序,注重评价反馈)5. Individually or jointly. (任务可以是个人完成,也可以是集体任务)。
    而练习与任务有着明显的区别,首先在形式上,练习更注重形式练习,而任务则是意义练习;其次,练习不需要在真实的语言环境下进行,而任务则一定是在真实的语言环境中进行的;再者,评价方式也不一样,练习注重考查学生掌握了语言结构程度,而任务注重学生的语言产出;在练习时,学生能够自己掌控语言,而在完成任务过程中,学生则不能掌控,因为没有人预测接下来要说什么,该怎么答;最后,观察和纠错的顺序也不一样。
    如果我们在课堂中运用任务型教学法,我们必须遵循以下原则:
    首先,做中学原则。让学生通过完成设定的任务中收获知识;其次,真实性原则,任务要和学生的生活实际相结合;第三,形式功能原则,语言形式要与语言功能紧密结合;第四,任务链原则,老师要设计好任务链,有简单到复杂,循序渐进;第五,支架原则,老师为学生提供支架,然后让他们自己扩充内容。
    总之,任务型教学法最重要的是要交际,强调信息沟和输出。这节课收获颇大,正如老师所说,以前我们只是很肤浅的理解“任务”(老师布置任务,学生完成),因此不知道真正的任务型教学法是什么。这节课过后对它就有了比较清晰的认识。但是,这种教学方法可能难以在初高中的教学中使用到,虽然中国现在推行素质教育,但现在初高中还是以考试为主,也就是应试教育,可能没法让学生在做中学习,大多数时候是填鸭式的,将知识直接灌输给学生,让学生自行体会,但我相信未来情况一定会有改观。

  • 树上城堡 2016-11-18 22:15:33

    201410500051 杨金金
    以前不知道,以为task和activity没什么区别,按照严格的说法有区别,但是在实际操作上,特别在不能抛弃应试教育的现状这个现实的情况下,我认为两者的结合应该是比较可行的。因为按照任务的定义要求,要有完整的过程,从目的,到活动,最后到产出,最重要的是,体现学生间的学习和合作与交流的能力,不论对老师还是学生来说都有相当高的要求。要达到高效的学习效果,学生必须有高度的参与积极性和活跃的思维能力;老师必须起到一个推动的作用,在整个任务的完成过程中,要体现应有的语言文化素质,激起学生兴趣的能力和对任务每个环节的准确把控能力。所以要着到这样是非常并不容易的。而在以老师为主导的课堂里,设置一些练习或者小活动,给学生明确的指示,让他们知道要怎么做,做些什么,掌握知识和技能,对于某些能力和水平的要求较低,完成度可能更高。所以按现实情况来设置教学方式,慢慢提高学生的学习水平,在制定进一步计划,才是合理的做法。

  • Mary

    Mary 2016-11-18 23:18:50

    韦艳娇 201410500037 英教二班
    这节课老师着重给我们讲了任务型教学,主要解释了任务的定义,任务不同于课堂练习和课堂活动,任务可以是我们生活中经常做的事情,在一个任务中,它有自己的objective,参与者会在完成任务最后,有成果的输出,而且在完成任务的过程中,参与者用目的语言进行交流,而且参与者交流内容存在信息沟,而且是参与者进入到真实的语言环境,体现语言的实践性和功能性。任务型教学是在“做中学”,而课堂的练习是指那些没有学习者之间通过真实的语言情景,或者没有存在信息沟进行交流的阅读练习、听力练习、排序练习等。

  • 阿童木mu 2016-11-19 10:41:02

    201410500008 张碧琳
    这节课朱老师详细讲了任务型教学法(TBLT)。上次去八中听课就暴露了一个问题,上公开课的两位老师都没有明确任务型教学法的定义,虽然在教案里写着是使用任务型教学法,但在实际过程中并没有体现。鉴于这一现象,朱老师根据自己的经验和书本的归纳给我们上了一课。
    首先要明确的是TBLT不是教学流派而是交际法的延伸。不同的学者给了一些定义,关键词有以下这些:learning endeavor, objective, outcomes, focused on meaning rather than form; communicative purpose等等。接下来就是难点,task 和exercise的区别是什么。任务由4部分组成,分别是:(1)a purpose: making sure the students have a reason for undertaking the task;(2) a context:this can be real, simulated or imaginary , and involves sociolinguistic issues such as the location , the participants and their relationship , the time, and other important factors. (3) a process : getting the students to use learning strategies such as problems solving reasons ,inquiring ,conceptualisting and communication;(4) a produce:there will be some form of outcome, either visible( a written plan, a play, a letter,etc.) or invisible (enjoy a story , learning about another country.ect).根据task的特点我们可以得出它和exercise的区别有:exercise 更注重是individual language items, task 则更关注purpose &contextualisd communicative ;介于两者之间的叫exercise-tasks.
    TBLT有四个原则:1、the authenticity principle(真实性原则)2、the form function principle (形式与功能结合原则)3、task dependency principle(任务依赖原则) 4、learning by doing principle (做中学原则)5、scaffolding principle(支架原则)。教师要想在课堂上使用TBLT要注重交际和情景,大概可以有以下三部分安排:pre-task stage ——warming, input , pedageogical tasks ; while-task stage -------task flowchart ,model, communicative task performing ;post-task stage------tasks sharing and evaluation. 一节课下来,我对TBLT的定义,以及task 和 exercise 的区别有了初步了解,老师最后给我们看的视频帮助我们更好地学习了TBLT。

  • 十里桃花

    十里桃花 2016-11-19 10:51:28

    201410500022 顾瑞清
    这次课朱老师详细地给我们讲解了任务型教学法。老师说现在很多教师都分不清什么是任务型教学法,就连一些资深的专家都有可能对任务型教学法产生一些错误的见解。所以我觉得这次对任务型教学法的讲解课是非常重要且实用的,我们要好好研究它的内涵,搞清楚它的具体定义,把它与练习区分开来。
    首先,我觉得我们要明确任务型教学法不是一种教学流派,它只是对交际法的一种延伸和发展。然后,在讲到任务型教学法的含义时,让我印象最深刻的含义是任务型教学法是学习者在交流中产生成果的教学法。我们知道,在任务型教学法中,教师与学生之间是存在着信息沟的,他们通过交际来达到某一目标。此外,任务包含着四个组成部分:目的、语景、过程、成果,而且它注重完整的行为或交流,然而练习却更多关注单个方面,如词汇、语法等。还有,任务型教学法要求在做中学并结合生活实际。
    我知道仅仅通过老师讲是没多少用处的,但我们起码懂得了任务型教学法的一些简单含义及它与练习的一些区别,这样我们在以后的教学路上也能少走一些弯路,但是我们还是需要继续挖掘和研究这一方法,总结出一套属于自己的理解思路。

  • suzanne 2016-11-19 20:29:33

    201410500004周诗琪
    In this class,Mr.Zhu explained some detailed information about Task-based Language Teaching to us .And he illustrated these points from several aspets:
    First of all ,task-based language teaching is widely promoted in Englishing language teaching nowadays.Many teachers and students are asking 'What is task-based language teaching?How is task-based language teaching different from VCommunicative Language Teaching ?' Task-based Language Teaching is ,infact, a further development of commnicative language teaching .It shares the same beliefs ,as language should be learned as close as possible to how it is used in real life.Hower ,it has stressed the importance to form -focused teaching with commniciation -focused teaching .
    Secondly,Me.Zhu showed us some definitions of a task.According to Long,A task is a piece of work undertaken for oneself or for others ,freely or for some reward .As for other scholars,a task is an activity which requires learners to arrive at an outcome from given information through some process of thought ,and which allowes teachers to control and regulate that process,and so on.From the above definition we can see that a task can hold different meanings for different people .In a word, a task should contain the four points : a purpose, a context ,a process , and a product.
    Thirdly,Mr.Zhu made a distinction between exercise and task . Exercise refers to the individual aspects of language ,suchas vocabulary ,grammer ,or individual skills .We can call these activities exercise. However ,task refers to purpose and contextualised commnication ,authentic language language materials ,behaviour blueprints .real-world /real life language use. interaction ,personal experience ,learning process.
    fourthly,TBLT class management . Pre-task stage made up of warming up ,input , and pedagogical tasks .While- task stafe consists of task flowart ,model and commnicative tasks performing . Post- task stages consists of task - sharing and evaluation .
    The last part ,task design principles .The authentic principle (真实性原则)the first function principle (实用性原则) the task dependency (任务依赖原则)the learning by doning (做中学原则),the scaffolding principle (支架原则)
    In summary ,Task-based language learning is a recently developed approach in line with commnicative language teaching .It stressed holistic and realistic input and output and the focus on the students ' learning.It should focus on the whole - person development---non just lingustic development .the attention to students 'needs ,interests and abilities means that we should vary our our teaching stytle to take account of the different ways in which students learn .

  • 想想想想睡觉

    想想想想睡觉 2016-11-20 19:22:57

    201410500003 上一次我们去八中听课,朱老师发现,就连很多初高中老师都不是很懂任务型教学,总是把activities当成task。所以这节课朱老师特意给我们介绍了什么是任务型教学,为了让我们更好的了解任务型教学,朱老师还在课堂的最后播放了任务型教学的课例视频。首先我们要知道任务型阅读不算一个教学法,它只是交际法里面的一个理念。task的定义有很多,但最根本它和活动的区别就是,任务它是有语言情境的,它没有固定的句式联系。我们要记住它有几个原则:authenticity principle、form-function principle、task dependency principle、learning by doing principle、scaffolding principle。而且还要会设计如何上一堂任务型阅读的课,分为pre-task stage、while-task stage、post-task stage。我想特别说下post-task stage这个环节,因为一般这个环节,老师们都会以输出为主。这个也是,在这个环节,教师需要同学们完成老师一开始就布置的任务,还要做一下分享和评价。可能上完这一堂课我还是不能很理解任务型阅读,但我相信这只是一个开始。以后我还是慢慢了解和接触。

    来自 豆瓣App
  • 曜努力

    曜努力 2016-11-20 21:34:04

    2014级英语教育二班 沈曜婷 Tammy 20161120
    In this week's class, we mainly studied the Task-based Language Teaching(TBLT),and there are several important points I wrote down:
    1. Definition---there are kinds of definitions that put forward by different educators, but there are some key words: learning activities, learning through doing; Authentic, practical and functional use of language---real-life language use; outcome, goal-based; constructive, sequencing and evaluation; Individually or jointly.
    2.Features of TBLT --- Emphasis on learning to communicate through interaction in the target language; Introduction of authentic texts into the learning situation; Provision of opportunities for learners to focus not only on language but also on the learning process itself; An enhancement of the learners' own personal experience as important contributing elements to classroom learning; An attempt to link classroom language learning with language activation outside the classroom.
    3.The management of class with TBLT:
    Pre-task stage---warming-up、input pedagogical tasks
    While-task stage---task flowchart model、communicative tasks performing
    Post-task stage---tasks sharing and evaluation

    And we also figured out the differences between two pairs of definitions---Task&Activity and Task&Exercise. Task is mainly the behavioral blueprints presented to learners while activity is mainly the behaviors generated by the blueprint. Task is the basic unit for design of language classroom activity and task do not include activities which involve language use for practice or display because there's no outcome or purpose. And then the differences between Task&Exercise. Task mainly focus on form while exercise mainly focus on meaning. Task needs to have authentic situation while exercise do not need. As to the assessment means, task is in terms of language structure while exercise is in terms of completion outcome. As to language controlling, task needs strictly controlled while exercise is rather freely. In task, correction needed corrected immediately while in exercise, corruption needed observed and if necessary, mistakes should be corrected. In short, task is a monlinguistic outcome and it needs to have information gap and communicative situation, while exercise is a linguistic outcome and there has not information gap and communicative situation.

  • Melon

    Melon 2016-11-21 11:29:22

    201410500056 韩蓝莹
    因为上次去十八中听课的时候发现两位老师都没有弄清楚什么才是任务型教学法,所以今天老师特意给我们再讲一次任务型教学法的主要内容。在以往的学习中,我们都知道任务型教学法是指以任务组织教学,在任务的履行过程中,以参与、体验、互动、交流、合作的学习方式,充分发挥学习者自身的认知能力,调动他们已有的目的语资源,在实践中感知、认识、应用目的语,在“干”中学,“用”中学的一种教学方法。但是近年来,好多老师为了赶时髦,在不完全理解用法的情况下,一味的以任务型教学法作为自己教学方法依据。他们以为自己用的是教学法,其实根本不是。举个例子,他们以为他们布置给学生的是task,但其实仅仅算是exercise/exercise-task,因为没有有意义的outcome。 这节课,印象最深刻的就是老师还给我们认真区分的task, exercise和exercise-task各自不同的特点。举个例子,就像让学生看图描述以此得到句型,这类简单的单方面活动,这是exercise-task。这节课,是一节让我们走出误区的课。我们学到的教学方法很多,但是并不是每一种都适用于我们的日常教学中,我们不能随大流图方便,在这次去听课及讲评中,我再次明白了这一点。

  • Daisy 2016-11-21 22:23:36

    丁蓉201410500014
    今天这节课我们主要学习了任务型教学法。在没学任务型教学法之前,我一直以为,只要是老师在课堂上给学生布置了一个练习,开展了一个活动都是属于任务型教学法。但经过了这节课的学习,我深刻地了解到任务型教学法所说的任务并不是单纯的课堂练习和活动,它必须要有目的、语境、过程和结果。现在,很多中学老师经常把课堂练习与任务搞混。在上完这堂课之后我了解到了它们的区别在于课堂练习着重点在于形式,任务的着重点在于意义。除此之外,课堂练习对语言的使用有严格的控制,而任务却允许学生自由地使用语言。我们还学习了如何将任务型教学法运用到实际的教学中。首先在pre-task stage部分,老师可以先带学生热身,并告诉学生执行任务的规则;在while-task 部分,可以使用任务流程图,模型, 交流任务展示等方法来进行;在post-task部分,老师可以让学生分享他们的成果,并在学生展示成果之后进行评价。经过这堂课,我才真正地了解到了任务型教学法的含义和实施方法,也发觉自己其实对很多教学知识点了解得很浅薄。因此,我以后要多读书,多向有经验的老师请教。

  • 宁静致远

    宁静致远 2016-11-21 22:56:01

    201410500011 蒙天霞
    这节课,老师给我们讲了任务型教学法。说到任务型教学,很多人都会很疑惑,往往把任务跟课上布置学生做的练习等同起来,在没上这节课之前,虽然我知道课上布置学生做练习不是任务型教学法,但是我确实分不清任务与练习的区别。所以,上完这节课后,我基本有了一个清晰的了解。而分清任务与练习,是进一步了解任务型教学的关键。
    简单概括说,任务是a piece of work, learning by doing, outcome, communicative, authentic。任务一般都包括四个步骤:a pursue, a context, a process, a product。在形式上,任务注重的是意义,课上老师关注的是对学生语言意义的输入,练习注重的是语言形式;在语言输出方面,任务注重的是整体性,不仅仅注意语言结构,还着力与语言的交流性,通过语言学习,使学生能够在真实语言环境下运用课上所学知识。而练习则主要关注语言结构,通过课上练习,如选择,填空等机械性练习使学生掌握所学知识,但是却忽略了语言的实用性,在课外实际生活中,学生难以运用所学知识;在课堂控制上,任务较灵活,老师充当的是引导者,参与者的角色,课堂比较自由民主,而练习则需要严格控制,整个过程中,老师对学生的参与度,准确性都有严格的要求与控制;另外,任务实施过程中,学生在交际过程中出现的错误不被马上纠正,而是在合适的时间再进行纠正,比较注重学生的语言流畅性和得体性,但是练习却看重准确性,学生一旦都错误,老师会马上纠正。
    就像老师说的,任务型教学法不是教学流派,它只是在交际教学法的延伸拓展。在实施过程中,任务型教学法对老师学生的要求都比较高,但是对学生的学与得有高效的效果,所以,在以后的教学中,可以与学生一起探讨任务型教学法,如何教好,使学生学有所获,不仅是在岗教师要考虑的,也是我们语言学习者,未来的教师要考虑的。

  • 凌翠青

    凌翠青 (此彦差矣) 2016-11-21 23:40:58

    这次课回顾了任务型教学法,去八中听课时,老师指出国培班的老师不理解什么是“任务”,把任务跟课堂上布置的练习等同起来。实际上,在没上这节课之前,我确实也分不清任务与练习的区别。这节课老师重新给我们理清了思路,教会了我们任务和练习的区别。
    首先我们需要知道任务型教学法是交际法的一个分支,也就是说一切的任务应该都与语言交际紧密联系在一起。并且TBLT有四个原则:1、the authenticity principle(真实性原则)2、the form function principle (形式与功能结合原则)3、task dependency principle(任务依赖原则) 4、learning by doing principle (做中学原则)5、scaffolding principle(支架原则)。以前我对“任务”只了解一点皮毛,现在起码确定任务一般都包括四个步骤:a pursue, a context, a process, a product。
    这节课收获颇大,但是,目前在应试教育为主的大背景下,这种教学方法可能难以在初高中的英语课堂中使用,作为新一代的教师,未来我们任重而道远,仍需要不断地学习探索和实践。
    以后我一定要多读书,多学习,毕竟人丑就是要多读书啊!

  • 龙炳任

    龙炳任 2016-11-22 16:34:04

    201410500021 龙炳任
    在经过去桂林八中的听课之后,朱老师这次给我们深度讲解了任务型教学法(TBLT)。谈及TBLT,必须要知道的就是任务型教学法是一种教学理念,而不是一种教学法流派,这个是朱老师之前上课时就强调过的。我们首先阅读了课文中不同的学者对于task的这一概念的定义,尽管学者们的定义不尽相同,但是可以归纳地出tasks are activities which done by learners,并且会有outcome,能够锻炼学生们的语言能力。我们还探讨了task和activity的区别,前者是一种behavioral blueprint,presented to learners,以完成语言学习任务为目标,并与交际相结合;后者则是一种具体的行为。因此在以后我们的教学设计中,需要正确明白何为任务,何为活动。然后,我们对task, exercise和exercise-task也进行了一个区分,概括的说,task has a nonlinguistic outcome, exercise has a linguistic outcome; and task usually has the information and information gap, exercise doesn’t。再接着就是任务设计的原则,这些原则包括真实性原则,形式功能原则,任务环原则,做中学(learning by doing)原则以及支架原则(此原则强调老师在教学过程中给学生提供学习支架,发挥的是支架作用)。老师说,任务型教学法在中国水土不服,因为中国国情重考试。我的个人看法就是TBLT如果适当地运用在英语教学中,其实是可以很有效地激发学生学习英语的热情和效率的,需要我们更多地去学习这一理念,并且实践它。

  • Lydia 2016-11-22 18:46:00

    201410500025 蓝所程
    今天主要是着重细讲了任务型教学法,其中还强调了任务和练习的理论差异。任务型教学法本身不是一种教学法流派,它是交际法流派里的一个分支,任务型教学法的核心就是其交际性。而任务在任务型教学法的实际运用中起着关键的作用,而我们在理论学习这一方面要了解任务和练习这两个概念的本质区别。在此节课之前,在我的认识中,任务相对于练习来说可能就是范围及意义方面更加重大,其实也说不清两者到底有什么差别。但通过本节课的学习,我对两者有了个全新的认识。
    首先是任务的概念:综合不同教育学家的不同见解,任务的关键词可概括:outcome purpose information gap等。而练习的侧重点则为学生个体语言知识点的操练,并不注重情景的创设,更不具有交际性。
    一个任务主要包括四个组成部分:目的。教师要确保学生们是为了一个目的而完成任务的,而不是如无头苍蝇般毫无目的。情景。任务型教学法最核心部分就是教学情景的设置,让学生们充分融入到情境中,此外,设置的情景应贴近实际,有真实性且兼具实用性。过程。留有充足的时间让学生们进行交流、探讨,以便达到任务的目的。产出。任务型教学法的实施一定要有一定的成果和输出,产出可以是有形的也可以是无形的。
    练习在中国的实际教学过程中还是十分常见的,有利于巩固学生的语言语法知识,但任务型教学法的使用还不能说是遍布中国,其在实际操练中还是遭遇较多瓶颈,但我们不可否认任务型教学法的使用对学生语言情景把握及语言应用方面的突出作用。无论如何,教师要做的就是尽力采用最适合学生实际的教学法进行知识的传授,任何有助于教学的方法都值得一试。

  • Anke

    Anke 2016-11-22 20:46:32

    201410500077谢宝洁
    这次课我们主要学习了任务型教学法的相关理论,扫除了过往我对于这种教学法的错误认识。就像上次在桂林十八中所观摩到的课一样,我一开始也认为它使用了任务型教学法,其实不然,因为它没有掌握任务型教学法的本质和特点,也没有分清任务与练习的区别,而且学生的学习比较被动,交际性弱,与TBLT相悖。通过这次课,我更加理解了朱老师评课时候的观点,也更加了解了这种教学法的涵义。
    这节课一开始的时候老师向我们介绍了任务型教学法(TBLT)的含义,它是指教师通过引导语言学习者在课堂上完成任务来进行的教学。接着我们学习了任务型教学法的三大原则和任务设计的原则。任务型教学法要遵循真实性原则,形式功能原则以及任务相依性原则。而任务的设计要体现“做中学”和支架理念,在这过程中老师要提供学习的支架,帮助和指导学生。此外,我们还了解了任务型教学法的特点,即:注重交际性;把真实的语言材料还原到学习情境当中;不仅仅要重视语言本身,还要注重学习的过程;要把课堂语言与生活语言相联系等等。而更为重要的是,我们明白了练习与任务的的不同点:前者注重形式,没有真实的情境,注重语言结构与语言项目,无信息沟。而后者注重意义,方式灵活,具有交际性,有信息沟和真实的语言情境等等。总言而之,这节课受益匪浅。

  • Clover

    Clover 2016-11-22 22:35:54

    201410500012
    这节课上,老师首先八中公开课的老师所犯的错误引开了今天的课程:什么任务型教学?在我们的学习中,对于任务型教学法存在这一些错误认识和看法。我们通常会顾名思义的觉得,任务型教学就是老师在学习内容的基础上布置下任务让学生完成。但是通过今天这节课的学习,我们有了新的认识。任务型教学中的任务包含四个方面:目的、语境、过程和结果。然后很多老师在阅读时,通常会让学生在阅读完之后回答或者做几个问答题,而这个不是任务,而是练习。所以,这就要把练习和任务区别开来。教学练习一般是针对语言的某一方面,并且在做的过程中会有提示。但是教学活动中的任务必须是有目标、是关注活动意义的。任务型教学还有以下几个方面的特点:1.做中学。2.真实语言的使用。3.注重结果。4.个人活动或者参与集体活动。任务型教学的课堂管理主要可以有三个阶段:任务前、任务中、任务后。任务前的活动有:热身、输入;任务中的活动有:填写任务表格、交际活动;任务后可以采用任务分享和任务评估的方式。通过这节课,我们更正了错误的认识,也意识到在教学活动中,不能随大流,要掌握所需要的方法再去施以教学。

  • 你猜 2016-11-22 22:54:43

    201410500072
    李璐璐
    感觉这节课是我整个学期最为受益匪浅的一节课。在之前上教学法流派的时候,虽然读过了了解了TBLT的理论知识,也看过了老师怎么样利用TBLT来进行一堂课。但是在真正上过这堂课之后,才发现自己跟之前的观摩课老师一样,犯下了非常大的错误,即混淆了exercise和task.通过对比了几位教育学家对于task的定义,可以得出task的几个关键词:Activity, Facilitating language learning, outcome, focus on meaning, communicative purpose. Task具有nonlinguistic outcome,而exercise具有linguistic outcome.经过多方面比较可以看出,task和exercise是两个完全不同的概念,任务型教学法有三大原则和任务设计的原则。任务型教学法要遵循真实性原则,形式功能原则以及任务相依性原则。而任务的设计要体现“做中学”和支架理念,在这过程中老师要提供学习的支架,帮助和指导学生。

  • 咫尺

    咫尺 2016-11-22 23:05:13

    201410500057 陈寿霞
    上周我们去桂林八中听课,朱老师发现老师似乎将任务型教学法与练习活动等混淆了,为了使我们 更加清楚两者的区别,所以老师这周专门讲了the difference of task, activities and exercise。首先,task refers to behavioral blueprints presented to learners while activity refers to behaviors generated by the blueprints. Tasks do not include activities which involve language use for practice or display and there is no outcome or purpose。Task包含四个部分:a purpose, a context, a process, a product.同时,task和exercise也是不一样的。Task has a nonlinguistic outcome and has information gap while exercise has a linguistic outcome and doesn’t have information gap.同时,它们在focus on, authentic situation, assessment means, language controlling and correction这些方面也是不同的。接着,我们根据许多名人的观点学习了什么是任务型教学法,而在设计任务时,我们需要考虑学生的需求、兴趣和能力;集体讨论可行的任务;列出清单;选出语言条款;最后准备材料。在设计任务时,需遵循许多原则:authenticity, form-function, learning by doing, scaffolding。经过这次课,我对任务型教学法有了更多更深刻的了解,也完全清楚了任务与练习以及活动的区别。

  • 在路上的样子

    在路上的样子 (我已亭亭 不忧 亦不惧) 2016-11-22 23:38:05

    201410500045李秋荷
    今天学习了任务型教学法(TBLT)。
    任务型教学法是交际法(CLT)的一个理念,并不是一个独立的教学法流派。
    Task与activity不是同一个内容。Task强调蓝图,以完成语言学习为目标,与交际结合;activity强调根据蓝图做出行为,更为具体;二者均强调outcome。
    Task与exercise也有区别:前者注重意义,有真实语境,任务建立在得到交际性产出的基础上,语言形式自由,在犯错时采取先观察后纠错的方式;后者注重形式,无真实语境,布置任务是为了语言学习,严格控制所用语言形式,出错需立马纠正。
    TBLT在设计任务时有以下几点原则:真实性原则;形式功能原则;任务依赖原则;做中学原则;支架原则(scaffolding principle)。
    最后用一些关键词总结了TBLT:
    Learning activities, learning through doing.
    Authentic, practical and functional use of language; real-life language use.
    Outcome, goal-related.
    Construction, sequencing, and evaluation.
    Individually or jointly.

  • 陈金秀

    陈金秀 2016-11-23 10:04:17

    201410500015 陈金秀
    这节课我们学习任务型教学法。首先是了解任务型教学法的定义,不同的学者对任务型教学法有不同的看法,对我们来讲可能会眼花缭乱,但是从中我们也可以看到,任务型教学法绝不是我们想象中的简单的布置任务和活动。我理解中的任务型教学法有一个很重要的特点是一定要有一个目标,就是通过这个任务学生可以获得什么。其次就是,任务型教学法要有信息沟,利用这个信息沟,学生之间,师生之间可以进行有效的交流。学生在课堂中要使用英语来做事情,也就是在做中学,老师的任务就是引导学生一步一步地完成既定目标。任务的内容要贴近实际生活。
    我们还得分清楚任务和练习的区别,不能够把练习当作任务。练习是通过机械或替换操练让学生能够掌握一定的语言语法规则。而任务注重培养学生解决问题的能力。不能够把它们混为一谈。
    我们还学习了任务型教学法的三个阶段,即任务前,任务中和任务后。每个阶段老师要做的事情都不同。这也给我们以后利用任务型教学法来上课提供了很大的帮助。

  • 201410500042 2016-11-23 23:30:01

    201410500042 蒋小英
    In this lesson, we learned task-based language teaching method, also known as TBLT. The reason why TBLT was presented again is that the teacher in last classroom observation didn’t use TBLT properly. TBLT is not a school of teaching method but a branch of Communicative approach. From this lesson, I learned that to utilize something should know what the thing is in advance. To practice TBLT, I should know what TBLT is. To know what TBLT is, I should know what the task is and what is the difference between tasks and exercises. In terms of the definition of a task, different people have different views. According to Long, a task is a piece of work, meaning things people do in everyday life. It is said by Prabhu that a task is an activity which requires an outcome. It is believed by Breen that a task refer to a range of workplans which have purposes. According to Nunan, a task is a piece of classroom work focusing on meaning. The differences of tasks and exercises lie in aspects of focus, authentic situation, assessment means, language controlling, and correction. A task in TBLT should contain information gap. To know what is TBLT, it is essential to know the key words. The key words include learning activities, learning through doing, authentic, practical and functional use of language, real-life language use, outcome, goal-oriented, construction, sequencing, evaluation, individually or jointly. Also, the features of TBLT were presented. What’s more, the TBLT class management which includes pre-task stage, while-task stage, and post-task stage was presented. Besides, the task design principles were illustrated.

  • 我的向日葵

    我的向日葵 (朝着光的方向) 2016-11-23 23:47:46

    201410500028农彩芸
    这次课学习的内容是TBLT,首先要明确的是什么是task,结尾学者给出了几个定义,各有不同,但是仔细看还是有几点是相同的,一个明确的目的和一个过程以及达到的结果或效果。在写教案的过程中,教师没有理解什么是task,乱用任务型教学法,所以我们这节课要特别来学习任务型教学法这个内容,这是很必要的。任务有四个组成部分:a purpose,任务要一个执行的原因,不然就是没有用的;a context,这个情景可以是真实的或是模拟的或想象出来的,但是必须有参与者及其关系、地点、时间和其他因素;a process,过程可以是解决问题、论证、探究或交际;a product,产出可以是看得见的或看不见的。这四个组成部分很好的让task有了一个具体烦人形状,让我们理解task的真正含义。区分exercise、exercise-task 和task是一个难题,很多老师分不清楚这三个概念,其实有一个技巧,我们刚刚学习了task的四个组成部分,很容易知道什么是task,技巧就是理清它们之间的关系,exercise侧重语言知识,task强调有目的的和情景化的交际,exercise-task就是处于两者之间。为了巩固这个知识点,我们通过课本的几个活动支出哪个是exercise、exercise-task 和task,这就很好的让我们区分出了三个概念。任务型教学法有任务前,任务中和任务后三个阶段。任务前的活动是为了任务中做好热身活动活输入需要的知识;任务中的活动可以是填写任务表格或进行交际活动;任务后可以采用任务分享和任务评估的方式。这节课使我们认识了错误,现在改过来也不是太晚,但是教师一定要学好教学知识,不能乱用误用教学方法。

  • 梁定定

    梁定定 2016-11-24 22:05:50

    201410500053梁婷婷
    这次我们再次回顾了什么是任务型教学,所谓的任务型教学并不是可以随便任意一个活动或练习和任务混淆。任务和活动是完全不同的概念,任务是学习者展示出来的行为蓝图,而活动则是根据蓝图所产生的行为。任务型教学是语言设计的一个基本单元。任务不包含涉及运用语言来联系或展示的活动。比如单纯的询问是否或让学生描述是没有输出和目的的,因此不能称得上任务。因为任务是有一个非语言输出的,而练习则是有语言性输出的。Skechan 认为“信息沟”很重要的在区别任务和练习。他觉得任务是有信息的,练习没有。例如老师让我们做的听力或复制练习都是练习而已。练习侧重点在于形式,没有稳定的情景;它的评价方式是根据语言结构,语言控制也是严谨的,对于错误的出现是提倡立马纠正的。而任务是侧重意思,有稳定的教学情景;它的评价方式是结果输出,它对语言的控制是自由的,这意味着学生能够自由发挥自己的语言表达能力,它先是发现错误再纠正,相比练习较为宽松。任务型教学把语言教学过程看作是在“做中学”,它用关键词可以概括为:
    1、Learning activities, learning through doing
    2、Authentic activities, practical and functional use of language, real-life language use
    3、Outcome, goal-related
    4、Construction, sequencing and evaluation
    5、Individually or jointly
    通过再次的学习,我又对任务型教学有了深刻的理解。我相信我会在今后的教学过程中正确运用的。

  • Whiskey

    Whiskey 2016-11-26 19:35:35

    201410500015 韦思倩
    What is TBLT (task-based language teaching)? I am not unfamiliar with this phrase since I have heard about it so many times from senior sister apprentices. I got a new definition about TBLT and tried to distinguish it from other teaching method. At first, it is the development of communicative teaching method and exactly it is not a kind of teaching method. Secondly, it must be clear to tell the tasks from activities. Tasks are behavioral blueprints presented to leaners. At the same time, activities are behaviors generated by the blueprints. Lastly, task can be divided into three parts, pre-task, while-task and post-task. Pre-task part includes warming-up, input, pedagogical tasks. While-task part includes task flowchart, model, communicative tasks performing. Post-task part includes analysis and practice, review and report task. There are some features of TBLT: 1. Interacting 2. Authentic texts 3. learning process 4. Personal experiences. There are some principles of TBLT: 1.authenticity principle: a real or simulated situation 2. The form-function principle 3. Task design principle: learning by doing principle, scaffolding principle. Also I believe that if I make good use of this kind of idea can help a lot in my future’s teaching. Above was what I got in last lesson.

  • 云朵&天空

    云朵&天空 2016-11-26 20:16:26

    英教二班 莫海珍 201410500048
    TBLT (Task-based Language Teaching)
    Today, we focused on the issue of the Task-based Language Teaching, which is a very flexible form of teaching and learning when the teachers can distinguish the task from activity and exercise. Admittedly, I am confused with with those items. But I believe that when I make up my mind and spend effort to the book Task-based Language Teaching written by Luo Shaoqian, I will make progress in this field.
    As Mr. Zhu said, Task-based Language Teaching is not belong to schools for foreign language teaching. In fact, Task-based Language Teaching is a further development of Communicative Language Teaching. It shares the same believes, as language should be learned as close as possible to how it is used in real life. However, it has stressed the importance to combine from-focused teaching with communication-focused teaching. So the conversations between teacher and students must be communicative and there is a information gap among them.
    Beside Task-based Language Teaching has its own characters in terms of the principles, including the authenticity principle, the form-function principle, the task dependency principle, learning by doing principle and scaffolding principle. As far as I am concerned, scaffolding principle always play an especially important role in both traditional and modern teaching. It is very necessary for teachers to guide the students in learning, especially when the students has difficulty in mastering knowledge in fully.

  • 英教1班李建芳 2016-11-26 21:14:29

    201410500007 李建芳
    去八中听课回来后,朱老师发现很多中学的教师甚至一些专家还不是很清楚任务型教学法的真正含义,经常把任务与活动弄混淆,因此老师专门详细讲给我们讲了下任务型教学法,我觉得这很有用,也很有必要,它能帮助我们少走弯路。
    首先,我们应当明确任务型教学法并不属于教学法流派,它只是由交际法发展而来。活动与任务的区分,1、是定义的不同。任务的定义主要包括四个组成部分:任务要有目的;要有具体,真实的语境;在这一过程中学生能够运用诸如:问题解决、推理、询问、归纳等学习策略;以显性的输出(书面计划,表演或信件)或隐形的输出(了解了其他国家)来评价任务。2、完成任务与完成活动最明显的区别是,完成任务最主要的目的就是交际也就是与他人沟通交流信息或是解决问题。3、完成任务的过程中会综合运用听、说、读、写等技能,而活动中包含的技能较单一,侧重于“说”。4、任务涉及的语言材料真实,并在真实的语境中开展,涉及的语言点会有不固定的成分但不脱离任务。活动是根据所学语言点设计,内容是前边课堂中所学的单项语言知识技能,内容固定,往往不是真实语境。
    再次是关于任务与练习的区别。任务是不涉及语言的操练,存在information gap且过程中有交流。练习也是没有真实语境,侧重语言知识与技能的训练。
    再者,就是老师对任务型教学法的解释。任务型教学法的特征是: 1、强调交际性;2、任务型教学法要有教学目标,目标可以是老师同学共同完成,也可以是个人或小组一起完成; 3、关注学习过程 4、鼓励学生参与体验;5、语言学习与课外体验相结合 运用任务型教学法的原则有:1、the authenticity principle(真实性原则)2、the form function principle (形式与功能结合原则)3、task dependency principle(任务依赖原则) 4、learning by doing principle (做中学原则)5、scaffolding principle(支架原则)。教师是人梯,但不是一味灌输,更多的是引导,启发与激励。如何将其运用到实际中呢?Pre-task stage——warming up and input
    While-task——chart, model, communicative Post-task——sharing, evulate
    总之,对于教学法的学习,老师教授的只是一部分,真正的理解,吸收还得靠我们的积累,以及在实践中不断完善,从而形成自己的认识。

  • 莫笨笨☜

    莫笨笨☜ 2016-11-26 23:22:59

    201410500052 莫金玲
    任务型教学(Task-based Language Teaching)是指教师通过引导语言学习者在课堂上完成任务来进行的教学。任务是学习者应用目的语所进行的促进语言学习的,涉及信息理解、加工,或解决问题、决策问题的一组相互关联的、具有目标指向的课堂交际或互动活动。作为任务型教学法中的课堂教学任务,包括目标、程序、输入材料、教师和学习者的角色、情景等要素。任务设计要与学生个人经历和生活结合,强调“在做中学”(learning by doing),学生通过表达、沟通、交涉、解释、询问等各种语言活动形式来完成任务,以达到学习和掌握语言的目的。在课堂上可以充分地挖掘学生的潜力,通过在真实的情景完成任务,可以提高学生的学习热情,同时促进学生的互动,人际交往和拓展思维。学生知识的获得主要不是靠教师传授,而是靠在真实情景下学习者充分利用各种学习资源和学习手段,相互交流,相互合作而构建知识的方法值得我们借鉴和运用。教师应该创新使用教学法,针对多变的教学环境灵活运用教学法,而不是受教学法的束缚。

  • coffee (梁晓静) 2016-11-27 11:07:01

    201410500082梁晓静
    这节课的学习重点是任务型教学法。上次在八中听课时两位老师都说自己运用了任务型教学法,但朱老师说她们根本不知道什么是任务型教学法,为了防止我们也犯这种错误,朱老师再一次详细讲解了任务型教学法。首先,我们要知道什么是任务。任务主要包括四个方面内容:a purpose, a context, a process, a product。接下来,我们必须要把任务和活动还有练习区分开来。然后也要搞清楚任务的设计要遵循以下几点原则:the authenticity principle, the form-function principle, the task dependency principle, learning by doing principle, scaffolding principle。本节课最重要的是要搞清楚什么是任务型教学法。There are some key points: learning activities, learning through doing; authentic, practical and functional use of language, real-life language use; outcome, goal-related; construction, sequencing, and evaluation; individually or jointly。也要知晓任务型教学法有什么特点。最后一点是任务型教学法的课堂管理,主要分为三个stage: pre-task, while-task, post-task。Pre-task includes warming-up, input, pedagogical tasks. While-task contains task flowchart, model, communicative tasks performing. Post-task refers to tasks sharing and evaluation. 在刚接触任务型教学法时,我以为只是设计几个任务就行了,深入学习之后才发现自己的无知。这堂课让我对任务型教学法有了深刻的印象,以后走向工作岗位时,就不会乱用这个教学法了。

  • 始始

    始始 2016-11-28 08:58:52

    201410500079 谢始剑
    这一次老师给我们详细的讲了任务型教学的内容。
    首先是任务型教学的定义,很多专家都给出了定义,其中包含的关键词有:
    ①Learning activities, learning through doing,
    ②Authentic, practical and functional use of language: real-life language use
    ③Outcome: goal-related
    ④Construction: sequencing and evaluation
    ⑤Individually or jointly
    其次是任务型教学的原则:
    ①The authenticity principle 真实性原则
    ②The form-function principle 形式功能原则
    ③The task dependency principle 任务依赖原则
    ④Scaffolding principle 支架原则
    再次是任务型教学的特点:
    ①Emphasis on learning to communicate through interaction in the target language
    ②Introduction of authentic texts into the learning situation
    ③Provision of opportunities for learners to focus not only on language, but also on the learning process itself
    ④An enhancement of the learners’ own personal experiences as important contributing elements to classroom learning
    ⑤An attempt to link classroom language learning with language activation outside the classroom.
    然后是任务型教学的步骤:
    Pre-task stage
    ---warming-up, input ,pedagogical tasks
    While-task stage
    ---task flowchart, model, communicative tasks performing
    Post-task stage
    ---tasks sharing and evaluation
    最后是任务型教学与练习的区别:
    Task exercise
    Focus on form meaning
    Authentic situation having Not having
    Assessment means In terms of completion outcome In terms of language structure
    Language controlling freely Strictly controlled
    correction Observed then corrected Corrected immediately

    总结:我们要弄懂任务型教学与练习的区别,要用到任务型教学时要充分利用它的优势让学生真正从任务型教学中获得知识,而不是一味的认为设定个任务给学生就是任务型教学。

  • 大肉肉 2016-11-29 21:59:04

    201410500059
    潘洁

    本次课程的主要内容是任务型教学法。其中包括了各种专家对任务型教学法的理解与定义、组成成分、exercises, exercise-task 与 task 之间的区别。以下便是我对整节课的反思:
    关于任务型教学法,想必每一个英语教育专业的学生都知道是什么意思,但是大家知道的却只是皮毛,或者说是有些误区。但本次课中,老师花了整整两节课的时间来一点一点的剖析,这让我深刻意识到原来之前对其的认识都是不准确的。在本次课中,我觉得我们最应该记得的、理解透彻的便是任务型教学法的真正意义,也就是说我们要透彻的理解好什么是任务,什么是练习、什么是半练习半任务。在本次课后,我是这样理解这三者之间的联系的:练习是老师指定内容,具有专门性的,如主要练句型或者词汇等的练习;而任务则是练习是要具有沟通性,以及沟通的过程要有信息沟;而半练习半任务则是有指定内容,但是是自由学生的发挥,而不是老师给了模版或者是给了整体的题目。这三者是我们最容易弄混的,而们身为未来的老师,这是最不应该弄错的。

  • 梦崽崽

    梦崽崽 2016-11-30 13:45:46

    201410500058
    滕梦颖
    今天我们学习了由交际法发展起来的任务型教学法(TBLT),通过这堂课,我们真正了解了什么是任务型教学法,任务型教学法在英语教学中被广泛运用。任务型教学法的最主要标志就是信息沟的存在,任务在一定的情景下,进行有交际性,有目标指向的一些活动而不单纯是语言知识的操练。这就有别于单纯的活动教学。而活动比较注重语言形式和结构的练习。
    我们今天还学习了任务型教学的设计原则包括:
    1、真实性原则
    2、形式和功能原则
    3、任务依赖原则
    4、做中学原则
    5、支架原则。
    今天这堂课收获还是挺丰富的。学习任务型教学又掌握了一个课堂设计的方法,在今后的教学实践中非常有用。任务型教学法能在课堂上培养学习在实际情境中的交际能力,让学生在做中学,这有利于培养学生综合能力。

  • 雁山的妖风

    雁山的妖风 2016-12-05 10:39:33

    201410500084谭启婵
    这节课学习了任务型教学法,任务型教学法不算教学流派,而是由交际法发展而来的教学理念。什么是任务?任务就是在一定的情景下,根据给出的信息,含有交际性,目标指向的一些活动。任务包括四部分:a purpose, a context, a process, a product(outcome)。任务型教学法的关键是:
    1.Learning activities,learning through doing.
    2.Authentic, practical and functional use of language; real-life language use.
    3.Outcome, goal-related
    4.Construction, sequencing, and evaluation.
    5.Individually or jointly.
    任务型教学的原则:
    1.The authenticity principle 真实性原则
    2.The form-function principle 形式功能原则
    3.The task dependency principle 任务依赖原则
    4.Learning by doing principle在做中学原则
    5.Scaffolding principle 支架原则
    我认为任务型教学法在低年级的学习中比较受用,在做中学能吸引学生注意力,当学生完成任务则会有成就感,从而不断增强学习外语的自信心。

  • Charlin 2016-12-07 12:58:19

    201410500081黄镜霏
    In today’s lecture ,we go deeper into the Task-based Language Teaching ,which ,in fact ,is a further development of Communication Language Teaching .It is widely promoted in English language teaching nowadays .First of all ,we have to figure out what is task and the difference between task and activity ,which many people may misunderstood .A task has four components :a purpose 、a context 、a process and a product .Simply speaking ,task has a communicative outcome while exercise has a linguistic outcome .TBLT follows the following principles ,the authenticity principle ,the form-function principle and the task dependency principle firmly .Since the TBLT features in task ,here comes to the most important parts :how to design tasks ?Well ,lets move to some specific steps in designing tasks , including 1)thinking students’ needs ,interests ,and abilities 2)brainstorm possible tasks 3)evaluate the list 4)choose the language items 5)preparing materials .During the Pre-task stage ,we can design some warming-up、input pedagogical tasks .As for the While-task stage ,it includes task flowchart model、communicative tasks performing .While at the Post-task stage ,tasks sharing and evaluation are to be contained ..It is important to have a balance between the focus on holistic communication and the focus on form .

  • 长不大conan

    长不大conan (简一长乐) 2016-12-09 00:11:19

    2016年11月16日反思
    20141050033
    熊媛媛

    今天主要讲的是任务型教学法Task-based Language Teaching(TBLT),也可以称为Task-based Approach。老师给我们首先更正了一个误区: 任务型教学法不属于教学流派,它只是由交际法发展而来的一种教学理念。还着重讲解了Task 和Exercise,即任务与活动的区别。首先,任务:是呈现给学生的行动指南,是语言课堂活动设计的基本单位,为了完成某项任务,将语言知识和交际活动,语言运用相结合。其中不包括语言使用练习或者展示,比如:translation,或者用下列词组,短语描述下列情况等。
    而活动是根据教学蓝图所设计的具体行为。
    此外,任务更强调语言意义,真实情境,从是否完成任务为评价,不控制,自由语言,如果学生犯错,先观察,等到时机成熟再纠错,主张learning by doing.
    而活动:注重语言形式,严格控制语言,及时纠错。
    Task的features: 以目标与进行交际,真实性材料引入到学习情境,关注语言,更关注学习过程,提高学生参与体验,语言学习和课外运用相结合。
    任务型教学法基本原则:真实性原则;语言形式与功能相结合;任务依赖原则;“做中学”原则;“支架”原则。
    关于任务型教学法的课堂管理:
    Pre-task stage: warming-up, input,pedagogical task
    While-task stage: task flowchart,model, communicative tasks.
    Post-task stage :tasks sharing and evaluation.

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