任务型教学的形成、引进、探索和趋势  

Formation,Introduction,Exploration and Trend of Task-based Language Teaching Research

作　　者：李广凤[1] 

机构地区：[1]山西大学外国语学院,山西太原030006

出　　处：《课程．教材．教法》2015年第9期108-116,共9页Curriculum，Teaching Material and Method

摘　　要：任务型教学在国外有着特定的形成背景及其过程。1997年,任务型教学被引进到中国后,研究者既关注任务型教学在中国的实践应用探索,又着力于任务型教学本土模式的构建,研究成果持续和快速增加,研究主题和领域不断拓宽,实践探索和理论探索并重,具体在任务型教学的内涵、理论基础、教学原则、实践应用、信息技术与任务型教学融合、本土化等方面的探索取得了相应进展。任务型教学在中国的发展趋势主要表现在以下四方面:系统介绍和研究国外任务型教学;不断提升任务型教学的本土化水平;促进任务型教学理论和实践的有效结合;强化任务型教学的跨学科研究。Task-based Language Teaching （TBLT） abroad came into being in a certain context andfollowed its own particular path of development. Since TBLT was introduced into China in 1997,researchers have focused on applying it to practice in China and constructing its local patterns. There hasbeen a consistently steady increase in the research results, persistent expansion of research topics andfields, and an equal emphasis on the practical and theoretical exploration. To be specific, progresses havebeen made in such aspects as its connotation, theoretical basis, principles, practical application,integration with information technology and localization. The development trend of TBLT in Chinamainly displays itself in the following respects making a systematic and in-depth study of relatedresearch results abroad improving the level of localizatiom promoting practical combination of theorywith practice; and strengthening cross-disciplinary researches.

关 键 词：任务型教学 形成 引进 探索 趋势 

分 类 号：G633.41[文化科学—教育学]