高职公共英语课堂任务型教学设计探究  

Research on the Task-based College English Teaching in Higher Vocational Colleges

作　　者：陈洁[1] 李成军[2] CHEN Jie;LI Chengjun(Department of Fundamental Education,Zhejiang Yuying College of Vocational Technology,Hangzhou Zhejiang 310018;Institute of Higher Vocational Education,Tourism College of Zhejiang,Hangzhou Zhejiang 311231,China)

机构地区：[1]浙江育英职业技术学院公共教学部,浙江杭州310018 [2]浙江旅游职业学院高职教育研究所,浙江杭州311231

出　　处：《重庆电子工程职业学院学报》2023年第2期90-95,共6页Journal of Chongqing College of Electronic Engineering

基　　金：2022年浙江育英职业技术学院2022院级年度重大课题“融入专业群的高职公共英语课程模块重构研究与实践”(项目编号:YYZDWT202205)的研究成果之一。

摘　　要：在高职公共英语课堂教学中,任务型教学对于提高语言交际能力具有重要的现实意义。课堂教学中任务的设计是影响任务教学型成效的关键因素。教学任务包括任务情境、使用的语言材料和人物构架三个因素。教学任务设计包括任务内容建构的依据、任务内容的结构、任务内容活动方式等因素。任务设计需根据学生认知心理顺序,与典型的生活或工作顺序整合,形成行动顺序。每个任务都应实现知识与能力的融合。任务顺序和学生认知顺序都应自然形成。掌握语言技能、习得语言知识,让学生在语言实际应用(实践)中达到融合,从而构建属于自己的学习经验,以提高语言应用能力。The task-based teaching is of practical importance in improving communicative compe⁃tence in higher vocational English teaching.The design of task is the key factor that affects the effect of performing the task.The task includes three major factors:situation,material and characters.The task design comprises of the basis of content construction,the structure,activities and other factors.The task design should be integrated with typical life or work situation according to students’cognitive and psychological order to form action sequence.Each task should combine language knowledge with lan⁃guage competence.The order of tasks and students’cognitive order should be formed naturally,so that students can be successful in language practical application(practice)in real situation.Thus,they can accumulate experiences to improve their English language ability.

关 键 词：高职公共英语 任务型教学 教学任务 任务情境 语言材料 人物架构 

分 类 号：H319.3[语言文字—英语]