2017年,新课程标准发布,它明确表示中国的英语课程的总体目标的基本教育阶段是培养学生综合应用语言的能力和提倡基于任务的指导思想模式。在那之后,TBLT广泛运用于初中。在形式与意义方面，英语论文，教师主要关注意义而忽略了形式，使得任务型教学课堂成为了表演课。在输入与输出方面，教师主要关注学生的语言输出，英语论文题目，而教师的语言输入比较少。介绍了在TBLT及其课堂活动的细节,论文转向探讨措施论的探讨。本章涵盖了探讨中的探讨问题,探讨对象和措施。
Chapter 1 Introduction引言
1.1 Research Background探讨背景
Communicative approach became a new teaching trend in western countries in the1970s. The task-based approach originated in 1982 and is the latest development ofcommunicative approach. That is, in the 1980's, after a lot of practice and researchanalysis by foreign researchers, the task-based language teaching appeared on the basisof communicative language teaching. Task-based language teaching is still a teachingapproach in the theoretical framework of communicative language teaching, and its coreidea is to make “study” as a process to finish a series of tasks, and to combine thesetasks with curriculum goals. And then task-based language teaching graduallypenetrates into the field of teaching in China. In 2017, the New Curriculum Standardswas issued, which clearly stated that China's English curriculum overall goal in thebasic education period is to cultivate students’ integrated language applicationcompetence and advocate task-based language teaching model. Under the guidance ofteachers, students achieve task objectives and experience success through perception,practice, participation and cooperation, etc. In the learning process, students are guidedto adjust affective and strategic aspects to form positive learning attitudes and improvepractical language application competence. In the task-based language teaching model,students are the active participants in teaching activities; tasks are the center and theapplication of language is the link. The role of the teacher is to design practical teachingactivities to reflect tasks on the basis of the certain teaching goals and communicativepurpose, which enables students to complete a specific task through languageapplication and reach the goal of language learning in the process of implementing thetask. Task-based language teaching emphasizes “learning by doing and learning byusing”, and aims to provide students with more opportunities for language practice, andbetter elicit the initiative and creativity of students. It enables students to learn Englishto do things, to learn a language in the process of doing things and to internalize thecompetence to the integrated use of the language. As task-based language teaching fitsnew curriculum requirements, this concept gradually establishes as follows: to apply thetheory of task-based language teaching to junior high school English teaching, and withthe new teaching system of the new English texts, to gradually establish junior highschool task-based teaching mode, which makes the cultivation of students’ languageapplication competence as the purpose, students as the active participants, the topic asthe main line and tasks as the center.
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1.2 Purpose and Significance of the Study探讨意义和目标
In the process of teaching practice based on task-based language teaching, thereexist some problems in the actual English classroom activities. Thus it does not get thepossible good teaching effects expected in TBLT.In the preparation of this thesis, the author ha
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