本探讨采用定性和定量相结合的探讨措施，主要包括问卷调查、学生访谈、教学日志及学生日志等多种探讨手段。首先研讨任务型教学法的基本理论，挖掘其中扩大学生参与度的教学因素。其次对实验对象进行了问卷调查，了解课堂参与度低的原因。
Chapter One Introduction引言
在这一章,作者介绍了探讨的背景和意义的探讨近况和结构的论文。In this chapter, the author introduces the research background, the significance ofthe present research and the structure of the thesis.
1.1 The Research Background探讨背景
在二十一世纪,我们的国家需要培养一大批专业人员对她的经济建设和社会发展。正如提议在中等职业教育的目标,基于综合素质培养,迫在眉睫的是培养专业人员适应社会主义现代化建设的规格In the 21 St century，our country need to cultivate a great number of professionalworkers for her economic construction and social development. Just as proposed inthe the objective of secondary vocational education, based on the integrated qualitycultivation, it is urgent to cultivate professional workers to adapt to the requirementsof the construction of socialist modernization. Moreover，secondary vocationaleducation, as an irreplaceable part of education, is an important force not only topromote the development of the whole society, but also to improve the quality of thewhole nation. Therefore，to develop vocational education is of great strategicsignificance under the new situation of constructing a relatively comfortable andharmonious society.English as one of the most important courses in vocational schools should begiven much attention to. While low student participation has been the center of manyresearches for many years. Due to the world globalization and the increasingimportance of communication proficiency in foreign language teaching, it isnecessary for our teachers to develop students' abilities and skills to actively take partin classroom activities in order to enhance their participation in class.Since TBLT has become more and more popular in foreign language teaching，英语论文，ithas been introduced and applied in many countries in the world. In China，英语论文题目，theNational English Curriculum suggests applying TBLT in English classroom teachingaiming to cultivate students' overall language proficiency, and to promote students'autonomous and independent learning. As pointed out in Liu(2017) that Chinesestudents are reluctant to participate in teaching activities. These students act passivelyin giving responses; they even just listen but not ask questions. There were manyresearchers study the causes of the low students' participation in English classes, andthe reasons are: fear of losing face; low English proficiency; previous learningexperiences and habits; cultural influences; lack of confidence and teaching methodand so on (Meihua Liu& Jane Jackson, 2017).Hence, based on the achievements of the previous researchers, the present studyfirst aims to find out the aspects that need to be improved on students' participation inthe subject classes. Further the author conducts an experiment by applying TBLT toexamining the effects of TBLT on improving students' participation.
1.2 The Significance of the Present Study当前探讨的意义
The new syllabus advocates using TBLT in English language teaching. TBLTpays great attention to the using of tasks in teaching process, and it encouragesstudents to actively participate in learning process by completing real-life based tasks.Hence, it requires the English teachers to design various activities according to thedifferent levels of students with varied objectives.The aim of vocational education is to cultivate a great number of well-skilled |
