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1.
任务型教学在高职商务英语口语教学运用的实证研究 总被引：1，自引：0，他引：1
研究目的在于通过教学实验检验任务型教学法对高职商务英语口语教学的有效性,从认知角度进行分析并发展出适合高职英语口语教学的任务型教学模式。研究方法是通过教学实验对比实验班与对照班被试在英语口语的“语言准确性和范围”,“话语的长短和连贯性”与“语言灵活性和适切性”三个方面的前后测差异。实验结果显示：任务型教学法比传统教学法更能有效提高高职生英语口语的“话语长短和连贯性”、“语言灵活性和适切性”,但在提高语言准确性和范围方面效果不如传统教学法。 相似文献
2.
廖凌志 《赤峰学院学报(自然科学版)》2014,(15):174-175
本文通过对高职英语课堂教学现状的分析,说明了层次化任务型教学法实施的必要性,并进一步阐述了层次化任务型教学法的内涵、特点及对比传统教学法的优势,对其在高职英语课堂中应如何应用提出了一系列的建议. 相似文献
3.
作者首先介绍了任务型教学法的概念及特点,指出了它与传统教学模式的不同,然后从三校生高职英语教学现状、高职学生特点入手,分析了任务型教学法在三校生高职英语教学中应用的必要性,并重点介绍了三个常用的教学案例,具体说明了任务型教学法在高职英语教学中的应用,从而最后总结该教学法的应用启示。 相似文献
4.
任务型教学法在高职英语教学中的应用 总被引：3，自引：0，他引：3
孙佩艳 《山东商业职业技术学院学报》2009,9(4):53-56
高职英语教育既要培养学生具备必要的英语语言知识,也要培养学生对英语的实际应用能力。传统的“讲解一练习一运用”教学法已经无法满足高职英语教学的需求,因此对英语教学法的改革迫在眉睫。本文介绍了任务型教学法在高职英语课堂中的应用,提出了一些任务设计的原则,并且对如何更好地高职英语课堂中实施任务型教学法提出了几点浅建。 相似文献
5.
将任务型语言教学法应用于高职英语写作课,对同一高职班分别运用任务型教学法和传统"3P"教学法进行同等难度的写作课教学。对收集的作文进行数据统计并将结果录入SPSS 22分析,探索任务型教学法对英语写作词汇丰富性的影响。结果表明,学生接受任务型教学法后写出的作文与传统"3P"教学法相比,具有更高的词汇丰富度。 相似文献
6.
本世纪以来,各种教学法在中国被广泛应用,其中任务型教学法在英语教学方面的应用尤为突出。任务型教学法强调在"做中学"的教学理念正好符合高职院校实训教学以就业为导向,以"实用为主,够用为度"为原则的现实情况。由于其显著的教学效果,任务型教学法被广泛应用在高职院校的教学中。笔者通过对高职院校商务英语口语实训教学的实证性研究,探讨和研究任务型教学法在高职院校商务英语口语教学模式的应用和创新。 相似文献
7.
《佳木斯教育学院学报》2015,(11)
任务型教学法在目前的英语教学中被广泛的使用,高职大学英语教学中此教学法的应用具有很现实的意义。本文以任务型教学法的特征和原则为出发点,探讨了任务型教学法在高职大学英语教学中的应用,以期对该领域的发展进行研究和探讨。 相似文献
8.
本文首先介绍了任务型教学法的概念及特点,指出了它与传统教学模式的不同,教师与学生角色的转变.接下来本文从高职英语教学现状、高职学生特点入手,分析了任务型教学法在高职英语教学中应用的必要性,接着用一个教学案例具体说明了任务型教学法在高职英语教学中的应用,最后是针对这一案例总结出该教学法的应用启示. 相似文献
9.
我国现行的高职英语课堂教学仍存在着的许多弊端,任务型教学法是解决高职英语课堂教学问题的有效途径。因为与传统英语教学法相比,任务型教学法有其独特的应用优势。教师在进行课堂任务设计时,应遵循一定的原则,这样才能保证任务型教学法在课堂上的顺利实施。当然在运用任务型教学法时,教师还有许多问题需要注意。 相似文献
10.
《校园英语(教研版)》2015,(20)
高职英语教学,特别是高职英语阅读教学中,任务型教学法使用较为普遍。任务型教学法有效发挥了学生的学习主体地位,使学生在完成具体任务的同时,强化了英语应用能力。本文对任务型教学法内涵加以阐述,分析现阶段高职英语阅读教学的现状,最后对任务型教学法在高职英语阅读教学中的应用途径加以总结。 相似文献
11.
陈莉 《重庆第二师范学院学报》2007,20(4):137-139
本文概述了任务教学法的理论依据,任务教学法的实施模式,讨论其在课堂实施时的一些重要环节,提出了要保证任务教学的扎实推进和实效,需要学校更新传统教育观、英语教师全面提高综合素质。 相似文献
12.
任务型教学是交际法的最新发展,是以学习者为本的有效教学途径,既强调在运用中学习,也强调为了运用而学习。文章在对任务型英语课堂任务设计原则进行概述的基础上,举例说明了任务型教学法在高职英语教学中的具体运用。 相似文献
13.
张爱国 《海南广播电视大学学报》2012,13(1):98-101
课堂教学是高职高专英语教学中的重要环节,而课文教学是课堂教学的有机组成部分。笔者在高职高专英语课程教学的实践中,从解决教学方面存在的问题着手,探索出一套《新世纪高职高专英语》课文教学模式。其步骤包括单词预习、初步了解;反复阅读,层层深入;语篇教学,融会贯通。 相似文献
14.
Tim Green 《Clearing house (Menasha, Wis.)》2013,86(1):32-34
Arguments regarding the need for reading skills in career and technical education exist, but far less attention has been given to teaching strategies that can help support vocational students’ growth as readers. Based on a review of literature, this article highlights the importance of reading literacy in career and technical education, and argues that students from the various content areas in vocational education can benefit greatly from teachers incorporating reading instruction into the curriculum. This article also provides educators with six powerful, practical strategies to use in classrooms to facilitate students’ reading comprehension. 相似文献
15.
双语教学是经济全球化和教育国际化对高等教育提出的新要求。高职涉外经济类专业进行双语教学尤为重要,但传统课堂教学模式的教学效果有待提高。在分析双语教学现状的基础上,探析基于信息化支持下的高职涉外经济类专业双语教学设计。 相似文献
16.
Lisbeth M. Brevik 《Scandinavian Journal of Educational Research》2017,61(1):76-94
This qualitative study examines a reading comprehension strategy use in English as a second language in upper-secondary schools one year after teachers participated in a professional development course. The data comprises observations, teacher narratives, and student interviews. A key finding is that the teachers used a repertoire of strategies from the course, suggesting an impact of the course. A second finding was a clear difference between how students in general and vocational programmes used the strategies taught: the vocational students used them in ways that indicated their relevance to them as learners, while the students in general programmes did not. The findings also suggest how and why students employ strategies. The article discusses implications for strategy instruction and how to enhance the reading proficiency of adolescent readers. 相似文献
17.
Nicole Lavonier 《Community College Journal of Research & Practice》2016,40(6):523-533
Limited research is available on the effectiveness of remedial college courses. The present study evaluated the effectiveness of two instructional approaches for developmental reading courses at a community college in the southwestern United States. The instructional approaches were traditional textbook-based instruction and strategic-reading instruction. The sample consisted of 64 participants. Half (n = 32) of the participants were in the control group (n = 32) and received traditional textbook-based instruction; the other half (n = 32) were in the experimental group and received strategic-reading instruction. All participants completed the Nelson-Denny Reading Form G at the beginning of the semester and then again 12 weeks later, at the end of the semester. The data were then statistically analyzed to identify any relationships between the type of instruction and the differences between the students’ pretest and posttest scores. The null hypotheses for H1 and H2 were rejected because the results of the paired t tests indicated that both traditional textbook-based instruction and strategic-reading instruction have a statistically significant positive effect on students’ performance on the test. A one-way ANOVA was conducted to determine whether the pretest/posttest difference scores varied based on the type of instruction. The findings showed that both methods of instruction were equally effective in improving the reading comprehension skills of community college students in a developmental reading course. Based on the findings, community college leaders are encouraged to assess the effectiveness of the instructional methods used in developmental courses to ensure at-risk community college students are receiving the most beneficial instruction. 相似文献
18.
张媛媛 《天津成人高等学校联合学报》2014,(11):86-88
任务教学法（Task-based Approach）是以学生为中心,以任务为手段和目标,引导学生在真实的环境中获取和运用知识,有效地发展语言技能、学习技能、合作能力及工作技能的教学方法。本文通过在高职数控技术专业英语教学中引入任务教学法,使理论和实践教学有机结合,提升专业英语教学效果,提高学生在数控技术行业实际工作中掌握和运用专业英语语言的能力。 相似文献
19.
刘亮亮 《石家庄铁路工程职业技术学院学报》2014,(4):108-113
《前厅服务与管理》课程是酒店管理专业的核心课程,本课程创新“STEP”课程体系,采用学、练、训、践一体化教学模式,立足职业岗位群的进阶分析,以项目教学为切入点,使学生熟练掌握酒店前厅部各岗位服务与管理技能。并通过职业基本能力和专业技术能力两个方向对项目化课程进行评价。 相似文献
20.
Jean C. Murphy 《The Educational forum》2013,77(1):27-33
The Language Vocabulary Acquisition (LVA) Approach is a revolutionary method of reading instruction for emergent and developing readers. It is an intense reading program with high levels of student participation, engagement, and interaction with print text, that yields high outcomes in phonological awareness, reading and writing fluency, and comprehension. The LVA Approach quickly immerses young African-American children into print text, bombarding them with a preponderance of new words, ideas, and general understandings about their surroundings and the world in general. This approach enables them to develop expansive word knowledge, resulting in reading, writing, and thinking competencies at or above their grade level and national norms. This approach focuses on the printed text—words, words, and more words—rather than visual images, picture clues, and illustrations. Research studies on literacy development supported the use of printed text in children's initial efforts in reading (Gough and Hillinger 1980). Words, word constructions, and vocabulary development are the beginning steps to the LVA Approach. Children are able to take the skills learned in the LVA Approach and apply them to children's literature and standard basal reading texts. The LVA Approach was developed by Angela L. Davis who successfully introduced it to her first-grade class during the 2000–2001 school year. This article describes a three-year pilot effort to improve the reading competencies of primary-age children at Bouchet Academy, a Chicago Public School (CPS) located on the southeast side of the city. 相似文献