三P教学法和任务型教学法区别2省公开课金奖全国赛课一等奖微课获奖课件

1/362/363P教学法与任务型教学法XuYingjunFeb.19,3/363P教学法与任务型教学法

1.Task-basedapproach2.3Pmethods3.Relationshipbetweenthetwo4.Analysesofthetwo

4/361.Task-basedapproachFivemajorformationswiththefurtherdevelopmentofcommunicativeapproach：functionalapproach功效型教学法negotiatedapproach协商型教学法naturalapproach自然型教学法content-basedapproach内容型教学法task-basedapproach任务型教学法

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Task-basedapproachoriginatedinmid-1980s

representedby

Nunan,anAmerican,whowrotesomeacademicresearchworksasaresultofwidespreadinterestinthefunctionalviewsoflanguageandcommunicativelanguageteachingandmarkedtheformationoftask-basedteachingmodelthatstressestheautonomyoflanguageteachersandlearnersandhavebecometheinternationalmainstreamineducation.1.Task-basedapproach6/36

EnglishCurriculumStandardissuedbytheEducationalMinistryofthePeople’sRepublicofChinapointsoutthecurriculumproposesthetask-basedteachingmodeinwhichstudents,undertheguidanceoftheteacher,achievethetargetandexperiencethesuccessbymeansofperceiving,observing,practicing,participatingandcooperating.Incourseoflearning,studentsadjusttheiraffectionandstrategiestoshapepositiveattitudetowardslearningandimprovetheirabilitytouselanguageinreality.1.Task-basedapproach7/36

EnglishCurriculumStandardissuedbytheEducationalMinistryofthePeople’sRepublicofChinapointsoutthecurriculumproposesthetask-basedteachingmodeinwhichstudents,undertheguidanceoftheteacher,achievethetargetandexperiencethesuccessbymeansofperceiving,observing,practicing,participatingandcooperating.Incourseoflearning,studentsadjusttheiraffectionandstrategiestoshapepositiveattitudetowardslearningandimprovetheirabilitytouselanguageinreality.1.Task-basedapproach8/361.Task-basedapproach本课程提倡任务型教学模式,让学生在教师指导下,经过感知、体验、实践、参加和合作等方式，实现任务目标,感受成功。在学习过程中进行情感和策略调整，以形成主动学习态度，促进语言实际利用能力提升。9/361.Task-basedapproachDefinitionAtaskisanactivity,whichrequireslearnerstouselanguage,withemphasisonmeaning,toattainanobjective.Inotherwords,ataskcanbeconsideredasapieceofclassroomwork,whichinvolveslearnersinthetargetlanguagewhiletheirattentionisprincipallyfocusedonmeaningratherthanform(Hosseini,etal.)10/361.Task-basedapproachDefinitionFromapedagogicalperspective,anactivityoractionwhichiscarriedoutastheresultofprocessingorunderstandinglanguage(i.e.asaresponse).11/361.Task-basedapproachDefinition

Breen(1987:23)definedthetaskasanystructuredlanguagelearningendeavourwhichhasaparticularobjective,appropriatecontent,aspecifiedworkingprocedure,andarangeofoutcomesforthosewhoundertakethetask.‘Task’isthereforeassumedtorefertoarangeofworkplanswhichhavetheoverallpurposeoffacilitatinglanguagelearning—fromthesimpleandbriefexercisetype,tomorecomplexandlengthyactivitiessuchasgroupproblem-solvingorsimulationsanddecisionmaking.12/361.Task-basedapproachDefinition

Breen(1987:23)definedthetaskasanystructuredlanguagelearningendeavourwhichhasaparticularobjective,appropriatecontent,aspecifiedworkingprocedure,andarangeofoutcomesforthosewhoundertakethetask.‘Task’isthereforeassumedtorefertoarangeofworkplanswhichhavetheoverallpurposeoffacilitatinglanguagelearning—fromthesimpleandbriefexercisetype,tomorecomplexandlengthyactivitiessuchasgroupproblem-solvingorsimulationsanddecisionmaking.13/361.Task-basedapproachDefinition

Itisevidentthatthecurrentinterestintasksstemslargelyfromwhathasbeentermed‘thecommunicativeapproach’tolanguageteaching.Taskscanbeanalysedintermsoftheirgoals,inputdata,activities,settingsandroles

(Nunan1989:20).14/361.Task-basedapproachGoals

——

theobjectivethatalearningtaskshouldattain.Goals,infact,expressthetaskdesigner’sintentionofmakingstudentslearnsomeknowledgeormastercertainlanguagetechniquesthroughfulfillingthetask.Goalcanbecategorizedintofour:communication,socialculture,learning-how-to-learnandlanguageandculturalawareness.15/361.Task-basedapproach

Inputdata——

thebasicmaterialsofthecompositionofatask.

Activities——

learners’specificoperationofthematerials.

Settings——

theplannedbackgroundthatthetasksetexplicitlyorimplicitlyinandoutofclass.

16/361.Task-basedapproach

Roles——

rolesconsistingofbothlearnerandteacherroles.Theformeronereferstothepartthelearnersplayinimplementinglearningtasksandthelattertothefunctionofteacherswhilestudentsarecompletingthetaskandtheirrelationshipwiththelearners.

17/361.Task-basedapproach

Learner’s

Role

Factorsconstitutingthefoundationforlearnersto

completethetask：

Affection

Previousknowledgeorexperience

Previousacquiredabilitiesandtechniques

18/361.Task-basedapproach

Teacher’s

Role

Five

points

Thetypesofroletheteacherisexpectedtoplay;

Thecontroloverthelearners’learningwaystheteachergains;Thedegreeoftheteacher’sresponsibilityforlearningcontents;

Thecommunicativeformbetweenteacherandstudents;

Teacher’ssupervisionandassessmentofthetaskcompletion.

19/362.3Pmethods“3P”methodsisformedin1970s,whichistheproductofthemodeofCommunicativeLanguageTeachingandcanbedividedinto3stages:

presentation（演示）

practice（操演）

production（结果）20/362.3Pmethods

在教学过程中教师经过对语言知识展现和操演让学生掌握，然后再让学生在控制或半控制之下进行假设交际，从而到达语言输出，形成学习结果。21/363.Relationshipbetweenthetwo

任务型教学法和“3P”教学法一样都属于交际语言教学法分支。Howatt（1984）把交际法分为“弱版（weakversions）”和“强版（strongversions）”两大派。弱版交际法以著名3P课程（PPPlesson）为代表，强版交际法则形成了以任务型教学法为代表TBL课程。22/363.Relationshipbetweenthetwo任务型教学法基本学习步骤为pre-task（前任务）、taskcycle（任务环）和语言聚焦（languagefocus）三个部分，它强调是学生学习过程，与“3P”教学法刚好是个相反过程。在常规“3p”教学模式中，任务通常表达为production中综合利用式练习，用来巩固所学语法结构、语言功效或词汇。而在任务型教学模式中，学生通常以完成任务活动开始学习，待任务完成后，教师再把学生注意力引到活动中使用语言上，并对学生使用语言进行纠正和调整。23/364.Analysesofthetwo任务型教学优点：

任务型教学重视真实场景下、以明确目标为导向语言交际活动；它要求学生经过完成任务学习活动来掌握真实、实用和有意义语言。学生在参加课堂活动时是带着极大兴趣和热情，所以整个课堂是一个主动有效学习过程。

24/364.Analysesofthetwo任务型教学优点：

它提倡以教师教学为主导、以学生学习为主体教学活动。在教学过程中教师不再是高高在上权威和主宰，而是以组织者、引导者、顾问或者同伴身份出现，学生学习也成为一个满足需要、发展兴趣、提升能力过程。

25/364.Analysesofthetwo任务型教学优点：

它提倡体验、实践、参加、探究、交流和合作学习方式，学生在参加教师或教材精心设计任务活动中认识语言，利用语言，发觉问题，找出规律，归纳知识和感受成功。

26/364.Analysesofthetwo任务型教学缺点：课堂效率低，难以确保大班额课堂教学任务完成。

课堂组织和任务设计与实施过分依赖教师教学能力和教学水平，故在当前极难确保大面积教学质量提升。课堂中学生个体活动难以有效监督和控制，反馈效率低。

27/364.Analysesofthetwo“3P”教学法优点：强调以结构—功效—交际为主教学模式，加大了语言输入输出量，大大提升了课堂目口号言操演频率。

教学以演示（presentation）→操演（practice）→结果（production）为基本步骤，教师便于组织和控制课堂，提升了课堂教学效率。强调语言结构分析和词汇、句式、语法学习，大大提升了语言利用准确性。

28/364.Analysesofthetwo“3P”教学法缺点：