任务型教学在农村中学英语阅读教学中的应用研究

Chapter 1 Introduction1.1 Purpose of this study1.2 Significance of this study1.3 Clear-up of the key termChapter 2 The Situation of English Reading Teaching in CSMS2.1 The goal of English reading teaching in senior middle schools2.2 An analysis of English reading teaching in CSMS2.2.1 Students' problems in reading2.2.2 Teachers' problems in teaching2.2.3 About new textbooks and after class reading materialsChapter 3 Literature Review3.1 A brief introduction to reading theories3.1.1 The meaning of reading3.1.2 Reading proces3.1.3 Three models for the reading process3.1.3.1 Bottom-up model of reading3.1.3.2 Top-down model of reading3.1.3.3 Interactive model3.1.4 Schema3.1.5 Relevance theory3.1.6 Dual-coding theory3.2 Advocacy of task-based English language teaching in reading3.3 About task and TBLT3.3.1 Task3.3.1.1 Definition of task3.3.1.2 The differences between task and exercise3.3.1.3 Features of a task3.3.1.4 Components of a task3.3.1.5 Task types3.3.1.6 Principles in task selecting3.3.2 The TBLT3.3.2.1 About TBLT3.3.2.2 Features of TBLT3.3.2.3 The basic principles in TBLT3.3.2.4 Teacher and student's role in TBLT3.4 Theoretical basis of TBLT3.4.1 A psych.linguistic framework for TBLT based on the Vygotskyan hypothesis3.4.2 Rationale from Krashen's second language acquisition hypothesis3.5 The implementation of TBLT3.5.1 The Bangalore Communicational Teaching Project3.5.2 Skehan's framework for task implementation3.5.3 Willis' Model for TBLT3.6 The development of TBLT research in China3.6.1 Affirm TBLT in primary and middle school English teaching syllabus3.6.2 Organize and attend both international and national academic discussion3.6.3 Training teachers3.6.4 Textbooks edited according to the thinking of TBLT put into practiceChapter 4 The Study4.1 Introduction to the experiment4.1.1 The purpose of the experiment4.1.2 The hypothesis4.1.3 The subjects4.1.4 Experimental time4.1.5 Experimental materials4.1.5.1 The teaching materials4.1.5.2 The test materials4.1.6 Variables4.1.7 Procedure4.2 The implementation of experiment4.2.1 The pre-test4.2.1.1 Reading pre-test4.2.1.2 Questionnaire pre-test4.2.2 Teaching techniques used in the EC and CC4.2.2.1 Teaching techniques used in the EC4.2.2.2 Teaching techniques used in the CC4.2.3 The post-test4.2.3.1 Reading post-test4.2.3.2 Questionnaire post-test4.3 Data collecting and analysis4.3.1 Data analysis of reading tests4.3.2 Data analysis of Questionnaire testsChapter 5 Discussions and Conclusion5.1 Major findings of the study5.2 Limitations of the present study5.3 Suggestions for further research5.4 ConclusionAppendicesAppendix 1 Examination paper on pre-testAppendix 2 Examination paper on post-testAppendix 3 Questionnaire of students' I&S in studying EnglishAppendix 4 The material of teaching case 1Appendix 5 The material of teaching case 2Appendix 6 The raw scores about pre-test and post-test of readingAppendix 7 The raw scores about pre-test and post-test of I&SBibliographyList of Figures and Tables

《任务型教学在农村中学英语阅读教学中的应用研究》内容共分五章。第一章是对本书所要研究的目的和意义的介绍以及对农村中学这一概念的简要界定。第二章为目前中学英语阅读教学的目标阐述和对农村中学英语阅读教学现状的调查分析。第三章首先回顾了英语阅读理论，然后综述了任务型教学理论及其理论依据和在我国英语教学领域的研究现状等。第四章是《任务型教学在农村中学英语阅读教学中的应用研究》的核心部分。具体内容涉及三个方面：（一）对实验研究的描述；（二）实验的具体实施；（三）运用SPSS13．0对实验测试和问卷调查的数据所进行的比较和分析。第五章为《任务型教学在农村中学英语阅读教学中的应用研究》的研究成果、局限性以及对所涉问题进一步研究的展望。【作者简介】张佐贤，男，汉族，1970年7月生，甘肃甘谷人。教育硕士，中学英语高级教师，现任教于甘肃省皋兰县第一中学。多年从事中学英语教学与研究工作。曾在《甘肃教育》《中学生英语》《中小学英语教学与研究》等刊物上发表学术论文十余篇。