中学英语任务型教学中倦怠原因及解决对策

随着新英语课程标准的实施,任务型教学作为一种教学方法或理念便贯串|语文教学论文|于中学英语教学之中。但由于任务型教学以“学生为主体、中心”的理念,对教师、学生以及任务型教学所需的客观条件提出了更高的要求,任务型教学实践中存在诸多实施的困难和问题。针对这些问题和困难,本文通过研究发现了学习倦怠的三大现象即学习情绪衰竭、乏人性化(学习行为失当)和学习低成就感。本文从任务设计、任务设计者和教学执行者三方面初步探讨了产生英语学习倦怠的原因,主要包括:任务型教学内在的对教师、学生、客观教学条件的高要求;任务型教学的主体(包括学生和教师)条件不具备;因任务型教学的设计不妥、任务型设计的方法、内容等不切实际诸因素导致了学生感到任务型学习中的学习压力大、负担重。在此基础上,本文提出了有一定参考价值的减少、缓解、消除学习倦怠的思路方法或对策,以便更好地将任务型教学贯彻于英语教学实践中。本文从教学实践出发,采取了问卷、访谈、文献综述、实证调查、数据分析等研究方法。最后,在上述研究与论述的基础上,本文得出了三点结论:(1)任务内容的选择、设计步骤、方法与学习倦怠有关;(2)任务的设计者(教师)的自身素质和专业水平与学习倦怠有关;(3)任务的执行者(学生)自身因素包括学习环境、学习风格、学习态度、学习基础、性别差异,以及客观的“环境和物质条件”等方面与学习倦怠存在着密切的关系。【关键词】：中学英语任务型教学倦怠及其成因对策
【论文提纲】：中文摘要2-3Abstract3-11Chapter1Introduction11-191.1ABriefReviewofTask-basedApproach11-151.2LearningBurnout15-171.2.1TheDefinitionofBurnout15-171.2.2AboutLearningBurnout171.3SignificanceoftheStudy17-181.4TheMethodologyofResearch181.5TheBasicStructureofThisPaper18-19Chapter2BurnoutinTBAtoEnglishLearningandItsCauses19-552.1ThePhenomenaofBurnoutinTBAtoEnglishlearning19-232.1.1Thedifficulties-burnoutexistinginTBA19-212.1.2ThePhenomenaofBurnoutinTBAtoEnglishlearning21-232.2TaskDesignVSLearningBurnout23-272.2.1TheTaskContentsVSLearningBurnout23-252.2.2TheInputofTaskMaterialsVSLearningBurnout25-272.3TaskDesignersVSLearningBurnout27-382.3.1TheTeachers'IdeasVSlearningBurnout27-302.3.2TheTeachers'VocationalMoralityVSLearningBurnout30-332.3.3TheTeacher'sProfessionalQualitiesVSLearningBurnout33-342.3.4MaterialConditionorTBSLearningBurnout34-362.3.5Teachers'JobBurnoutVSLearninginTBA36-382.4TheTask-ExecutorsVSLearningBurnout38-552.4.1TheCompetenceofExecutorsinTBSLearningBurnout38-392.4.2Students'Over-anxietyinTBAClassVSBurnouttoEnglishLearning39-432.4.3TheLearningAttitudeandStylesVSLearningBurnout43-462.4.4TheLearningSettingsVSLearningBurnout46-502.4.5SchoolOverloadVSLearningBurnout50-532.4.6Over-expectationfromParentsorTeachersVSLearningBurnout53-55Chapter3SuggestedSolutionorOvercomingLearningBurnout55-713.1TheTask-designArousingLearners'InterestinClass55-593.1.1TaskContentsDesignedtoArouseLearners'InterestandMotivation56-573.1.2TasksBeingSuitableforCooperativeLearninginTBA57-593.2Task-DesignersBeingaFacilitatorRatherThanJustaTeacher59-643.2.1BeingaFacilitatorRatherthanOnlyaTeacherorLecturer593.2.2MeetingtheNeedsofWhatStudentsWouldLikeTeacherstoBeorDo59-613.2.3HelpingLearnersEstablishTheirSelf-confidenceinTBALearning61-633.2.4ChangingTeachers'RolesinTBA63-643.3Task-executorsLearningtoFaceBurnout64-663.3.1GraspingLearningStrategies643.3.2.HingProperAttitudetoLosingFaceandMeetingFrustration64-663.4SomeOtherMeanstoDecreaseLearningBurnout66-713.4.1DecreasingParents'Over-expectationtoChildren66-673.4.2ImprovingTestforTBA67-683.4.3AssigningStudentsHumanisticExercises68-71Chapter4Conclusion71-74References74-77AppendixⅠ关于高中学生英语学习现状的调查问卷77-79AppendixⅡ中学任务型英语学习中倦怠现象调查表79-81AppendixⅢ任务型英语课堂焦虑测试表81-83Acknowledgements83-84攻读学位期间发表的学术论文84