深圳市小学任务型语言教学教师角色

范文编号:YY366  范文字数:8818.页数:29

Teachers’ Roles in Task-based Language Teaching in Primary Schools in the City of Shenzhen

 Abstract: This research investigates the English teachers’ roles in primary schools in Baoan, to see what roles that English teachers apply in the primary schools, how they play the roles in the Task-Based Language Teaching method? What’re the demerits in playing roles? In order to conduct this investigation, I went to the English Class Giving Competition held in Dong fang English School in Baoan, to observe the classes giving by representative teachers from different schools. This competition is held to the requirement of New Curricular and New Concept, most of the teachers choose to use Task-based Language Teaching method, which is right the topic I am going to discuss about.
 There are six parts in the research: the first two chapters are about introduction and literature review, which introduced the background of the research, the research questions and the experts who have written related topics. The third part is methodology, with the information of research participants, context, instruments and data collection in details. The next two chapters are to show the research result and are based on the collected data, making a further discussion. In these two parts, I analyze the questions in general, with tables and two illustration shows. In the last chapter, I make a general conclusion and give some practical suggestions for teachers’ roles in the TBLT background, hoping to enrich our knowledge in this field.
 Key Words: teachers’ roles, Task-Based Language Teaching, primary English

深圳市小学任务型语言教学教师角色
 摘    要 本范文研究的是宝安区的小学英语教师的角色问题，看她们在小学英语教学中扮演什么样角色，如何在任务型教学中定位角色，以及角色扮演中所遇到的问题。宝安在3月份刚好开展“新课标，新理念”的讲课比赛，为了更好地开展调查，本人到宝安区的西片赛区――东方英文书院，观察课堂教学。这些老师都是各校的代表，精英教师，很好地学习过任务型教学理念，很适合作为本范文的研究对象。
 本范文分为6章：第一二章节是对本研究所涉及的背景和各种概念进行解释定位，对相关专家学者们发表的文章及观点进行回顾，陈述；第三章介绍的是本研究的方法论，具体涉及到了研究场所、参与者、工具和数据收集情况；第四五章是对所收集的数据进行分析讨论，并以简单明了的方式呈现出来；在第六章里本人做了整体的总结，并提出了相应的建议。
 关 键 词 教师角色，任务型教学，小学英语

Contents
Abstract i
摘    要 i
Chapter One Introduction 1
1.1 TBI in China 1
1.2 The Background of Task-Based Language Teaching 2
1.3 Role 3
1.4 Teachers’ Roles in the Traditional Teaching Mode 3
Chapter Two Literature Review 4
2.1 TBLT Abroad 4
2.2 TBLT in China 7
2.3 Teacher’s Role 7
2.4 Teacher’s quality 9
Chapter Three 10
Methodology in TBLT and Teachers’ Roles in Primary Schools 10
3.1 Research Participant 11
3.2 Research Context 12
3.3 Research Instrument 12
3.4 Data Collection 13
Chapter Four Results 14
4.1 Table One Teachers’ Positive Roles 14
4.2 Table Two Teachers’ Negative Roles 15
4.3 Table Three Teachers’ Qualifications 16
4.4 Table Four TBLT Method as Perceived by Teachers 16
4.5 Table Four A - TBLT Method as Perceived by Students positively 17
4.6 Table Four B - TBLT Method as Perceived by the Students negatively 18
Chapter Five Discussions 19
Chapter Six Conclusions 23
References 26
Acknowledgements 26

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