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摘 要目前，我国的教育模式进入了一个不断革新的时代。随着外语教学方法的发展，教学主体性发生了变化，外语教师的角色也发生了相应的转变。教育部2001年7月制定的《英语课程标准》明确提出任务型的教学模式。任务型教学法强调以学生为主体、以任务组织教学，强调学生的参与度，是一种集调查、思考、讨论、交流与合作于一体的学习模式。在任务型教学模式中，教师的角色定位向多元化方向发展，教师成为课堂教学的组织者、引导者、参与者、监督者、评价者。教师的角色转变对教师技能的发展提出了更高的要求。本文主要运用资料收集法，数据分析法和调查研究法等方法来探讨新的任务型教学法下，教师身份所发生的改变。并且与传统的教学模式相比，这种改变对教学课堂和学生带来的积极影响。33776
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毕业论文关键词：任务型教学法；教师身份；转变；影响
Abstract At present, educational pattern in China has entered into an era of innovation. With the development of foreign language teaching methods, teaching subject has changed, and the role of teachers also has changed correspondingly. The English course standard which was formulated by The Ministry of education in 2001 July clearly put forward the task-based teaching model. With an emphasis on the students and participation of students, TBLT will organize teaching action in a form of task, is a set of teaching mode which combines investigation, thinking, discussion, communication and cooperation. In the task-based teaching mode, teacher’s role begin to develop in the perse direction. In the meanwhile, teacher becomes the organizer, guide, participants, supervisor, and valuator. The role change needs more higher teaching skills for teachers. This paper mainly adopt the way of material collection, date analysis and investigation. This essay discusses the change of teacher’s identity in TBLT. And compared with the traditional teaching mode, this change may have a positive impact on student and English class teaching.
Key words: Task-based Language Teaching; teachers’ identity; transformation; influence.
The transformation of teachers’ identity in TBLT
Content
摘 要 iii
Abstract iv
I. Introduction 1
II. The Task-based Language Teaching 5
2.1 Basic Concept of Task 5
2.1.1 Definitions of “Task” 5
2.1.2 The Components of Task 6
2.1.3 Types of Task 7
2.2 Theoretical Basis and Advantage of TBLT 8
2.2.1 Theoretical Basis 8
2.2.2 Advantage 9
III. Teacher’s Identity 9
3.1 Basic Concept of Identity 9
3.1.1 The Definition of Identity 9
3.1.2 Categories of Identity 10
3.2 Teachers’ Identity 10
3.3 The Teacher’s Identity in the Traditional Teaching Mode 11
IV. The Transformation of Teacher Identity in TBLT 12
4.1 The Role of Teacher in TBLT 12
4.1.1 The Promoter 12
4.1.2 The Designer 12
4.1.3 The Participant 13
4.1.4 The Guider 13
4.2 Teachers' Skill in TBLT 13
4.2.1 The Comprehensive Application Ability of Language 13
4.2.2 Design and Organization Ability in the Class 14
4.2.3 The Ability of Organizing Outdoor English Activities 14
4.3 The Positive Iinfluence of Teachers’ identity on Students’ Learning................. 14