任务驱动型教学法
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1 任务驱动型教学法
——动词不定式的运用
贵州省都匀市民族中学 赵培桃
“一支粉笔”、“满堂灌”、“填鸭式”的教学法已经不再适应当今社会发展的需要了。学生在这种的教育环境中，多是适应教师的教学，被动地吸收间接经验；在面临问题情境时，往往凭间接经验去解决问题，缺乏创新精神。当今教育要培养朝气蓬勃、善于独立思考、富有首创精神的新一代。新课程改革就是要从观念和实施上培养学生全面的素质和创新精神，主张将学习还给学生，由学生自主去观察新事物，形成新观念，探究新方法，解决新问题。教师必须时时启发学生开动脑筋，主动学习、积极思考、独立分析问题与解决问题。对于教育过程而言，重要的不是着眼于学生现在已经完成的发展过程，而是要关注他那些正在处于形成状态或正在发展的过程，学生正是在成人的引导下逐渐走向独立。只有走在发展前面的教学才是良好的教学，才能有效地促进学生的发展。“任务驱动型”教学法正是适应了时代的要求和符合教育规律而提出的。“任务驱动型”教学法是指学生在任务的驱动下，借助他人的帮助，利用必需的学习资源，通过课堂上的自主、合作、探究学习获得知识意义的构建和能力提高的一种教学方法。
建构主义认为：知识不是通过教师传授得到的，而是通过学习者在一定情境下，借助其他的帮助，利用学习资源，通过意义结构的方式获得的。“任务驱动型”教学法就是在建构主义理论的基础上形成的一种教学模式，它的主要结构是：呈现任务—明确任务—完成任务—任务评价。它以任务为主线、教师为主导、学生为主体，体现了新课程改革倡导的“自主—合作—探究”的学习理念。对于学习者来说，“任务驱动”是一种学习方法，适用于思维训练和技能训练类的学习活动；“任务驱动”学习法可使学习者的学习目标十分明确，便于发挥主体的综合能力。这种认识与开展素质教育的要求相吻合。采用“任务驱动型”教学法，关键是任务的设计。爱因斯坦曾说过：“提出一个问题往往比解决一个问题更重要，因为解决一个问题仅仅是技能而已，而提出新问题，从新的角度去看旧问题，却需要创造性想象力，标志着科学的真正进步”。任务的设计要考虑以下几个方面的问题：
一、趣味性与成就感的统一
爱迪生曾说过：“兴趣可以创造出人间奇迹”。任务的设计要以激发学生学习的兴趣为出发点，以满足学生的探究欲望为主观愿望，以完成教学任务为最终目标。其出发点、主观愿望和最终目标是相互制约的统一体，任何一个环节的差错都会使课堂教学失败。
2 二、完全感与探究欲的结合
教师要让学生放开手脚去实践，不怕失败，虽然会因为维持课堂秩序增添工作量，但教师也不能因小失大。教师应多鼓励，而不是责难学生，使学生失去探究的欲望。
三、灵活性与具体性的关系
任务必须有明确的目标，才有实施的价值。任务的完成是以结果为目标，中间过程应允许学生出现问题并自己解决问题。
总的来说任务设计的基本原则是：
1、要有明确的目标，包括知识、能力、情感、策略、文化等方面。
2、要有情景有语境。
3、活动要多种多样。
4、在完成任务的过程中学生要能用上他们所学的知识和技能。
5、要为学生提供思考的空间和操作模式。
6、在任务进行当中，要能为学生提供个体活动的时间和空间。
7、任务要有层次和梯度。
8、任务完成时应该能展示出结果。
四、“任务驱动型”教学课堂设计示例：
【新目标八年级下册】Unit 5 Do you want to watch a game show?
Teaching aims:
1. Identify the form of Infinitive.
2. Know the functions of Infinitive.
3. Be able to use Infinitive to express ideas.
Teaching materials: a work sheet printed before class with a story.
Teaching procedures:
Step I Presentation
Write the following on the blackboard.
The characters The place The things
A shopkeeper
Her two children
A young man
An eight-year-old boy
The police A corner shop in
Montreal. A balaclava（巴拉克拉法帽，面罩）
A packet of Smarties（聪明豆）
A plastic bag
A gun
3
Things happened like this:
…A young man came in to buy a newspaper…He pointed a gun at her and told her
to fill up the bag…I pretended to reach for some money…They are taking the case
very seriously, like all cases which involve a firearm, fake or not?
Step II Vocabulary
Explain some of the words and phrases which might cause difficulties.
(1) A balaclava is like a ski mask. It covers someone’s face so only their eyes can be
seen.
(2) Smarties are small brightly colored sweets with chocolate covered in a thin layer
of sugar.
(3) A fake is something which is imitation, which is not real.
Step III Tasks
Task 1 What happened in the story?
(1) Ask the students to work in groups of five and discuss their ideas about what they
think happened in the story. Tell them to use as many of the ideas on the blackboard
as they can. This will give them a lot of speaking practice.
(2) Tell them some of them will tell their stories to the class. Give them some time to
prepare their stories. Go round and listen as they work but do not tell them if their
guesses are right or wrong.
(3) When they have had enough time to prepare their stories, appoint a spokesperson
for each group. Ask the groups to work with the spokesperson to prepare the final
version of their story.
(4) Ask one of them to tell the story. Try to choose someone who thinks the young
man is the robber.
(5) Ask the others if their stories are the same or different. Choose someone who has a
different story and ask them to tell it. Try to choose someone who thinks the
seven-year-old is the robber.
(6) Engage the class in a discussion as to whose story is the most likely.
Step IV Hand out the worksheet for them to read.
4
Step V Identification of Infinitive
Task 2
(1) Ask students to underline all the phrases with to:
tries to rob sweet shop; attempted to hold up a sweet shop; to buy a newspaper; told
her to fill up the bag; whether he wanted me to fill the bag with sweets or with money;
who did not want to give her name; I pretended to reach for some money; asking the
public to help.
(2) Analysis. Ask them to look at these patterns:
PATTERN A
5
VERB
tries
attempted
(not) want
pretended
to
to
to
to
to
VERB
rob
hold up
give
reach for
PATTERN B
VERB
told
wanted
asking
NOUN
her
me
the public
to
to
to
to
VERB
fill up
fill
help
Task 3 Look at these sentences. Are they pattern A or pattern B?
a. I need to borrow some money.
b. We need someone to help us.
c. The boy ordered her to fill up the bag.
d. We always had to get up early.
e. Can you help me to carry these boxes?
(3) Help the students to organize their knowledge of verbs followed by to:
These are the commonest verbs with pattern A:
