任务型评价应用于高职院校学前英语教师培养的可行性研究

发布时间：2022-10-20 17:23

　　近年来,涉及职教领域的教育政策的大量颁布和教育经费的逐渐增加已经成为明显趋势,与此同时我国职业教育发展也取得了历史性的突破、占据高等教育的半壁江山。全球一体化倾向以及我国的改革开放,使外语人才成为社会所需。20世纪90年代以来,国际第二语言教学改革出现的三大趋势之一——低龄化,更促使了外语教学在学前教育领域里的蓬勃发展,而制约其教学水平的“瓶颈”是合格的学前英语教师的严重匮乏。在这两大趋势之下,学前英语教育专业逐渐生成并蓬勃发展。学前英语教育专业的英语教学如何实现与学前英语教师的实际职业岗位语言能力和工作能力的有效对接,成为学前英语教师人才培养的核心问题。 2006年,国家教育部要求高职院校大力推行“工学结合”的人才培养模式,即“工作过程导向”模式。这一模式最早是由德国在1996年提出,它强调“真实工作过程的任务”和以“评价”为终结的作用和意义。发源于Jane Willis的任务型教学理念认为,学习者不仅需要在不同情境（任务）中反复实践、还需要在不同情境（任务）中使用这些固定的表达方式,从而发展自己的语言系统;学习是一个在任务实施中的社会交互过程和人的社会化过程。本项“任务型评价... 

【文章页数】：66 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter 1 Introduction
    1.1 Social Background of the research
    1.2 Purples and significance of the research
Chapter 2 Literature Review
    2.1 On Task-Based Assessment
        2.1.1 Definition of task-based assessment
        2.1.2 Features of task-based assessment
        2.1.3 Development of task-based assessment
    2.2 On Task
        2.2.1 Definitions of task
        2.2.2 Types of task
        2.2.3 Components of Task
Chapter 3 Application of Task-based Assessment to Pre-School English Teacher Training at Vocational Colleges
    3.1 An Analysis of China’s Pre-school English Education
        3.1.1 The development process of pre-school English education
        3.1.2 The new trend of immersion teaching model
        3.1.3 The shortage situation of qualified pre-school English teachers
    3.2 An Analysis of Pre-School English Teacher Training at Vocational Colleges
        3.2.1 Vocational purpose of pre-school English teacher training
        3.2.2 “Working-process-oriented”new training model
    3.3 Application of Task-based Assessment to Pre-School English Teacher Training
        3.3.1 Foundation between task-based assessment and “working-process-oriented” training model
        3.3.2 “Working-process-oriented”task design
        3.3.3 Implementing process of task-based assessment
Chapter 4 Methodology
    4.1 Research Questions
    4.2 Research Procedures
    4.3 Research Subjects
    4.4 Research Methods and Instruments
        4.4.1 Observation
        4.4.2 Questionnaires
        4.4.3 Interviews
    4.5 Data Collection
Chapter 5 Results and Discussion
    5.1 Analysis on Students
        5.1.1 Students’interest and motives in English learning
        5.1.2 Students’feelings and longings in work
        5.1.3 The effectiveness of the application on students.
            5.1.3.1 On students’learning motives and interest
            5.1.3.2 On students’language abilities
            5.1.3.3 On students’vocational abilities
    5.2 Analysis on Teachers
        5.2.1 Teacher’s function for creating tasks
        5.2.2 Teachers’attitude and teaching effect of the application
    5.3 Analysis on Kindergartens
        5.3.1 Students’contributions to kindergartens
        5.3.2 Kindergartens’concerns on to-be-recruited students
        5.3.3 Kindergartens’attitudes towards students’internship and on-the-job training
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations
Bibliography
AppendixⅠ
AppendixⅡ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Acknowledgment


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硕士论文
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