摘要
在我国中小学英语教学中,有些人认为任务型教学法(Task-Based Language Teaching,简称TBLT)应取代3P(Presentation,Practice,Production)教学法,有些人则将任务型教学法视为3P教学法中的运用阶段。通过分析、比较两者的教学模式及理念依据可知,在我国特有的外语教学环境之下,3P教学法可操作性强、学生语法概念明晰等优势使其在中小学英语教学中仍有一定的用武之地。任务型教学法也有其自身的局限性及在我国的适应性问题。因此,我们不应全盘否定任何一种,而应根据教学实际,综合它们的合理内核,发展3P教学法,对任务型教学法进行本土化,使其为教学实践服务。
In the dementary and secondary English teaching in China, somehold that ＂IBLT should take place of the 3P approach, while others take ＂IBLT as the Production stage of the latter. Through comparing the foundation and the model of TBLT with those of the 3P approach, we believe that we should not deny either of them, instead, we had better combine their reasonable points,to develop the 3P approach and make TBLT adapt to our teaching-English-as-a-fordgn-language situ-ation.
出处
《陕西教育学院学报》
2007年第3期122-124,F0003,共4页
Journal of Shaanxi Institute of Education
关键词
任务型教学法
3P教学法
中小学英语教学
the Task-Basede Language Teaching （TBLT）
3P（Presentation
Practice and Production） approach
the dementary and secondary English teaching
