对于教学任务型教学方式下农村中学英语口语教学评价生

论文导读：
摘要：素质教育要求学生具备语言综合运用的能力，要求教师运用任务型教学方式引领课堂教学，让学生在教师精心准备下的，可调控的层层任务中获得语言知识与实践能力，真正培养学生学会利用语言，热爱语言。而在初中英语课堂上要把任务型教学方式融入于英语教学的听、说、读、写四项技能的每一个环节当中，并取得很好的教学效果并非一件易事。尤其是在听、说环节，说的难度总是一直困扰学生的学和教师的教。本论文要求教师在课堂教学中遵循任务型教学特点，结合农村学生学习近况，探讨如何更好地培养学生的英语口头表达和交际能力，形成有效的口语课堂教学评价，以便于更好地实践素质教育论述，这在现行的课程革新中显得尤为重要.基于以上论述，本论文作者对农村初中八年级学生为探讨对象，通过探讨评价，尤其是形成性评价在农村英语口语课堂教学中的运用，并使形成性评价论述贯穿于任务型教学的历程。本论文就如何在初中口语课堂教学中实施评价进行了探讨，并对实验结果进行统计和浅析，以此来论证口语课堂教学评价对于改善和提升学生口语表达和交际能力的有效率，并证明在口语课堂教学中评价的必要性,合理性和可行性。关键词：任务型教学论文农村英语论文口语教学论文评价论文
本论文由www.7ctime.com,需要论文可以联系人员哦。中文摘要5-6
Abstract6-9
Chapter 1 Introduction9-12

1.1 The aim of the study9

1.2 The significance of the research9-10

1.3 The present situation of oral Engpsh teaching in rural middle school10-11
1.4 The current statement of ELT assesent11-12
Chapter 2 Literature Review12-21

2.1 Theory of TBL12-13

2.2 The oral Engpsh teaching based on TBL13-14

2.3 Assesent14-15

2.4 Apppcation of assesent in oral Engpsh class15-18
2.

4.1 Definition of formative assesent15-16

2.4.2 Characteristics of formative assesent16-17

2.4.3 Principles17-18

2.4.4 The types of formative assesent18

2.5 Other types of formative assesent18-19

2.6 The means of self -assesent19-21

Chapter 3 Research Design21-27

3.1 Hypothesis21

3.2 Research method21-24

3.

2.1 Research variables21-22

3.

2.2 The guiding principle of the study22

3.

2.3 Subjects of the study22

3.

2.4 Treatment22-23

3.

2.5 Instruments of the study23-24

3.3 The procedures of the study24-25

3.4 Data-collection25-26

3.5 Limitations26-27

Chapter

4. Results and Discussion27-31

4.1 The results of assesent in the oral Engpsh tests27-28
4.1.1 The analysis of the repabipty and vapdity of the test27
4.1.2 The analysis of the results of the two groups in the two test27-28
4.2 The res论文导读：airebyusingtheassesentintheoralEngpshteaching28-294.3Analysisofthepre-testandpost-test29-304.4Findings304.5Discussion30-31Chapter5Conclusion31-345.1Conclusion315.2Findings315.3Imppcations31-325.4Limitations32-335.5SuggestionororallanguageTeaching33-34References34-36Ap
ult of the questionnaire by using the assesent in the oral Engpsh teaching28-29
4.3 Analysis of the pre-test and post-test29-30

4.4 Findings30

4.5 Discussion30-31

Chapter 5 Conclusion31-34

5.1 Conclusion31

5.2 Findings31

5.3 Imppcations31-32

5.4 Limitations32-33

5.5 Suggestions for oral language Teaching33-34
References34-36
Appendix36-38
Acknowledgements38