| The globalization of economy and the informationization of society urgently need high-quality talents to match it.The new teaching idea "core accomplishment' emerges as the times require.And it has become the focus of attention in basic education all over the world from the end of the 20th century and the beginning of the 21st century.In 2014,the Ministry of Education in our country also put forward the concept of "core accomplishment" for the first time,emphasizing the essence of "educating people" and"people-oriented".The core accomplishment of English shows that English has the dual value including communication and education.At the stage of compulsory education,the Ministry of Education of our country first formulated a new curriculum standard,which points out that the general goal of the English curriculum in compulsory education stage is to make students form a preliminary comprehensive language use ability through English learning,to promote the development of the mind and to improve the comprehensive humanistic literacy.Since 2001,the Task-based language teaching method has been implemented,and the students begin to realize the joy of becoming the masters of the classroom,and the teaching concept has gradually changed from"teacher-oriented" to"student-oriented".The new teaching idea needs the teacher to practice through the new teaching method.However,many teachers do not have high efficiency because of their unclear concept of task-based teaching and improper use of teaching methods.Therefore,based on the previous research and contributions of scholars,the author hopes that the task-based teaching method based on stories which is suitable for the cultivation of students' English core literacy,will be explored in primary school English teaching through scientific and reasonable research methods.When choosing the teaching task,the teaching method takes "story" as the theme and the core literacy theory as the guidance,and pays attention to the dual nature of humanism and instrumentality in English teaching.The concrete measures are:in the well-designed "story" context,the teacher reasonably arranges the task,mainly takes the reference question as the main,guides the student to explore and discover actively.This paper focuses on the application of Task-based language teaching method based on stories in English teaching in primary schools.Taking the students of two classes in the fifth grade of an experimental primary school in Liangxi District of Wuxi as the research object,the study was carried out by means of experimental method,questionnaire survey and interview.First,the two classes are determined to be parallel classes by pre-test,then,the experimental class and the control class are set up,and through the pre-test questionnaire,it is determined that there is no significant difference in learning interest between the two classes.Then,the form-based teaching in the control class and the task-based teaching method based on the story in the experimental class are carried out for one semester(18 weeks).At the end of the semester,the two classes were tested later to see if there were significant differences in English scores between the two classes,and then a post-test questionnaire was conducted to examine whether there were significant differences in the learning interests of the two classes.Three research questions of this study are addressed below:(1)Whether Task-based language teaching method based on stories can improve pupils' English achievement?If so,how much improvement can it make?(2)Can Task-based language teaching method based on stories improve pupils'interest in learning English?(3)What do students think of Task-based language teaching method based on stories?Through the analysis of SPSS 16.0 software,the following results are obtained:Firstly,the Task-based language teaching method based on stories can significantly improve pupils' English achievement.Before the experiment,the analysis of SPSS 16.0 software proved that there was no significant difference in English proficiency between the two classes,and after the experiment,there were significant differences in English achievement between the two classes.It shows that the Task-based language teaching method based on stories can improve the students' English performance better than the form-based teaching method.Secondly,Task-based language teaching method based on stories can significantly improve the pupils' interest in English learning.Before the experiment,SPSS 16.0 software analysis showed that there was no significant difference in learning interest between the two classes.After the experiment,there was a significant difference in learning interest between the two classes.Thirdly,the students have a positive attitude towards Task-based language teaching method based on stories.The interview questionnaire showed that the students in the experimental class preferred English class more than those in the control class,and their English proficiency was improved in different aspects,such as listening,speaking,reading,writing,viewing,and so on,and they were willing to accept this new teaching method.The Task-based language teaching method based on stories,which is recognized and welcomed by the students,respects the individual differences of the students,takes the students as the main body.And Task-based language teaching method based on stories,which helps the teachers make progress in multiple interactions with students,and changes the teachers' role in the classroom,which is not only a good teacher,but also a good friend. |
PDF Full Text Request