The Recognization And Consideration To "Task-based Learning" Of Junior Middle School

"Task-based Learning" of junior middle school is newly added content with rich features in "Mathematics Course Criteria" of the Full-time Compulsory Education (Experimental Version), which reflects the requirements of mathematics curriculum and educational reform and also provides a chance for students to carry out practical, exploring and inquiry study. Otherwise, it can be observed from the author's questionnaires and interviews among the teachers and students that the present teaching status of "Task-based Learning" in junior middle school mathematics is unoptimistic. Many leaders and teachers don't treat "Task-based Learning" as an teaching demand. Therefore, how to improve the understanding of school administrators and teachers is very urgent and what's more urgent is to improve the ability of teachers' organizing "Task-based Learning" activity.Through expounding the time background and status in quo of "Task-based Learning" in China, this thesis reflexes the meaning and value of it, putting forward an argument that mathematics "Task-based Learning" is to reflect inquiry learning idea and method in mathematics teaching and to make teaching turn into "research" or "micro-research". In this way students can attend to experience inquiry study during the process of getting mathematic knowledge. Organizing mathematics "Task-based Learning" is meaningful, on the one hand, it can help student develop completely and improve teacher profession level; on the other hand, it help put the concept of the new school curriculum into effect. Comparing with other content, its learning content is lively, its learning way is self-determinative and its learning process is creative. So the selection of task material should follow the rules of being practical, synthetic, mathematical and opening. It can selects proper questions as research tasks in newly instructing course, exercise and society life, mathematics modeling, mathematical inquiry, mathematics experiments, mathematics investigation, mathematics execution and designing, mathematical topic reading are high-frequent methods. Organizing mathematics "Task-based Learning" should follow out the principles of independent investigation, corporations and communication, practice and application and at the same time exert students' initiative, encourage students think over in various ways, and make positive comments to their performance. It will be explained through teaching design and illustration of three "Task-based Learning" models.In the end, it points out the questions which are needed further research in mathematics "Task-based Learning" of junior middle school from theoretical and practical view points respectively, including relationship between mathematics "Task-based Learning" and normal mathematics learning is paratactic or is compensatory; the influence of mathematics "Task-based Learning" to normal mathematics learning; how to carry out "Task-based Learning" in process of normal mathematics learning, etc.