Task-based Learning In Chinese Senior Ⅲ Reading Class

In the field of education, the teaching technology of English considered as a foreign language has been changing and developing in the world. In China the previous teaching technology is always PPP approach. But the teaching effect of the students is that their written competence is so-so, while their oral competence is very poor so that they can't communicate with others in the real life. Especially their interest of studying English is poorer and poorer because the teacher-centered class is difficult to arouse the students' positivity. In the recent years task-based teaching method has been brought into our country. The teaching field of our country cry it up because many successful examples have been applied in some other countries. It is even recommended to use in classroom teaching by the new National English Curricular Syllabus. However, after some teachers tried using TBL approach in the classroom, most of them thought that it was useful to improve the students' oral competence, but it was nearly useless to improve their reading and writing competence. Particularly they thought it wasn't necessary to waste time to use TBL approach for Senior III students at all because it had no good effect absolutely.The purpose of this paper is to prove that TBL approach is unquestionable and very necessary to spark the Senior III students' interest and improve their reading abilities in Chinese classroom teaching. The current thesis tried to get the approval by means of carrying out TBL reading experiments in a normal middle school in Beijing, with 37 students in Senior III from February to June in 2005.The results from the experiment shows that compared to the past, in theexperimental class the students of different levels who took TBL reading training were sparked their interest and their reading abilities improved at different levels. The students and their parents all thought that using TBL approach in the class didn't waste time, but they were benefited most. All of this shows that TBL approach is available and very necessary in Senior III reading class if the teacher designs reasonably according to the students' necessities and characteristics. The analysis of the experiment results, discussion on some detailed questions of applying in the reading class and the limitations state many spaces that can be studied and improved in the future.