Research On Task-Based Teaching In Maths Classes Of Junior High School

Task-based teaching is a new mode for teachers to fufill the requirement ofStandards of Maths Course of National Compulsory Education concerning how todevelop students’ ability to use what they learn in maths classes into practice.Task-based teaching is focused on problem-solving, and integrates research-orientedideas about learning into maths classes. Therefore, it is an cooperative learning patternwhich embodies the requirment of reform of the course. Being rich in practicalmeaning, explorotory value,and openness, taske-based teaching provides experienceand diciplinary support for research-oriented course in high school. This paperelaborates on the features and implications of task-based teaching for maths courseand explores the theoretical fundation and significance of study on task-basedteaching for maths course. The paper teries to prove that task-based teaching serves asa link among sections of maths and other disciplnes, and can promote the integraldevelopment and capacities of students in terms of problem-solving, innovation,exploring and cooperation. Meanwhile, teachers’ expertise could also be enhanced inhe process.Patterns of Task-based teaching in maths courses are various. Mathematicalmodelling, experiments, team-work, thematical reading, survey and design areavailable to maths teachers. Topics of task-based teaching should be interesting,practical, comprehensive, manipulable and challenging. Student’s initiative andcooperative ability should be given enough consideration and individual insight ofthem should be encouraged. Two cases on task-based teaching are presented in thepaper.Through investigations of task-based teaching in Japan, U.S.A, France,Singapore and other countries, some common feature are revealed: most topics oftask-based teaching in those countries derive form real life and advocate the conceptof developing student’s comprehensive ability in maths. Suveys and interviewsindicate that though task-based teaching is given priority, there is still much to bedesired as a result of restrictions of educational system. So, it’s imperative torevolutionize ideas of educational authorities and educators.The study yield the following implications: first, teachers should alter theirtraditional concepts and strengthen their knowledge about theory. Second, coursedesign and arrangement should be adjusted; third, students’ learning pattern should becorrected; third, method evaluation is also to be reformed. Only in this way,task-based teaching can be impemented well.