The Study On Task-based Approach

For decades, Chinese teaching curriculum reform has fraught with difficulty and slowness, the reason of which may be various. However, one thing is beyond doubt that our Chinese teachers have not seriously clarified more background knowledge behind the Chinese courses, Therefore, new problems and experiences will be gained by changing the perspective and expanding the horizons of Chinese courses study.In recent years, as the most popular teaching style in middle school Chinese classrooms, task-based approach has been paid great attention to by many domestic experts and scholars. In the paper, task-based approach is shown great concern from the perspective of the classroom culture. Based on the reflection of task-based approach, the dominant position of culture in Chinese teaching is re-established and the Chinese courses culture is reconstructed, which will be further discussed from the perspective of teaching activity. Finally, the author provides a clearer idea of task-based approach in middle schools. The contributions made by the author’s immature and superficial insights are expected to be useful for the future research. The subjects investigated are the students from Zhang jiang shi yan middle School Attached to East China Normal University and Gao qiao-Dong Lu School of Shanghai. The research is looked through by making use of methodologies, including consulting references, cases study, interviews, classroom observations and so on. The characteristics of classroom teaching of task-based approach in middle schools are analyzed to summarize the possible train of thought and strategies. Based on the close relationship between classroom culture and task-based approach, some typical classroom cases are analyzed to optimize task-based approach, and later are tested and reflected by the practical experience.There are in all six chapters in this paper together with the introductory part, in which the research purposes, objects, significance, methodologies and the train of thought are pointed out. The first chapter introduces the concepts and origins of two key definitions.The second chapter summarize and describe the perspectives of the value and significance of task-based approach in classroom culture, from the conventions of classroom culture, the leadership of classroom culture the two perspectives of classroom culture in task-based approach, this chapter also becomes the main theoretical basis of this paper studies.The third chapter summarizes and describes the unique classroom culture in task-based approach from the reflection of classroom culture in task-based approach.In chapter four, the author puts forward and explains the design of Chinese teaching of task-based approach from case study and their reciprocal relations.In chapter five, based on the viewpoint of the classroom culture, some strategies and aspirations are given for the future development of task-based approach.