论任务型教学法在高中英语阅读中的应用英语论文

XXXX大学本科#毕业#（设计）任务书 编 号： 论文（设计）题目： 论任务型教学法在高中英语阅读中的应用 学院： XXX学院 专业： 英语教育 班级： XXXX级英语教育X班 学生姓名： XXX学号： XXXXXX 指导教师： XXX 职称：XX 1、 论文（设计）研究目标及主要任务 本论文的研究目标是探讨任务型教学法的重要作用及其在高中英语阅读教学中的应用。其主要任务是通过分析任务型教学法来指导高中英语阅读教学。 2、论文（设计）的主要内容 本论文分为四章，第一章介绍了本研究的背景及主要内容；第二章介绍了有关任务型教学的国内外的理论与实践研究成果；第三章对比了任务型教学法与传统教学法，阐述了任务型教学法在高中英语教学中存在的问题及解决途径；第四章对论文做了整体总结，并指出任务型教学法的局限性以及今后的研究建议。 3、论文（设计）的基础条件及研究路线 本论文的基础条件是不同的语言学家及英语教学者对任务型教学法的研究结果。 研究路线是对有关任务型教学的理论进行详细的阐述，并将其与传统教学法作对比，最后提出任务型教学法在高中英语教学中存在的问题及解决途径。 4、主要参考文献 Nunan, D. 1989. Designing Tasks for the Communicative Classroom. Cambridge: Cambridge University Press Prahbu, N. S. 1987. Second Language Pedagogy: A Perspective. Oxford: Oxford University Press Willis, J. 1996. A Framework for Task-based Learning. London: Longman 胡壮麟. 2006.《英语教学法教程》. 北京:高等教育出版社 5、进度 阶段 起止日期 1 确定初步论文题目 3月16日前 2 与导师见面，确定大致范围，填开题报告和任务书，导师签字 3月23日前 3 提交论文提纲 3月30日前 4 交初稿和文献综述 4月20日前 5 交终稿和评议书 5月8日前 指 导 教师： 年 月 日 教研室主任： 年 月 注：一式三份，学院（系）、指导教师、学生各一份 XXXX大学本科生毕业论文（设计）开题报告书 XXX 学院 英语教育 专业 XXXX 届 学生 姓名 XXX 论文（设计）题目 论任务型教学法在高中英语阅读中的应用 指导 教师 XXX 专业 职称 XX 所属教研室 英语基础教研室 研究方向 教学法 课题论证：从任务型教学法的相关研究成果以及任务型教学法与传统教学法的对比等方面论证任务型教学法的优势及其在高中英语阅读教学中的应用 方案设计：第一章介绍论文的研究背景及提出的问题， 第二章阐述国内外有关任务型教学法的理论研究， 第三章对比任务型教学法和传统教学法，提出任务型教学法在高中英语阅读中的应用中存在的问题及解决方案。 第四章总结论文，提出今后的研究建议。 进度计划：3月16日前确定初步论文题目 3月30日前提交论文提纲 4月20日前提交初稿和文献综述 5月8日前交终稿 指导教师意见： 指导教师签名： 年 月 日 教研室意见： 教研室主任签名： 年 月 日 XXXX大学本科生毕业论文（设计）评议书 姓 名 XXX 学院 XXX学院 专业 英语教育 年级（班） XXX级英语教育X班 论 文 题 目 论任务型教学法在高中英语阅读中的应用 完成时间 2013/5/8 论 文 内 容 摘 要 在听、说、读、写四中语言技能中，阅读起着非常重要的作用, 尤其在高中英语教学中。所以阅读教学一直是英语教师探讨的焦点话题。在高中英语教学中，阅读教学占据时间最多，师生花费精力最大，但是教学效果并不理想。因此，改变传统的阅读教学方法，从而提高阅读教学的效果和提升学生的阅读水平显得极为重要。 2003年国家教育部颁布的《英语新课程》明确提倡采用任务型语言教学模式。任务型教学强调“在做中学，在用中学”，以任务为教学手段, 为学生营造一个有利于学习者语言习得和内化的语言环境。鉴于此，本文基于国内外其他学者的研究成果，总结了任务型教学法的相关理论，探讨了任务型教学法相对传统教学法无法比拟的优势。理论上讲， 任务型教学法有利于提高高中英语阅读教学效果，然而在任务型教学法在高中英语阅读教学中的实践中仍存在很多问题。本文为解决这些问题提出了相应的对策，从而提高任务型教学法的教学水平。 指 导 教 师 评 语 年 月 日 指 导 教 师 职称 初评成绩 答辩小组 姓名 职称 组长 成员 答辩记录： 记录人签字： 年 月 日 答辩小组意见： 组长签字： 年 月 日 学院意见： 评定成绩： 签章 年 月 日 XXXX大学本科生毕业论文（设计）文献综述 Literature Review Nowadays, Task-based Approach is widely used at home and abroad. Its belief is that language should be learned as close as possible to how it is used in real life. It emphasizes the combination of the form-focused teaching and the communication-focused teaching. Task is a key concept in Task-based Approach. In understanding the Task-based Teaching, it is important to explain the term ‘task’. A great number of linguistics all over the world have attempted to give their own understandings of task. One of the early definitions about the term ‘task’ is given by Long (1985). “a piece of work undertaken for oneself of for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child… In other words, by ‘task’ is meant the hundred and one things people do in everyday life, at work, at play and in between.” Prabhu (1987) gives his understanding of a task as “an activity which required learners to arrive at an outcome from given information through some process of thought and which allowed teachers to control and regulate that process." Willis (1996) regards tasks as “activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.” Many experts and scholars do a lot of researches about Task-based Approach form different perspectives and then provide many different opinions on the basis of different basic theories. (1) Prabhu’s Bangalore Project Prabhu has been recognized as the founder of Task-based Approach mainly because Prabhu, in 1979, first conducts teaching experiments about task-based teaching activities in Bangalore in southern India. Prabhu makes the contents in the teaching class into specific communicative tasks and students through the completion of these learning tasks to learn. Task-based Approach is provided by Prabhu in 1983. According to him, “Students may learn more effectively when their minds are focused on the task, rather than on the language they are using” (Prahbu, 1983). Prabhu divides activities into three categories: rule-centered activities, formation-centered activities and significance-centered activities. Prabhu values the last activities most. He thinks that teachers do not need to teach grammar rules too much, letting students internalized grammar system in the language sense concentrated process. (2) Nunan’s model In 1989, Nunan provides the task design pattern of the communicative class. He thinks analysis of the communicative task model should contain: goals, input, activities, teachers’ role, learners’ role and settings. The intention of each specific learning task is the task goal, which can be divided into different types: communicative goals, language knowledge goals, emotional goals, social consciousness goals and so on. In terms of the sources of practice, they can be letters, newspapers, stories, movies and so on. (3) Jane Willis’s model In 1996, Willis provides that activities in Task-based Teaching emphasize that the language learning should make the language use as purpose and the meaning as center. Willis provides operational guidance for teachers to carry out the Task-based Teaching in the classroom. In the Jane Willis model, the traditional 3P method (Presentation, Practice, Production) we usually use is upside down. In the traditional PPP method, tasks are usually considered to be reflected in the final P (Production). However, in the Task-based Teaching mode of Willis, students complete the task of learning activities first. After the completion of the task, teachers strike students’ attention to the language use in the teaching activities and make correction and adjustment about students’ inadequacies appropriately. (4) John Dewey’s model American educator John Dewey puts forward the “student center, learning by doing” education model on the basis of the pragmatic theory. He advocates that teachers should transfer the center of the teaching class from teachers and textbooks to students and teachers should guide students to master knowledge through taking part in various activities. As the famous linguistics Hethert H.Clark puts it, “Language is for doing” (Hethert H.Clark, 1997). Learning is not to memorize the isolated words, also not to memorize the decontextualized sentences, and not to memorize the boring grammar rules, but to use appropriate language to do things well in real life. Both vocabulary and grammar serve for “doing things” and “completing tasks”. In the teaching class, one of the teachers’ tasks is to combine the vocabulary, grammar and language function organically in these activities of language use. In China, the study of Task-based Approach in English teaching begins in the late 90’s. In 1988, Xia Jimei, Professor of Zhongshan University, publishes an article entitled “Comparison of the Theoretical Basis of the Problem Teaching Model and the Task-based Teaching Model”, which first analyzes the concept of Task-based Approach. Later, in China, more and more scholars pay attention to Task-based Approach in English teaching. The National English Curriculum drafted in 2001 provides that the Task-based Teaching is a process which takes the specific task as the learning motivation, takes the completion of the task as the learning and reflects the teaching achievement through demonstrating the achievement of the task (but not test scores). With specific motivation, students can study independently and take the initiative to use the language to do things. They can naturally use the appropriate language in the procession of doing things and then develop their language communicative competency well. Lu Ziwen, working in the Education Research Center of Huazhong Normal University, implements experiments on the class procedures in the Task-based Teaching and then points out that teachers should take both of the real life tasks and the pedagogical tasks in the English teaching environment in China. In accordance with the basic task-driven concept of D. Nunan, Lu Ziwen provides that tasks in the Task-based Teaching should improve students’ learning interest and strengthen their learning motivation. In the teaching process, besides the language knowledge, teachers should give consideration to both the cultural information and the language skills. In May, 2003, Gong Yafu and Luo Shaoqian compile the book named “Task-based Language Teaching”. This book introduces basic theories of Task-based Approach from various aspects, such as the law of the language acquisition, psychology, social constructivism and so on. The purpose of this book is mainly to give teachers a preliminary understanding of the basic concept, main principles, common task types and design methods of Task-based Approach. On Task-based Approach in English Reading Teaching in Senior High School By XXXX Prof. XXXX, tutor A Thesis Submitted to the Foreign Languages Institute in Partial Fulfillment of the Requirements for the Degree of Bachelor of Arts at XXXXUniversity May 8th ，2013 XXXXXX 本科生毕业论文 题目：论任务型教学法在高中英语阅读中的应用 姓 名：XXX 班 级：XXXX级X班 指导老师：XXX 专 业: 英语教育 院 系：XXX学院外语系 完成日期：2013年5月 8日 Abstract Reading plays an important role in the four language skills，especially in the senior high school English teaching. Therefore, reading teaching is the focus of English teachers’ discussions. In the senior high school teaching, the reading teaching takes up the most of teaching time and teachers and students spend most of their energy on the reading teaching and learning. However, the teaching effect is not ideal. Thus, in order to promote the reading teaching effect and improve students’ reading level, it is very important to change the traditional reading teaching methods. The New English Curriculum Standards issued by China’s Education Ministry in 2001 advocates the Task- based Approach in English teaching, which is provided by Prahbu in 1978. The Task- based Approach stresses the importance of learning in doing and learning in using. It takes teaching tasks as the main teaching tool and creates a kind of language environment which is beneficial for students to acquire the language knowledge and internalize the language knowledge well. Given this, this thesis concludes the relevant theories on the Task- based Approach on the basis of various researches by many scholars at home and abroad. Moreover, this thesis discuss the unmatched advantages of the Task- based Approach in senior high school English reading teaching through the contract between the Task- based Approach and the traditional 3P method. Theoretically speaking, the Task- based Approach is conductive to promote the reading teaching effect in senior high school. However，there are many problems in the application of the Task- based Approach in senior high school English reading teaching. This thesis provides these problems and offers the corresponding measures to solve these existing problems, so as to improve the teaching level of Task-based Approach in senior high school English reading teaching. Key words: senior school English Task-based Approach reading teaching 摘要 在听、说、读、写四中语言技能中，阅读起着非常重要的作用, 尤其在高中英语教学中。所以阅读教学一直是英语教师探讨的焦点话题。在高中英语教学中，阅读教学占据时间最多，师生花费精力最大，但是教学效果并不理想。因此，改变传统的阅读教学方法，从而提高阅读教学的效果和提升学生的阅读水平显得极为重要。 2003年国家教育部颁布的《英语新课程标准》明确提倡采用任务型语言教学模式。任务型教学强调“在做中学，在用中学”，以任务为教学手段, 为学生营造一个有利于学习者语言习得和内化的语言环境。鉴于此，本文基于国内外其他学者的研究成果，总结了任务型教学法的相关理论，探讨了任务型教学法相对传统教学法无法比拟的优势。理论上讲， 任务型教学法有利于提高高中英语阅读教学效果，然而在任务型教学法在高中英语阅读教学中的实践中仍存在很多问题。本文为解决这些问题提出了相应的对策，从而提高任务型教学法的教学水平。 关键词：高中英语 任务型教学法 阅读教学 Contents Abstract ………………………………………………………………………Ⅰ 摘要……………………………………………………………………………Ⅱ Chapter 1 Introduction 1.1 Research background …………………………………………………1 1.2 Research questions ……………………………………………………3 1.3 Research significance………………………………………………… 3 1.4 Thesis organization ……………………………………………………3 Chapter 2 Literature Review 2.1 Theories about task ……………………………………………………5 2.1.1 Definitions about task ………………………………………… 5 2.1.2 Task classification ………………………………………………6 2.1.3 Task components ……………………………………………… 7 2.2 Theoretical researches about the Task-based Approach in English reading teaching abroad …………………………………………………… 9 2.3 Theoretical researches about the Task-based Approach in English reading teaching in China ……………………………………………………11 2.4 The application of the Task-based Approach in English reading teaching …………………………………………………………… 12 2.4.1 Basic principles …………………………………………………12 2.4.2 Basic steps ………………………………………………………13 Chapter 3 Findings and Discussions 3.1 Contrast between the traditional methods and the Task-based Approach in senior high school English reading teaching …………………… 15 3.1.1 The traditional 3P method in senior high school English reading teaching…………………………………………………………… 15 3.1.2 Differences between the traditional 3P method and Task-based the Approach in senior high school English reading teaching ……… 16 3.1.3 The disadvantages of the traditional 3P method in senior high school English reading teaching ………………………………… 17 3.1.4 The advantages of the Task-based Approach in senior high school English reading teaching ………………………………………… 18 3.2 Problems in the application of the Task-based Approach in senior high school English reading teaching ……………………………………19 3.3 Measures in solving problems in the application of the Task-based Approach in senior high school English reading teaching …………21 Chapter 4 Conclusion ……………………………………………………… 24 Bibliography ………………………………………………………………… 27 Chapter 1 Introduction With the deep development of China’s economy and the policy of reform and opening, the society needs more and more language talents. And good English level becomes the essential condition and the mark of the international talents. In terms of the four language skills, reading plays an important role in language teaching and learning. In reading, people can not only obtain language knowledge and get useful information but also take pleasure in the reading materials. 1.1 Research background It is well known that reading plays an important role in senior high school English courses. And the reading teaching methods attract more and more attention of the English teachers, who try their best to find an effective method to improve the reading teaching effects. However, the present condition of English reading teaching in senior high school exists many problems. First, teachers regard students as the knowledge containers. In reading teaching class, they just teach students what they want to teach, ignoring students’ needs. As a result, students can only learn what teachers teach in class. Second, teachers spend a lot of class time on teaching the new language items, so that students just pay attention to the language forms, ignoring the language functions and the language use, which are very important for English learning. Third, the reading teaching class seems very lively, but there are no information-gaps in the activities between teachers and students. So students cannot actually express themselves in English. Last, the reading material is far away form the real life. Students don’t have any interest in these materials, so that they feel bored with the reading teaching class. In result, they don’t have the learning interest and can’t develop their imagination and creativity in class. Therefore, the traditional reading methods are not suitable for the reading teaching. It is very important to adopt a new reading teaching method which can improve the reading teaching effects. The New English Curriculum Standards issued by China’s Education Ministry in 2001 advocates Task-based Approach in senior high school reading teaching. Task-based Approach is an influential teaching model which is provided in 1980s by many foreign language teaching researchers and the second language acquisition researchers on the basis of numerous researches and experiments. In the Task-based Teaching, the teaching target is integrated into a lot of specific activities of the teaching tasks. In the process of completing these activities, students not only learn the language knowledge, but also train their reading skills, improve their comprehensive ability and develop their ability to use English properly in real life. Whether from the teaching goals perspective or from the teaching process perspective, Task-based Approach combines the strengths of the traditional teaching methods and the Communicative Approach and overcomes their shortcomings. It is in line with not only the “learning for doing” teaching principle but also the “using in learning and learning in using” teaching principle. Therefore, Task-based Approach appeals a lot of teaching experts and teachers at home and abroad in a relatively short period after its production. Many studies show that Task-based Approach is an effective way in senior high school English reading teaching. After the application of the New English Curriculum Standards, many senior high schools conduct teaching experiments on Task-based Approach in English reading teaching to explore the Task-based Teaching strategies which are suitable for the Chinese situation of English teaching and the students’ psychological characteristics. Based of this background, this thesis attempts to study the condition of the application of Task-based Approach in senior high school English reading teaching, and finds the existing problems and provides some corresponding measures. 1.2 Research questions The Task-based Language Teaching is a kind of teaching thought, a kind of teaching idea, a kind of teaching approach and a concrete teaching model. In recent years, many researchers have discussed the application of Task-based Approach in English teaching. Nowadays Task-based Approach becomes the focus of teaching experts and scholars. This thesis mainly discusses the application of Task-based Approach in senior high school English reading teaching. The research questions are as follow: (1) What are the differences between the traditional 3P method and Task-based Approach in senior high school English reading teaching? (2) Does Task-based Approach facilitate the students’ English reading learning? (3) Does Task-based Approach apply in senior high school English reading teaching successfully? Is there any problem in the practical application? (4) How to solve these problems in the application of Task-based Approach in senior high school English reading teaching? 1.3 Research significance Reading is a key link in the English teaching. As what the famous teaching professor Hu Chundong (1998) says, Chinese English learners should first pay attention to reading. Reading is the foundation of the English learning. No reading, no listening, writing and even speaking. In senior high school, English reading is particularly important. Moreover, the New English Curriculum Standards puts forward a higher request about the goals of the reading teaching in senior high school. However, the traditional reading teaching methods have many shortcomings. They spend a lot of teachers’ and students’ time, but they cannot achieve ideal effects. Nevertheless, the Task-based Language Teaching can overcome these shortcomings and is in line with the New English Curriculum Standards. Therefore, it has great significance to make researches on the application of Task-based Approach in English reading teaching in senior high school. 1.4 Thesis framework The thesis consists four chapters, which are as follow: Chapter one gives a brief introduction of the background of the reading teaching in senior high school and Task-based Approach. And it provides the reasons for adopting Task-based Approach in senior high school English reading teaching. Chapter two offers literature review of researches about Task-based Approach at home and abroad. And then it provides the basic principles and steps in the application of Task-based Approach in English reading teaching Chapter three presents the difference of Task-based Approach and the traditional 3P method in reading teaching, discusses the existing problems in the applications of Task-based Approach in reading teaching and provides the solutions. The last chapter makes a conclusion about Task-based Approach and provides the limitation in the applications of Task-based Approach in senior high school English reading teaching Chapter 2 Literature Review Nowadays, Task-based Approach is widely used at home and abroad. Its belief is that language should be learned as close as possible to how it is used in real life. It emphasizes the combination of the form-focused teaching and the communication-focused teaching. 2.1 Theories about task 2.1.1 Definitions about task Task is a key concept in Task-based Approach. In understanding the Task-based Teaching, it is important to explain the term ‘task’. A great number of linguistics all over the world have attempted to give their own understandings of task since the 1980s, as illustrated below: One of the early definitions about the term ‘task’ is given by Long (1985). “a piece of work undertaken for oneself of for others, freely or for some reward. Thus examples of tasks include painting a fence, dressing a child… In other words, by ‘task’ is meant the hundred and one things people do in everyday life, at work, at play and in between.” According to Long, tasks are those familiar things we often do in our daily life. Later Prabhu (1987) gives his understanding of a task as “an activity which required learners to arrive at an outcome from given information through some process of thought and which allowed teachers to control and regulate that process." In his definition, when teachers implement a task, they should give students some information at first which lets students arrive at an outcome through some process. But it is not clear what kind of information should be given to the students and what kind of outcome should to be attained. As for as Nunan (1989) considered, a task is “a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form”. In Nunan’s eyes, the task is meaning-oriented rather than form-oriented. Willis (1996) regards tasks as “activities where the target language is used by the learner for a communicative purpose (goal) in order to achieve an outcome.” Although Skehan (1998) doesn’t give a clear definition to the term ‘task’, he summaries the features of a task. He thinks a task is an activity in which meaning is primary, there is some problem to be solved, there is some relationship to the activities in the real world, there is some priority in the task completion and the assessment of the task is in terms of outcomes. Therefore any activities that have the above features can be called tasks. One of the latest definitions of the term ‘task’ is given by Bygate, Skehan & Swain (2001). According to them, a task is “an activity which requires learners to use language, with emphasis on meaning, to attain an objective”. This definition is similar to that of Willis (1996). Through these various definitions about the term ‘task’, we have some understanding about the task in the language learning. A task in learning is a learning activity with an objective. Teachers cannot only apply the traditional teaching methodology in which teachers only teach students grammar, vocabulary, texts and so on. In another way, teachers should design various tasks that are available to students to not only learn the basic knowledge well. 2.1.2 Task classification As the definition of the term ‘task’, different people have different opinions about the classification of the task according to different criteria. (1) The real-world tasks and the pedagogic tasks Nunan (1989) defines tasks into two broad categories: the real-world tasks and the pedagogic tasks. The former refers to tasks which approximate or resemble any activities in the real life. While pedagogic tasks, on the other hand, refer to activities which only occur in the class rather outside the class. (2) The simple tasks and the complicated tasks The simple tasks are any activities in which there are at most two steps, the information given to students is relatively single, the things required to do are concrete and easy, the knowledge and skills used by students are comparatively single and the time used to finish the task is relatively short. While the complicated tasks are any activities in which there are many steps, the information given to students is various, students divided into groups need to analyze and deal with the information and then complete a number of things by steps and the time used to finish the task is relatively long. (3) The open tasks and the closed tasks The open tasks refer to activities in which there are no specified results, that is, students can discuss freely and arrive at many answers. On the other hand, the closed tasks are activities in which there is only one answer. (4) Other classification Pica, Kanagy and Falodun (1993) class tasks into five categories according to interactive ways: jigsaw tasks, information-gap tasks, problem-solving tasks, decision-making tasks and opinion-exchange tasks. Willis (1996) classifies tasks into six types: listing, ordering and sorting, comparing, problem solving, sharing personal experiences and creative tasks. What can be seen from the above various classifications of tasks is that the task in the Task-based Teaching is rich and colorful, rather onefold. Therefore, in order to achieve good teaching effects, teachers should design different types of tasks according to various factors: different teaching objectives, different teaching conditions, students’ interest and so on. 2.1.3 Task components Nunan (1989) thinks we should analyze tasks by the following six aspects: goals, input, activities, teacher role, learner role and settings. Goals Teacher role Input TASK Learner role Activities Settings task structure diagram In the summary of Nunan’s task structure diagram, a task consists of five components: goals, input, teacher role and learner role, activities, and settings. (1) Goals The goals of tasks refer to aims students hope to reach by doing these tasks. The goals not only refer to language knowledge and skills which we are very familiar with, but also mean learning strategies, cultural consciousness and affect and attitude which the new National English Curriculum provides. What is worth pointing out is that the goals may be implicit, that is to say, not all of tasks have obvious goals and the goals will be reflected in some way later. Besides, a complicated task may have several objectives simultaneously which do not repel each other. The goals of the Task-based Teaching mainly refer to develop students’ communicative competence, which is not only the ability to produce the correct grammar. It also contains the socio-linguistic competence, discourse competence and strategic competence (Swain 1985). (2) Input The input is the information that the students are supplied with. One of the basic principles of the input is that the input should strive for truth. In order to make the language learning not limited to the text, the input takes the actual community in the real life as the objective, letting students learn language in a natural and true situation. Moreover, the form of the input should be resourceful, including newspapers and periodicals, novels, students’ works, songs, films and so on. (3) Activities Activities refer to tasks in which students will actually do with the input, rather exercises. The activities in the Task-based Teaching have three features. The first is realness and interactivity because the activities are the practices of the social life. The second is that activities help students to acquire and use language. The last is that the activities stress the importance of the fluency, accuracy and appropriateness of the communicative language. (4) Teacher role and learner role Role means the part which teachers and learners play in carrying out the tasks. As what Breen and Candlin (1980) provide, teachers play three roles in these communicative activities. The first is to act as facilitators to conduct the communicative activities. The second is to act as participants to take part in these activities. And the last is to act as observers and learners. On the other hand, Students act as negotiators, whose main task is exchanging information. (5) Settings Settings refer to teaching situations in the class or situations implied in the learning study. The latter is divided into two parts: study mode and study environment. In the Task-based Teaching, teachers should design activities from students’ perspective. Teachers should pay more attention to the settings of these leaning tasks to let students learn and exercise more form these tasks. 2.2 Theoretical researches about the Task-based Approach in English reading teaching abroad Many experts and scholars do a lot of researches about Task-based Approach form different perspectives and then provide many different opinions on the basis of different basic theories. (1) Prabhu’s Bangalore Project Prabhu has been recognized as the founder of Task-based Approach mainly because Prabhu, in 1979, first conducts teaching experiments about task-based teaching activities in Bangalore in southern India. Prabhu makes the contents in the teaching class into specific communicative tasks and students through the completion of these learning tasks to learn. Task-based Approach is provided by Prabhu in 1983. According to him, “Students may learn more effectively when their minds are focused on the task, rather than on the language they are using” (Prahbu, 1983). Prabhu divides activities into three categories: rule-centered activities, formation-centered activities and significance-centered activities. Prabhu values the last activities most. He thinks that teachers do not need to teach grammar rules too much, letting students internalized grammar system in the language sense concentrated process. (2) Nunan’s model In 1989, Nunan provides the task design pattern of the communicative class. He thinks analysis of the communicative task model should contain: goals, input, activities, teachers’ role, learners’ role and settings. The intention of each specific learning task is the task goal, which can be divided into different types: communicative goals, language knowledge goals, emotional goals, social consciousness goals and so on. In terms of the sources of practice, they can be letters, newspapers, stories, movies and so on. (3) Jane Willis’s model In 1996, Willis provides that activities in Task-based Teaching emphasize that the language learning should make the language use as purpose and the meaning as center. Willis provides operational guidance for teachers to carry out the Task-based Teaching in the classroom. In the Jane Willis model, the traditional 3P method (Presentation, Practice, Production) we usually use is upside down. In the traditional PPP method, tasks are usually considered to be reflected in the final P (Production). However, in the Task-based Teaching mode of Willis, students complete the task of learning activities first. After the completion of the task, teachers strike students’ attention to the language use in the teaching activities and make correction and adjustment about students’ inadequacies appropriately. (4) John Dewey’s model American educator John Dewey puts forward the “student center, learning by doing” education model on the basis of the pragmatic theory. He advocates that teachers should transfer the center of the teaching class from teachers and textbooks to students and teachers should guide students to master knowledge through taking part in various activities. As the famous linguistics Hethert H.Clark puts it, “Language is for doing” (Hethert H.Clark, 1997). Learning is not to memorize the isolated words, also not to memorize the decontextualized sentences, and not to memorize the boring grammar rules, but to use appropriate language to do things well in real life. Both vocabulary and grammar serve for “doing things” and “completing tasks”. In the teaching class, one of the teachers’ tasks is to combine the vocabulary, grammar and language function organically in these activities of language use. 2.3 Theoretical researches about the Task-based Approach in English reading teaching in China In China, the study of Task-based Approach in English teaching begins in the late 90’s. In 1988, Xia Jimei, Professor of Zhongshan University, publishes an article entitled “Comparison of the Theoretical Basis of the Problem Teaching Model and the Task-based Teaching Model”, which first analyzes the concept of Task-based Approach. Later, in China, more and more scholars pay attention to Task-based Approach in English teaching. The National English Curriculum drafted in 2001 provides that the Task-based Teaching is a process which takes the specific task as the learning motivation, takes the completion of the task as the learning and reflects the teaching achievement through demonstrating the achievement of the task (but not test scores). With specific motivation, students can study independently and take the initiative to use the language to do things. They can naturally use the appropriate language in the procession of doing things and then develop their language communicative competency well. Lu Ziwen, working in the Education Research Center of Huazhong Normal University, implements experiments on the class procedures in the Task-based Teaching and then points out that teachers should take both of the real life tasks and the pedagogical tasks in the English teaching environment in China. In accordance with the basic task-driven concept of D. Nunan, Lu Ziwen provides that tasks in the Task-based Teaching should improve students’ learning interest and strengthen their learning motivation. In the teaching process, besides the language knowledge, teachers should give consideration to both the cultural information and the language skills. In May, 2003, Gong Yafu and Luo Shaoqian compiles the book named “Task-based Language Teaching”. This book introduces basic theories of Task-based Approach from various aspects, such as the law of the language acquisition, psychology, social constructivism and so on. The purpose of this book is mainly to give teachers a preliminary understanding of the basic concept, main principles, common task types and design methods of Task-based Approach. In recent years, many scholars do researches about Task-based Approach in English reading teaching. Task-based Approach in English reading teaching is the interactive reading teaching which takes the learning tasks as the principle line and takes the students’ activities as the main body and in which, teachers’ control and help act the complementary role. Ge Wenshan(2003) makes a bold attempt in the practical teaching, comparing the weak and strong forms of Task-based Teaching and the traditional 3P method. He makes a conclusion about designing teaching tasks in the different stages in senior high school English reading (before-reading, while-reading, after-reading). 2.4 The application of the Task-based Approach in English reading teaching 2.4.1 The basic principles of designing task-based activities Tasks in Task-based Approach are designed by teachers. In order to realize the teaching aims in the senior high school, teachers need to follow certain basic principles in designing tasks. Nunan (1999) offers the following principles for designing Task-based Language Teaching. (1) The authenticity principle The authenticity principle refers to the authentic language and situation principle. This principle involves two aspects. On one hand, the teaching language materials should be as realistic as possible. On the other hand, the language information given to students to implement tasks should be explicit and authentic. Language situations and forms should live up to the actual functions and rules, making students learn and use language in a real-life situation. (2) The form-function principle The task design should pay emphasis on the combination of language forms and language functions. The relationship of language forms and language functions should be clear. Therefore, students make use of all the information resources on the basis of the language forms and use a variety of means to complete a series of tasks. At last students succeed in transferring the language forms to the language function and understand the language function well. Each stage of the task should take the introductory role, letting students understand language functions on the basis of language forms and use them in the real life. (3) The task dependency and the task chain principle A series of tasks in a lesson forms a kind of pedagogical ladder, each task representing a rung on the ladder. These tasks should design from simplicity to complexity, from easiness to difficulty, forming the cycle from the primary tasks to the advanced tasks, which cover the primary tasks. A task chain is made of several mini-tasks, designed as a ladder. (4) Learning by doing Teachers should guide students to learn the language through the completion of specific tasks from first to last, and let students to implement these tasks with specific learning objectives. Besides language knowledge, students not only obtain and accumulate learning experience, but also taste the joy of success in the process of tasks. Thus, students’ learning interest and enthusiasm can be greatly improved. (5) The subjectivity principle Tasks should be exploratory, open and practical. Tasks should fully play students’ subjectivity role, letting students combine the known knowledge with the real life and exercise their competency of judgment, analysis, reasoning, and problem solving. Students can fully play their ability to use language creatively in these tasks. The above principles look like an inalienable organic whole. In the operation, teachers should pay attention to the mutual contact and mutual restriction among them, so as to develop the students’ language ability, cognitive ability and communicative ability harmoniously. 2.4.2 The basic steps in Task-based Approach English famous linguistics Willis provides the teaching model of Task-based Approach. He divided it into three steps: pre-task, task cycle and language focus. In the stage of pre-task, teachers introduce the theme and the task to students and then give students some time to think. The task-cycle consists of three components: task, planning, and report. In this stage, students try their best to complete the task by using the known language knowledge. In the stage of the language focus, students consolidate and master the characteristics of language used in the before stage. Huang Jie (2004) divides the process of reading into four steps: preliminary perception, in-depth cognition, information reconstruction and skills transformation. These four stages link together and complement each other. In the first stage, students discuss the knowledge related with the reading materials through group activities. In the second step, students are given enough time to read the text and understand it literally. In the next stage, students integrate the reading materials through a variety of activities and understand the text from the discourse perspective. In the last stage, students use the learned knowledge and skills to solve the problems in the real life. Some other scholars conclude the following steps in the Task-base Approach in English reading: (1) Pre-task In this step, teachers provide the language knowledge and introduce the requests and steps of the task. (2) While-task In this step, teachers design a task chain which consists of several tasks and students complete these tasks. (4) Check This step consists of the self-evaluation of students, mutual evaluation of groups and overall evaluation of teachers. (5) Homework In this step, students accomplish tasks which usualy happen in the real life. The above steps are the common steps in Task-based Approach in English reading teaching. They are not fixed. Teachers can design new models on the basic steps according to different needs. Chapter 3 Findings and Discussions The teaching methods is not only an important content of the modern teaching theory, but also an active field in the education reform and teaching research of every country in the world. In the foreign language teaching, teaching approaches are numerous and each method has advantages and disadvantages. There are many researches about the comparison between the traditional methods and Task-based Approach. And many scholars do researches on the implementation of Task-based Approach in the senior high school English teaching. 3.1 Contrast between the traditional 3P method and the Task-based Approach in senior high school English reading teaching 3.1.1 The traditional 3P method in senior high school English reading teaching Reading teaching has always played a key role in the senior high school English teaching. In fact, the teaching method used in English teaching in senior high school is almost the traditional 3P method, especially in the reading teaching. The traditional 3P teaching method is an outcome of the Communicative Language Approach which forms in the 1970s. The traditional 3P teaching method consists of three steps: presentation, practice and production. In the first step, teachers display the new language to students first and then explain the new item’s form and function. That is, teachers divide the whole reading material into several small parts, each of which contains a couple of new language items. And then teachers explain them clearly and separately. In the second step, teachers give students a variety of exercises, such as gap filling, choice questions, paraphrase and so on, letting students have enough chances to use the new language knowledge as much as possible. Students do these various exercises repeatedly and improve the accuracy of the language use. In the last step, students are flexible and free to use the new language items correctly and fluently and at last achieve communicative goals. In this stage, teachers can design rich and colorful tasks, for example, the discussion, the role play and the problem solving, so as to develop students’ ability to use English appropriately and fluently and to express their thoughts correctly. 3.1.2 Differences between the traditional 3P method and the Task-based Approach in senior high school English reading teaching Both of the traditional 3P method and Task-based Approach belong to the Communicative Language Approach which is divided by Howatt into two versions: the weak version and the strong version. While the 3P teaching method is on behalf of the weak version and Task-based Approach represents the strong version. There are many differences between these two methods from different aspects. (1) The philosophy basis The traditional 3P teaching method emphasizes the part in the view of language. It just views English as a language system composed of grammar and vocabulary, ignoring the language competency which consists of social ability, discourse ability, strategic ability and so on. What’s more, it regards that students acquire English in accordance with the teaching order and the language knowledge will be converted to language skills automatically. On the other hand, the Task-base Approach emphasizes the whole in the view of language. With the absorption of the beliefs of the constructivism and the achievements of the second language acquisition, the Task-based Approach is more in line with the rules of the language acquisition. (2) The classroom teaching objective The ultimate teaching objective of these two methods is same. That is to cultivate the students’ ability of language communication. While the classroom objectives are different. The classroom objective of the traditional 3P method is to master all kinds of language forms. But the classroom objective of the Task-based Approach is to accomplish the task. In the process of implementing the task, students master the language forms and functions. (3) The teaching content In the traditional 3P teaching, teachers cut language into discrete language items and present to students in a discrete manner. And teachers control the input and the output strictly. However, the teaching contents in the Task-based Approach are various kinds of activities designed to complete the task. The input and the output are variable and unpredictable. (4) The teaching steps The teaching steps in the traditional 3P method are presentation, practice and production. They are from the form to the meaning and from the mechanical drill to the communicative practice. The first two steps are under the teachers’ strict control. And the tasks usually appear in the step of production, only letting students consolidate the new language items. However, in the Task-based Teaching, the steps are just opposite. They are pre-task, task cycle and language focus. At the beginning, teachers put forward the task clearly. In the process of completing the task, students comprehend and learn language from the language meaning perspective. After the completion of the task, students pay their attention to the language forms. They are from the meaning to the form. (5) The role of teachers and students In the traditional 3P teaching method, the teacher is the main body, the master of the class and the imparter of the new language knowledge. While the students are passive receivers. On the other hand, in the Task-based Teaching, the teacher is the organizer, guider, and consultant, while the student is the main body and the center of the class. Teachers help students to create the language environment, guide students to make language practice, encourage students to think independently, and develop students’ learning strategies. (6) The teaching method In the traditional 3P teaching, the deductive method is mainly used. Teachers display the new language items to students and give them a lot of explanations and analyses. And then students memorize this language knowledge mechanically and finish exercises repeatedly. On the other hand, the inductive method is mainly used in the Task-based Teaching. Teachers don’t explain the grammar rules, rather let students learn and use the knowledge first, and then find problems and solve problems. 3.1.3 The disadvantages of the traditional 3P methods in senior high school English reading teaching The traditional 3P method seems logical, but after using this method, teachers will soon find some problems. In the class, students can produce the correct language. But after a few classes, students can’t use language properly or even don’t want to speak at all. There are some disadvantages in the traditional 3P teaching. First, there are some problems in its theoretical belief. The traditional 3P teaching method emphasizes the part view. In reading teaching, teachers divide the reading materials into a lot of discrete parts and teach these parts discretely through a number of repeated exercises. This way is not suitable for students to master the new language well and permanently. And it cannot help students to develop their reading competence. Second, it lacks real communicative opportunities. In the traditional 3P teaching, the teacher and the teaching are the main centers, and the students just are passive receivers. In the process of doing exercises, students just practice the known language knowledge passively according to the teachers’ instructions. Students don’t have enough opportunities to actually use the language knowledge to express themselves in the real-life communication. The force-feeding teaching model is difficult to stimulate students’ learning motivation and easy to leads the poor teaching effects. Third, this model limits the amount of the language input. The teaching of the new language knowledge takes up most of the class time. The language input is static and boring, without situations and away from the real life. It is difficult to arouse students’ learning interest. With this kind of language input, students cannot master and use language well. 3.1.4 The advantages of the Task-based Approach in senior high school English reading teaching In comparison with the traditional 3P method, the Task-based Approach has the following advantages in senior high school English reading teaching. First, the Task-based Teaching advocates the teaching activities in which the student is main body and the center, and the teacher is the guider. This belief is beneficial to stimulate students’ initiative and creativity and to maximize students’ potentials. Second, the Task-based Teaching emphasizes the cooperative learning. In the process of teaching, there are many activities which take the group or peer learning as the main form. In these activities, there are free communication and negotiation between teachers and students, breaking the traditional teaching situation in which teachers are always teaching. This approach regards the language teaching process as the interpersonal communication, which contributes to cultivate students’ communicative competence and help them to understand the reading materials well. Third, the Task-based Teaching shortens the distance between the class and the real life. In the Task-based Teaching class, the learning materials and tasks are authentic and relate to the real life. Besides the language knowledge, the purpose of completing these communicative tasks is to let students have the ability to implement the similar tasks in the real life. This authenticity makes students have interest in the reading learning. Fourth, Task-based Approach stresses the importance of the inquiry learning. In this reading teaching class, students find problems, analyze problems and solve problems by their own. In this teaching process, students not only learn the new language knowledge, but also have a deeper understanding of the text, so as to cultivate students’ innovation ability. 3.2 Problems in the application of the Task-based Approach in senior high school English reading teaching Although the Task-based Approach gets the upper hand over the traditional methods in senior high school English reading teaching, there are many problems in the application of the Task-based Approach. (1) It is difficult to change the traditional teaching methods. Compared with the traditional teaching methods, the Task-based Reading Teaching advocates a brand-new topic. The traditional methods are very simple, in which the tasks are clear and teachers have strong operability. These methods are quite popular to many English teachers, because teachers don’t need to spend a lot of time and energy on preparing the reading teaching. While in the Task-based Teaching, many aspects have changed, such as teaching materials, teaching and learning methods, teachers’ role, students’ role and so on. It is a great challenge to teaches, especially these experienced but thoughts-old teachers, who are accustomed to the traditional teaching methods and think the traditional teaching effects are good. So nowadays many teachers sill use the old methods in reading teaching. Therefore it is very difficult to change the traditional methods. (2) The big class teaching environment In our county, most classes in senior high school are big classes, each of which has more than 50 students. It seems not easy to implement Task-based Approach in the reading teaching. But in the Task-based Teaching class, students are divided into several groups and thus they have more opportunities to practice in the task. From this perspective, Task-based Approach is helpful to solve the problems of big classes. However, we should notice that more students mean more groups and more students each group. On one hand, if there are the more groups, the procedure of presenting the results of tasks takes the more time, which should be taken to implement tasks. On the other hand, there are so many students with different levels in each group that the students with low level cannot involve in these tasks actively. In this situation, the teaching effects of tasks may be not ideal. (3) Teachers emphasize the explanation of new knowledge too much, ignoring the development of students’ language competence In senior high school, scores of examinations are very important. Therefore, in the reading teaching, teachers usually pay too much attention to the new language knowledge. For teachers, the purpose to design tasks is just to let students master the new knowledge better and do exercises correctly. In this kind of teaching class, teachers give too little care of students’ need and interest. In terms of students, reading materials are just paragraphs consisting of a lot of new English items which they have no choice but to learn. At last, the schools produce numerous students who can only so exercises correctly, but cannot use the known language knowledge fluently and properly in the real life. Students cannot develop their reading competence, communicative competence, thinking competence and so on. (4) Teachers pay too much emphasis on the teaching situation design, ignoring the teaching planning process At present, teachers generally use questions, answers and exercises to organize the reading teaching. In the Task-based Reading Teaching, teachers focus on designing the teaching situation too much, trying to transfer the one-way communication from teachers to students to the two-way communication between teachers and students, and eager to let more students participate in teaching activities. What’s worse, the situations are sometimes beyond the students’ real life and stress the form too much, making most of students in passive position and even have noting to say. Moreover, most of teaching tasks in the reading teaching remain on the surface understanding of the reading materials. In the process of completing this kind of tasks, students cannot achieve the reading objectives. Through the reading activities, students should not only understand the main idea of the text, the author’s writing intention and the text layout, but also master the new language knowledge and use it exactly. 3.3 Measures in solving problems in the application of Task-based Approach in senior high school English reading teaching As what is mentioned above, there are many problems in the application of the Task-based Approach in senior high school English reading teaching. There are some measures in solving these existing problems to make the Task-based Approach apply in English reading teaching successfully. (1) Teachers should grasp the essence of the Task-based Approach Teachers should notice that the Task-based Approach is not the only teaching form in reading teaching and does not mean that some effective traditional reading teaching methods should be eliminated. There is not a fixed teaching method which is must be used in the reading teaching. Any teaching methods, which are consistent with the laws of cognition and can bring vitality to the class and students, can be used in the reading teaching. The popularity of the Task-based Approach in reading teaching is a kind of innovation and a teaching reform. In the Task-based teaching, teachers need not to take a fixed pattern. There are various patterns in the Task-based Teaching. What is teachers should do is to grasp the essence of the Task-based Approach and use the approach properly and flexibly according to different situations and different purposes. For example, in order to solve the problems in the big classes, teachers can divide students into a plurality of groups, each of which has about five students, letting each student has the chance to express himself. As for the problem of long report time, teachers can ask students hand in written reports and they summary these results in the next class. (2) Teachers should pay attention to every student in the Task-based Teaching class. In senior high school, the big classes are common. In each class, there are students with different learning levels. In order to solve this problem, teachers should pay attention to every student in the Task-based Teaching class, letting all students can find their own roles and play their different strengths in reading tasks. The communication in the Task-based Teaching is not only concentrated on excellent students. It belongs to all of students. Teachers should let each student has something to do and can do something and don not let even one student left behind in the class. In order to solve the problem caused by the diversity of students’ learning levels, students should help each other in the process of completing these reading tasks. What’s more, teachers should go deeply into each group, supervise students’ activities and solve students’ difficulties timely. (3) Teachers should change their teaching philosophy and understand their roles correctly In the Task-based Teaching, the goal is not only the language knowledge and the teacher is not the main body. Teachers should change their teaching philosophy. In reading teaching, teachers not only teach the new English items, but also teach students the reading methods and develop students’ comprehensive ability. What’s more, teachers should have a correct understanding of the role of teachers. In the teaching, the teacher is not the main body as in the traditional teaching methods. Teachers are not only the imparters of the new knowledge, but also the facilitators, organizers, instructors, helper and participants. In the process of the implementation of tasks, teachers organize teaching activities, help students to solve difficulties and correct students’ mistakes. (4) Teachers should carefully design tasks to make them have strong appeal. Tasks play very important role in the Task-based Approach in reading teaching. Therefore, in order to arouse students’ learning activity, teachers should design the reading tasks carefully. First, the theme and the content of the reading tasks should be relate to things in the real life and they should be familiar to students. Second, activities in these tasks should be rich and colorful. The forms of these activities should be various, flexible and challenging to students, letting students can obtain the sense of achievement. Third, teachers should design reading tasks form simpleness to complexity, letting students to complete these tasks and learn the new language knowledge step by step. Moreover, teachers should pay attention to the connection between tasks. Last but not the least, when teachers design reading tasks, they should take the students’ interest and needs into consideration. Because the language items seem boring to students, teachers should design reading tasks which are not only in line with students’ needs, but also helpful for students to have interest in the reading learning. Although there are some existing problems in the application of the Task-based Approach in senior high school English reading teaching, the author believes that with the further study on the Task-based Approach in senior high school English reading teaching and the reform of the evaluation and examination systems, the problems in the Task-based Teaching will be resolved gradually. Chapter 4 Conclusion The Task-based Reading Teaching is a brand-new teaching model which corresponds to the design concept of the new teaching materials in senior high school. In the reading teaching in senior high school, this approach shows its unique advantages. The Task-based Reading Teaching stresses the importance of the autonomy of students. It is a student-centered teaching model. In this kind of teaching class, teachers design various tasks to let students master the language items well and provide various situations to let students communicate in English and develop their overall competence. This teaching model reinforces the communicative function of language and is helpful to develop students’ cooperative spirit, autonomous learning ability and comprehensive ability. Task-based Approach overcomes the drawbacks of the traditional 3P method, focusing on training students’ reading skills and the ability to use English instead of only teaching the new language knowledge. Therefore, it is conductive to improve students’ learning interest and inspire students to think actively, so as to improve the students’ reading ability and comprehensive ability.. Although there is no fixed pattern of the Task-based Reading Teaching, it has the inherent law. Teachers should set up the though of regarding students as the main body in class, carefully design every link of the reading teaching and fully mobilize students’ enthusiasm in reading. At the same time, teachers should observe students’ behavior in the Task-based Teaching and verify and draw on others’ research results, so as to form their own teaching ideas and their unique teaching styles. Task-based Approach in senior high school reading teaching is an effective way. But there is still a long way to promote this approach successfully in English reading teaching. Everything has two sides. Task-based Approach can effectively improve the students’ reading ability, but it also has some shortcomings and limitations. (1) Task-based Approach has a high requirement for teachers. It requires teachers have strong language ability and classroom management ability. This approach requires teachers have a good ability to communicate in English fluently and appropriately. This is difficult for many teachers, who have rich language knowledge but have a low level in oral English, to apply Task-based Approach in reading teaching. Moreover, teachers should spend a lot of time on designing the reading tasks before class and during the class time, teachers should organize and manage the class well. It is a great challenge to many English teachers. What’s more, teachers should keep learning to enrich themselves. These requirements let many teachers feel overwhelmed. In result, they don’t want to apply the Task-based Approach. (2) In the Task-based Teaching, the class seems to the stage of the excellent students. In terms of the low level students, they always cannot learn a lot and develop themselves well in the Task-based Teaching. In class, the high level students keep active to take every learning opportunity and express themselves freely, while the low level students are always in the passive situation and keep silent. What’s worse, the low level students are prone to become bored with the reading tasks. In result, not all of the students can learn the new language knowledge and develop themselves well. (3) The evaluation of the completion to these reading tasks in Task-based Teaching is incomplete. The traditional evaluation system is not fit for the evaluation of the Task-based Teaching. High examination scores can only mean good mastery of the language knowledge. However, the goal of the Task-based Teaching is not only to learn the new language knowledge. Except for the language knowledge, the evaluation of the Task-based Teaching should include the evaluation of students’ reading skills and the comprehensive competence. On the whole, theoretically speaking, Task-based Approach in reading teaching has the advantages which cannot be matched by any traditional teaching methods. However, in the practical application, there are some limitations on the basis of the special English teaching characteristics in China. But with the popularity of the Task-based Approach in reading teaching and the researches about it, the teaching environment will become more and more suitable to apply the Task-based Approach in senior English reading teaching. At last, these limitations will be eliminated gradually. In this thesis, the author only does some superficial researches about Task-based Approach in senior high school reading teaching. It cannot fully reflect the implementation of the Task-based Approach. Therefore, the author will do deeper researches on this teaching field and make other surveys of the implementation of the Task-based Approach in listening, speaking and writing, so as to have a more comprehensive and systematic understanding of the application of the Task-based Approach in senior high school English teaching. The new teaching theory doesn’t mean a total negation of the traditional teaching theories. It refers to the gradual development and the perception on the basis of the traditional theories. Only when the Task-based Approach is in line with the concrete situation of the English teaching in China and is integrated with the available foreign language teaching experience, it will take root, germinate, boom and bear fruit in the senior high school English teaching. Therefore, it is necessary to make further researches on the localized Task-based Teaching model in China. Bibliography Breen, M. P. & Cadlin, C. The Comprehension Strategies of Second-language Readers. TESOL Quarterly. 1980: 463-494 Herbert, H. Clark. & Eve, V. Clark. 1997. Psychology & Language. Stanford University Press Hu, Zhanglin. 2006. Linguistica A Course Book. Beijing: Beijing University Press Keith, Johnson 2002. An Introduction to Foreign Language Learning and Teaching. Foreign Language Teaching and Research Press Long, Michael H. 1985. Input and Second Language Acquisition Theory. 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Beijing: Higher Education Press 杜威. 2003.《民主主义与教育》.北京:人民教育出版社. 葛文山. 2005. “英语任务型教学攻略”. 安徽教育, (5),32-33. 龚亚夫,罗少茜. 2003.《任务型语言教学》. 北京:人民教育出版社 胡春洞. 1998.《英语阅读论》. 南京:广西教育出版. 黄洁.图式知识和语言水平对ESL听力理解影响的实验研究[D].华中师范大学，2004. 鲁子问. 2003.《中小学英语真实任务教学实践论》. 北京:外语教学与研究出版社. 中华人民共和国教育部. 2011.《全日制义务教育—普通高级中学英语课程标准》. 北京:北京师范大学出版社. 毕业设计（论文）原创性声明和使用授权说明 原创性声明 本人郑重承诺：所呈交的毕业设计（论文），是我个人在指导教师的指导下进行的研究工作及取得的成果。尽我所知，除文中特别加以标注和致谢的地方外，不包含其他人或组织已经发表或公布过的研究成果，也不包含我为获得 及其它教育机构的学位或学历而使用过的材料。对本研究提供过帮助和做出过贡献的个人或集体，均已在文中作了明确的说明并表示了谢意。 作 者 签 名：　　 　 　　日　 期：　　 　 　　 ​​​​​​​​​​​​ 指导教师签名：　　 　 　　 日　　期：　　 　 　　 使用授权说明 本人完全了解 大学关于收集、保存、使用毕业设计（论文）的规定，即：按照学校要求提交毕业设计（论文）的印刷本和电子版本；学校有权保存毕业设计（论文）的印刷本和电子版，并提供目录检索与阅览服务；学校可以采用影印、缩印、数字化或其它复制手段保存论文；在不以赢利为目的前提下，学校可以公布论文的部分或全部内容。 作者签名：　　 　 　　 日　 期：　　 　 　　 ​​​​​​​​​​​​ 学位论文原创性声明 本人郑重声明：所呈交的论文是本人在导师的指导下独立进行研究所取得的研究成果。除了文中特别加以标注引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写的成果作品。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。本人完全意识到本声明的法律后果由本人承担。 作者签名： 日期： 年 月 日 学位论文版权使用授权书 本学位论文作者完全了解学校有关保留、使用学位论文的规定，同意学校保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权　　 　 　大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。 涉密论文按学校规定处理。 作者签名： 日期： 年 月 日 导师签名： 日期： 年 月 日 指导教师评阅书 指导教师： 一、撰写（设计）过程 1、学生在论文（设计）过程中的治学态度、工作精神 □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、学生掌握专业知识、技能的扎实程度 □ 优 □ 良 □ 中 □ 及格 □ 不及格 3、学生综合运用所学知识和专业技能分析和解决问题的能力 □ 优 □ 良 □ 中 □ 及格 □ 不及格 4、研究方法的科学性；技术线路的可行性；设计方案的合理性 □ 优 □ 良 □ 中 □ 及格 □ 不及格 5、完成毕业论文（设计）期间的出勤情况 □ 优 □ 良 □ 中 □ 及格 □ 不及格 二、论文（设计）质量 1、论文（设计）的整体结构是否符合撰写？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、是否完成指定的论文（设计）任务（包括装订及附件）？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 三、论文（设计）水平 1、论文（设计）的理论意义或对解决实际问题的指导意义 □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、论文的观念是否有新意？设计是否有创意？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 3、论文（设计说明书）所体现的整体水平 □ 优 □ 良 □ 中 □ 及格 □ 不及格 建议成绩：□ 优 □ 良 □ 中 □ 及格 □ 不及格 （在所选等级前的□内画“√”） 指导教师： （签名） 单位： （盖章） 年 月 日 评阅教师评阅书 评阅教师评价： 一、论文（设计）质量 1、论文（设计）的整体结构是否符合撰写规范？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、是否完成指定的论文（设计）任务（包括装订及附件）？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 二、论文（设计）水平 1、论文（设计）的理论意义或对解决实际问题的指导意义 □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、论文的观念是否有新意？设计是否有创意？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 3、论文（设计说明书）所体现的整体水平 □ 优 □ 良 □ 中 □ 及格 □ 不及格 建议成绩：□ 优 □ 良 □ 中 □ 及格 □ 不及格 （在所选等级前的□内画“√”） 评阅教师： （签名） 单位： （盖章） 年 月 日 教研室（或答辩小组）及教学系意见 教研室（或答辩小组）评价： 一、答辩过程 1、毕业论文（设计）的基本要点和见解的叙述情况 □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、对答辩问题的反应、理解、表达情况 □ 优 □ 良 □ 中 □ 及格 □ 不及格 3、学生答辩过程中的精神状态 □ 优 □ 良 □ 中 □ 及格 □ 不及格 二、论文（设计）质量 1、论文（设计）的整体结构是否符合撰写规范？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、是否完成指定的论文（设计）任务（包括装订及附件）？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 三、论文（设计）水平 1、论文（设计）的理论意义或对解决实际问题的指导意义 □ 优 □ 良 □ 中 □ 及格 □ 不及格 2、论文的观念是否有新意？设计是否有创意？ □ 优 □ 良 □ 中 □ 及格 □ 不及格 3、论文（设计说明书）所体现的整体水平 □ 优 □ 良 □ 中 □ 及格 □ 不及格 评定成绩：□ 优 □ 良 □ 中 □ 及格 □ 不及格 （在所选等级前的□内画“√”） 教研室主任（或答辩小组组长）： （签名） 年 月 日 教学系意见： 系主任： （签名） 年 月 日 学位论文原创性声明 本人郑重声明：所呈交的学位论文，是本人在导师的指导下进行的研究工作所取得的成果。尽我所知，除文中已经特别注明引用的内容和致谢的地方外，本论文不包含任何其他个人或集体已经发表或撰写过的研究成果。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式注明并表示感谢。本人完全意识到本声明的法律结果由本人承担。 学位论文作者（本人签名）： 年 月 日 学位论文出版授权书 本人及导师完全同意《中国博士学位论文全文数据库出版章程》、《中国优秀硕士学位论文全文数据库出版章程》(以下简称“章程”)，愿意将本人的学位论文提交“中国学术期刊（光盘版）电子杂志社”在《中国博士学位论文全文数据库》、《中国优秀硕士学位论文全文数据库》中全文发表和以电子、网络形式公开出版，并同意编入CNKI《中国知识资源总库》，在《中国博硕士学位论文评价数据库》中使用和在互联网上传播，同意按“章程”规定享受相关权益。 论文密级： □公开 □保密（___年__月至__年__月）(保密的学位论文在解密后应遵守此协议) 作者签名：_______ 导师签名：_______ _______年_____月_____日 _______年_____月_____日 独 创 声 明 本人郑重声明：所呈交的毕业设计(论文)，是本人在指导老师的指导下，独立进行研究工作所取得的成果，成果不存在知识产权争议。尽我所知，除文中已经注明引用的内容外，本设计（论文）不含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体均已在文中以明确方式标明。 本声明的法律后果由本人承担。   作者签名: 二〇一〇年九月二十日   毕业设计（论文）使用授权声明 本人完全了解滨州学院关于收集、保存、使用毕业设计（论文）的规定。 本人愿意按照学校要求提交学位论文的印刷本和电子版，同意学校保存学位论文的印刷本和电子版，或采用影印、数字化或其它复制手段保存设计（论文）；同意学校在不以营利为目的的前提下，建立目录检索与阅览服务系统，公布设计（论文）的部分或全部内容，允许他人依法合理使用。 （保密论文在解密后遵守此规定）   作者签名: 二〇一〇年九月二十日 致 谢 时间飞逝，大学的学习生活很快就要过去，在这四年的学习生活中，收获了很多，而这些成绩的取得是和一直关心帮助我的人分不开的。 首先非常感谢学校开设这个课题，为本人日后从事计算机方面的工作提供了经验，奠定了基础。本次毕业设计大概持续了半年，现在终于到结尾了。本次毕业设计是对我大学四年学习下来最好的检验。经过这次毕业设计，我的能力有了很大的提高，比如操作能力、分析问题的能力、合作精神、严谨的工作作风等方方面面都有很大的进步。这期间凝聚了很多人的心血，在此我表示由衷的感谢。没有他们的帮助，我将无法顺利完成这次设计。 首先，我要特别感谢我的知道郭谦功老师对我的悉心指导，在我的论文书写及设计过程中给了我大量的帮助和指导，为我理清了设计思路和操作方法，并对我所做的课题提出了有效的改进方案。郭谦功老师渊博的知识、严谨的作风和诲人不倦的态度给我留下了深刻的印象。从他身上，我学到了许多能受益终生的东西。再次对周巍老师表示衷心的感谢。 其次，我要感谢大学四年中所有的任课老师和辅导员在学习期间对我的严格要求，感谢他们对我学习上和生活上的帮助，使我了解了许多专业知识和为人的道理，能够在今后的生活道路上有继续奋斗的力量。 另外，我还要感谢大学四年和我一起走过的同学朋友对我的关心与支持，与他们一起学习、生活，让我在大学期间生活的很充实，给我留下了很多难忘的回忆。 最后，我要感谢我的父母对我的关系和理解，如果没有他们在我的学习生涯中的无私奉献和默默支持，我将无法顺利完成今天的学业。 四年的大学生活就快走入尾声，我们的校园生活就要划上句号，心中是无尽的难舍与眷恋。从这里走出，对我的人生来说，将是踏上一个新的征程，要把所学的知识应用到实际工作中去。 回首四年，取得了些许成绩，生活中有快乐也有艰辛。感谢老师四年来对我孜孜不倦的教诲，对我成长的关心和爱护。 学友情深，情同兄妹。四年的风风雨雨，我们一同走过，充满着关爱，给我留下了值得珍藏的最美好的记忆。 在我的十几年求学历程里，离不开父母的鼓励和支持，是他们辛勤的劳作，无私的付出，为我创造良好的学习条件，我才能顺利完成完成学业，感激他们一直以来对我的抚养与培育。 最后，我要特别感谢我的导师***老师、和研究生助教***老师。是他们在我毕业的最后关头给了我们巨大的帮助与鼓励，给了我很多解决问题的思路，在此表示衷心的感激。老师们认真负责的工作态度，严谨的治学精神和深厚的理论水平都使我收益匪浅。他无论在理论上还是在实践中，都给与我很大的帮助，使我得到不少的提高这对于我以后的工作和学习都有一种巨大的帮助，感谢他耐心的辅导。在论文的撰写过程中老师们给予我很大的帮助，帮助解决了不少的难点，使得论文能够及时完成，这里一并表示真诚的感谢。 致 谢 这次论文的完成，不止是我自己的努力，同时也有老师的指导，同学的帮助，以及那些无私奉献的前辈，正所谓你知道的越多的时候你才发现你知道的越少，通过这次论文，我想我成长了很多，不只是磨练了我的知识厚度，也使我更加确定了我今后的目标：为今后的计算机事业奋斗。在此我要感谢我的指导老师——***老师，感谢您的指导，才让我有了今天这篇论文，您不仅是我的论文导师，也是我人生的导师，谢谢您！我还要感谢我的同学，四年的相处，虽然我未必记得住每分每秒，但是我记得每一个有你们的精彩瞬间，我相信通过大学的历练，我们都已经长大，变成一个有担当，有能力的新时代青年，感谢你们的陪伴，感谢有你们，这篇论文也有你们的功劳，我想毕业不是我们的相处的结束，它是我们更好相处的开头，祝福你们！我也要感谢父母，这是他们给我的，所有的一切；感谢母校，尽管您不以我为荣，但我一直会以我是一名农大人为荣。 通过这次毕业设计，我学习了很多新知识，也对很多以前的东西有了更深的记忆与理解。漫漫求学路，过程很快乐。我要感谢信息与管理科学学院的老师，我从他们那里学到了许多珍贵的知识和做人处事的道理，以及科学严谨的学术态度，令我受益良多。同时还要感谢学院给了我一个可以认真学习，天天向上的学习环境和机会。 即将结束*大学习生活，我感谢****大学提供了一次在农大接受教育的机会，感谢院校老师的无私教导。感谢各位老师审阅我的论文。 毕业设计（论文）原创性声明和使用授权说明 原创性声明 本人郑重承诺：所呈交的毕业设计（论文），是我个人在指导教师的指导下进行的研究工作及取得的成果。尽我所知，除文中特别加以标注和致谢的地方外，不包含其他人或组织已经发表或公布过的研究成果，也不包含我为获得 及其它教育机构的学位或学历而使用过的材料。对本研究提供过帮助和做出过贡献的个人或集体，均已在文中作了明确的说明并表示了谢意。 作 者 签 名：　　 　 　　日　 期：　　 　 　　 ​​​​​​​​​​​​ 指导教师签名：　　 　 　　 日　　期：　　 　 　　 使用授权说明 本人完全了解 大学关于收集、保存、使用毕业设计（论文）的规定，即：按照学校要求提交毕业设计（论文）的印刷本和电子版本；学校有权保存毕业设计（论文）的印刷本和电子版，并提供目录检索与阅览服务；学校可以采用影印、缩印、数字化或其它复制手段保存论文；在不以赢利为目的前提下，学校可以公布论文的部分或全部内容。 作者签名：　　 　 　　 日　 期：　　 　 　　 ​​​​​​​​​​​​ 学位论文原创性声明 本人郑重声明：所呈交的论文是本人在导师的指导下独立进行研究所取得的研究成果。除了文中特别加以标注引用的内容外，本论文不包含任何其他个人或集体已经发表或撰写的成果作品。对本文的研究做出重要贡献的个人和集体，均已在文中以明确方式标明。本人完全意识到本声明的法律后果由本人承担。 作者签名： 日期： 年 月 日 学位论文版权使用授权书 本学位论文作者完全了解学校有关保留、使用学位论文的规定，同意学校保留并向国家有关部门或机构送交论文的复印件和电子版，允许论文被查阅和借阅。本人授权　　 　 　大学可以将本学位论文的全部或部分内容编入有关数据库进行检索，可以采用影印、缩印或扫描等复制手段保存和汇编本学位论文。 涉密论文按学校规定处理。 作者签名： 日期： 年 月 日 导师签名： 日期： 年 月 日 独 创 声 明 本人郑重声明：所呈交的毕业设计(论文)，是本人在指导老师的指导下，独立进行研究工作所取得的成果，成果不存在知识产权争议。尽我所知，除文中已经注明引用的内容外，本设计（论文）不含任何其他个人或集体已经发表或撰写过的作品成果。对本文的研究做出重要贡献的个人和集体均已在文中以明确方式标明。 本声明的法律后果由本人承担。   作者签名: 年 月 日   毕业设计（论文）使用授权声明 本人完全了解**学院关于收集、保存、使用毕业设计（论文）的规定。 本人愿意按照学校要求提交学位论文的印刷本和电子版，同意学校保存学位论文的印刷本和电子版，或采用影印、数字化或其它复制手段保存设计（论文）；同意学校在不以营利为目的的前提下，建立目录检索与阅览服务系统，公布设计（论文）的部分或全部内容，允许他人依法合理使用。 （保密论文在解密后遵守此规定）   作者签名: 年 月 日 基本要求：写毕业论文主要目的是培养学生综合运用所学知识和技能，理论联系实际，独立分析，解决实际问题的能力，使学生得到从事本专业工作和进行相关的基本训练。毕业论文应反映出作者能够准确地掌握所学的专业基础知识，基本学会综合运用所学知识进行科学研究的方法，对所研究的题目有一定的心得体会，论文题目的范围不宜过宽，一般选择本学科某一重要问题的一个侧面。 毕业论文的基本教学要求是： 1、培养学生综合运用、巩固与扩展所学的基础理论和专业知识，培养学生独立分析、解决实际问题能力、培养学生处理数据和信息的能力。2、培养学生正确的理论联系实际的工作作风，严肃认真的科学态度。3、培养学生进行社会调查研究；文献资料收集、阅读和整理、使用；提出论点、综合论证、总结写作等基本技能。 毕业论文是毕业生总结性的独立作业，是学生运用在校学习的基本知识和基础理论，去分析、解决一两个实际问题的实践锻炼过程，也是学生在校学习期间学习成果的综合性总结，是整个教学活动中不可缺少的重要环节。撰写毕业论文对于培养学生初步的科学研究能力，提高其综合运用所学知识分析问题、解决问题能力有着重要意义。 毕业论文在进行编写的过程中，需要经过开题报告、论文编写、论文上交评定、论文答辩以及论文评分五个过程，其中开题报告是论文进行的最重要的一个过程，也是论文能否进行的一个重要指标。 撰写意义：1.撰写毕业论文是检验学生在校学习成果的重要措施，也是提高教学质量的重要环节。大学生在毕业前都必须完成毕业论文的撰写任务。申请学位必须提交相应的学位论文，经答辩通过后，方可取得学位。可以这么说，毕业论文是结束大学学习生活走向社会的一个中介和桥梁。毕业论文是大学生才华的第一次显露，是向祖国和人民所交的一份有份量的答卷，是投身社会主义现代化建设事业的报到书。一篇毕业论文虽然不能全面地反映出一个人的才华，也不一定能对社会直接带来巨大的效益，对专业产生开拓性的影响。但是，实践证明，撰写毕业论文是提高教学质量的重要环节，是保证出好人才的重要措施。 2.通过撰写毕业论文，提高写作水平是干部队伍“四化”建设的需要。党中央要求，为了适应现代化建设的需要，领导班子成员应当逐步实现“革命化、年轻化、知识化、专业化”。这个“四化”的要求，也包含了对干部写作能力和写作水平的要求。 3.提高大学生的写作水平是社会主义物质文明和精神文明建设的需要。在新的历史时期，无论是提高全族的科学文化水平，掌握现代科技知识和科学管理方法，还是培养社会主义新人，都要求我们的干部具有较高的写作能力。在经济建设中，作为领导人员和机关的办事人员，要写指示、通知、总结、调查报告等应用文；要写说明书、广告、解说词等说明文；还要写科学论文、经济评论等议论文。在当今信息社会中，信息对于加快经济发展速度，取得良好的经济效益发挥着愈来愈大的作用。写作是以语言文字为信号，是传达信息的方式。信息的来源、信息的收集、信息的储存、整理、传播等等都离不开写作。 论文种类：毕业论文是学术论文的一种形式，为了进一步探讨和掌握毕业论文的写作规律和特点，需要对毕业论文进行分类。由于毕业论文本身的内容和性质不同，研究领域、对象、方法、表现方式不同，因此，毕业论文就有不同的分类方法。 按内容性质和研究方法的不同可以把毕业论文分为理论性论文、实验性论文、描述性论文和设计性论文。后三种论文主要是理工科大学生可以选择的论文形式，这里不作介绍。文科大学生一般写的是理论性论文。理论性论文具体又可分成两种：一种是以纯粹的抽象理论为研究对象，研究方法是严密的理论推导和数学运算，有的也涉及实验与观测，用以验证论点的正确性。另一种是以对客观事物和现象的调查、考察所得观测资料以及有关文献资料数据为研究对象，研究方法是对有关资料进行分析、综合、概括、抽象，通过归纳、演绎、类比，提出某种新的理论和新的见解。 按议论的性质不同可以把毕业论文分为立论文和驳论文。立论性的毕业论文是指从正面阐述论证自己的观点和主张。一篇论文侧重于以立论为主，就属于立论性论文。立论文要求论点鲜明，论据充分，论证严密，以理和事实服人。驳论性毕业论文是指通过反驳别人的论点来树立自己的论点和主张。如果毕业论文侧重于以驳论为主，批驳某些错误的观点、见解、理论，就属于驳论性毕业论文。驳论文除按立论文对论点、论据、论证的要求以外，还要求针锋相对，据理力争。 按研究问题的大小不同可以把毕业论文分为宏观论文和微观论文。凡届国家全局性、带有普遍性并对局部工作有一定指导意义的论文，称为宏观论文。它研究的面比较宽广，具有较大范围的影响。反之，研究局部性、具体问题的论文，是微观论文。它对具体工作有指导意义，影响的面窄一些。 另外还有一种综合型的分类方法，即把毕业论文分为专题型、论辩型、综述型和综合型四大类： 1．专题型论文。这是分析前人研究成果的基础上，以直接论述的形式发表见解，从正面提出某学科中某一学术问题的一种论文。如本书第十二章例文中的《浅析领导者突出工作重点的方法与艺术》一文，从正面论述了突出重点的工作方法的意义、方法和原则，它表明了作者对突出工作重点方法的肯定和理解。2．论辩型论文。这是针对他人在某学科中某一学术问题的见解，凭借充分的论据，着重揭露其不足或错误之处，通过论辩形式来发表见解的一种论文。3．综述型论文。这是在归纳、总结前人或今人对某学科中某一学术问题已有研究成果的基础上，加以介绍或评论，从而发表自己见解的一种论文。4．综合型论文。这是一种将综述型和论辩型两种形式有机结合起来写成的一种论文。如《关于中国民族关系史上的几个问题》一文既介绍了研究民族关系史的现状，又提出了几个值得研究的问题。因此，它是一篇综合型的论文。 写作步骤：毕业论文是高等教育自学考试本科专业应考者完成本科阶段学业的最后一个环节，它是应考者的 总结 性独立作业，目的在于总结学习专业的成果，培养综合运用所学知识解决实际 问题 的能力。从文体而言，它也是对某一专业领域的现实问题或 理论 问题进行 科学 研究 探索的具有一定意义的论说文。完成毕业论文的撰写可以分两个步骤，即选择课题和研究课题。 首先是选择课题。选题是论文撰写成败的关键。因为，选题是毕业论文撰写的第一步，它实际上就是确定“写什么”的问题，亦即确定科学研究的方向。如果“写什么”不明确，“怎么写”就无从谈起。 教育部自学考试办公室有关对毕业论文选题的途径和要求是“为鼓励理论与工作实践结合，应考者可结合本单位或本人从事的工作提出论文题目，报主考学校审查同意后确立。也可由主考学校公布论文题目，由应考者选择。毕业论文的总体要求应与普通全日制高等学校相一致，做到通过论文写作和答辩考核，检验应考者综合运用专业知识的能力”。但不管考生是自己任意选择课题，还是在主考院校公布的指定课题中选择课题，都要坚持选择有科学价值和现实意义的、切实可行的课题。选好课题是毕业论文成功的一半。 第一、要坚持选择有科学价值和现实意义的课题。科学研究的目的是为了更好地认识世界、改造世界，以推动社会的不断进步和发展 。因此，毕业论文的选题，必须紧密结合社会主义物质文明和精神文明建设的需要，以促进科学事业发展和解决现实存在问题作为出发点和落脚点。选题要符合科学研究的正确方向，要具有新颖性，有创新、有理论价值和现实的指导意义或推动作用，一项毫无意义的研究，即使花很大的精力，表达再完善，也将没有丝毫价值。具体地说，考生可从以下三个方面来选题。首先，要从现实的弊端中选题，学习了专业知识，不能仅停留在书本上和理论上，还要下一番功夫，理论联系实际，用已掌握的专业知识，去寻找和解决工作实践中急待解决的问题。其次，要从寻找科学研究的空白处和边缘领域中选题，科学研究。还有许多没有被开垦的处女地，还有许多缺陷和空白，这些都需要填补。应考者应有独特的眼光和超前的意识去思索，去发现，去研究。最后，要从寻找前人研究的不足处和错误处选题，在前人已提出来的研究课题中，许多虽已有初步的研究成果，但随着社会的不断发展，还有待于丰富、完整和发展，这种补充性或纠正性的研究课题，也是有科学价值和现实指导意义的。 第二、要根据自己的能力选择切实可行的课题。毕业论文的写作是一种创造性劳动，不但要有考生个人的见解和主张，同时还需要具备一定的客观条件。由于考生个人的主观、客观条件都是各不相同的，因此在选题时，还应结合自己的特长、兴趣及所具备的客观条件来选题。具体地说，考生可从以下三个方面来综合考虑。首先，要有充足的资料来源。“巧妇难为无米之炊”，在缺少资料的情况下，是很难写出高质量的论文的。选择一个具有丰富资料来源的课题，对课题深入研究与开展很有帮助。其次，要有浓厚的研究兴趣，选择自己感兴趣的课题，可以激发自己研究的热情，调动自己的主动性和积极性，能够以专心、细心、恒心和耐心的积极心态去完成。最后，要能结合发挥自己的业务专长，每个考生无论能力水平高低，工作岗位如何，都有自己的业务专长，选择那些能结合自己工作、发挥自己业务专长的课题，对顺利完成课题的研究大有益处。 致 谢 这次论文的完成，不止是我自己的努力，同时也有老师的指导，同学的帮助，以及那些无私奉献的前辈，正所谓你知道的越多的时候你才发现你知道的越少，通过这次论文，我想我成长了很多，不只是磨练了我的知识厚度，也使我更加确定了我今后的目标：为今后的计算机事业奋斗。在此我要感谢我的指导老师——***老师，感谢您的指导，才让我有了今天这篇论文，您不仅是我的论文导师，也是我人生的导师，谢谢您！我还要感谢我的同学，四年的相处，虽然我未必记得住每分每秒，但是我记得每一个有你们的精彩瞬间，我相信通过大学的历练，我们都已经长大，变成一个有担当，有能力的新时代青年，感谢你们的陪伴，感谢有你们，这篇论文也有你们的功劳，我想毕业不是我们的相处的结束，它是我们更好相处的开头，祝福你们！我也要感谢父母，这是他们给我的，所有的一切；感谢母校，尽管您不以我为荣，但我一直会以我是一名农大人为荣。 通过这次毕业设计，我学习了很多新知识，也对很多以前的东西有了更深的记忆与理解。漫漫求学路，过程很快乐。我要感谢信息与管理科学学院的老师，我从他们那里学到了许多珍贵的知识和做人处事的道理，以及科学严谨的学术态度，令我受益良多。同时还要感谢学院给了我一个可以认真学习，天天向上的学习环境和机会。 即将结束*大学习生活，我感谢****大学提供了一次在**大接受教育的机会，感谢院校老师的无私教导。感谢各位老师审阅我的论文。