摘要
随着全球化进程的加速，英语作为国际交流的重要工具，在教育领域中的地位日益凸显，而教学方法的创新与优化成为提升英语教学质量的关键。本研究聚焦任务型教学法（TBLT）与项目式学习（PBL）在英语教学中的应用，旨在探讨这两种方法的理论基础、实施路径及其对学生语言能力发展的影响。通过文献分析、课堂观察和实验研究相结合的方法，选取某中学两个平行班作为研究对象，分别采用任务型教学法和项目式学习进行为期一学期的教学实践。研究结果表明，任务型教学法更注重学生在真实语境中的语言运用能力培养，能够有效提高学生的口语表达和交际能力；而项目式学习则通过综合性任务的设计，显著增强了学生的自主学习能力和团队协作精神，并促进了其批判性思维的发展。此外，两种方法均对学生的动机激发和文化意识培养产生了积极影响。本研究的创新点在于首次对比分析了任务型教学法与项目式学习在中学英语教学中的具体效果，并提出了二者融合的可能性，为英语教学法的多元化发展提供了新思路。研究结论强调，教师应根据教学目标和学生特点灵活选择或整合教学方法，以实现最佳的教学效果。
关键词：任务型教学法；项目式学习；英语教学；语言能力发展；教学方法融合
Abstract
With the acceleration of globalization, English, as a crucial tool for international communication, has become increasingly prominent in the field of education. The innovation and optimization of teaching methods have emerged as key factors in enhancing the quality of English instruction. This study focuses on the application of Task-Based Language Teaching (TBLT) and Project-Based Learning (PBL) in English education, aiming to explore their theoretical foundations, implementation approaches, and impacts on students' language development. By integrating literature analysis, classroom observation, and experimental research, two parallel classes from a secondary school were selected as research subjects, with one class adopting TBLT and the other utilizing PBL in a semester-long teaching practice. The findings indicate that TBLT places greater emphasis on cultivating students' language application skills in authentic contexts, effectively improving their oral ex pression and communicative competence. In contrast, PBL enhances students' autonomous learning abilities and team collaboration spirit through comprehensive task design, while also promoting the development of critical thinking. Additionally, both methods positively influence students' motivation and cultural awareness. A notable contribution of this study is its first-ever comparative analysis of the specific effects of TBLT and PBL in secondary school English teaching, proposing the potential integration of these two approaches and offering new perspectives for the diversification of English teaching methodologies. The conclusion emphasizes that teachers should flexibly select or combine teaching methods based on instructional ob jectives and student characteristics to achieve optimal teaching outcomes.
Keywords：Task-based Language Teaching; Project-based Learning; English Teaching; Language Ability Development; Integration Of Teaching Methods
目 录
摘要 I
Abstract II
一、绪论 1
(一) 任务型教学与项目式学习的研究背景 1
(二) 研究任务型教学与项目式学习的意义 1
(三) 当前研究现状与发展趋势 1
(四) 本文研究方法与创新点 2
二、任务型教学的理论基础与实践应用 2
(一) 任务型教学的核心概念解析 2
(二) 任务型教学在英语课堂中的实施路径 3
(三) 任务型教学对学生语言能力的影响 3
三、项目式学习的理论框架与实践探索 4
(一) 项目式学习的基本原理与特点 4
(二) 英语教学中项目式学习的设计原则 5
(三) 项目式学习对综合语言技能的促进作用 5
四、任务型教学与项目式学习的融合与对比分析 6
(一) 两种教学法的异同点比较 6
(二) 融合两种教学法的可行性探讨 6
(三) 案例分析：任务型教学与项目式学习的结合实践 7
结 论 9
参考文献 10
