任务型教学的核心部分是任务的设计。20世纪80年代,费厄斯坦曾经提出“认知地图”的概念,它是一个表达智力行动的重要参与因素的理论。他的理论可以为教师在设计任务、帮助学生完成任务时提供一个具体实用的工作模式。关于认知运行步骤,费厄斯坦提出了三步论:第一步,学习者必须选择、收集、吸收适当的信息,此为输入;第二步,学习者须以某种方式对输入的信息加以处理和利用,此为精细加工;第三步,学习者需要 The core part of task-based teaching is the design of the task. In the 1980s, he published the notion of “cognitive map,” a theory that is an important contributor to intellectual action. His theory can provide a practical and practical mode of work for teachers in the design of tasks to help students accomplish their tasks. Feestein proposed a three-step approach to the steps of cognitive functioning: in the first step, the learner must choose, collect and absorb the appropriate information, which is the input; and secondly, the learner must in some way be sensitive to the information entered To be processed and used, this is fine processing; The third step, learners need