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以“任务”为中心的大学英语课堂,是教师以学生为主体针对某一学习目标而实施一系列教学活动的教学模式,该模式可促使学生在语言学习与运用方面达到高度的统一。然而在这种传统的任务式课堂中,教师往往只注重学生在任务中的表现,而忽视了学生在执行任务时对语言信息认知过程的自主分析,因而无法达到课堂“任务”的预期效果。本文试图将元认知策略引入“任务式”课堂,从学习者的视角“感知”任务,培养学生在“任务式”课堂中的元认知意识,进一步保证“任务式”教学的有效性。
The college English classroom centering on “task ” is a teaching mode in which teachers carry out a series of teaching activities focusing on a certain learning target with students as the main body. This model can promote students to achieve a high degree of unity in language learning and application. However, in such a traditional task-based classroom, teachers tend to focus only on the performance of students in the task, while ignoring the students’ autonomous analysis of the cognitive process of language information in the implementation of the task, thus failing to achieve the classroom “task ” expected result. This paper attempts to introduce metacognitive strategies into the “task-based” classroom, cultivating students ’metacognitive awareness in the “task-based” classroom from the perspective of learner ’ s “perception Type ”the effectiveness of teaching.