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A Comparative Study on the Contents of "Task-based Learning" in Teaching Materials of Three Versions

Author: JiangHongYun
Tutor: HuangXiang
School: Chongqing Normal University
Course: Curriculum and Pedagogy
Keywords: Task-based learning Junior middle school Mathematics teaching material
CLC: G633.6
Type: Master's thesis
Year: 2010
Downloads: 215
Quote: 2
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Abstract


“Task-based learning”entering into the teaching materials of junior middle school is a spotlight in a new round of curriculum reform of mathematics elementary education. In complying with the basic concepts and requirements given by Math Courses Standards, the current problems needed to be solved urgently contains how to present the content of“Task-based learning”reasonably in the Mathematics teaching materials of Junior middle school and how to judge the presented effects effectively.This study takes three typical editions of mathematical experimental teaching materials of junior middle school,for examples, which respectively published by People’s Education edition, Beijing Normal University edition and East China Normal University edition.Through the static comparison of textbooks and the analysis of the survey data, it aims at analyzing the features and regularities reflected in the contents of“Task-based learning”and exploring the advantages and disadvantages of different editions.To achieve it, this study will be brought into effect from six aspects: the content and the presented form, the amount of subjects, the source material selection, the subject instruction, the perspective of the joint of information and technology and the usage of materials.Through precise study, six conclusions are drawn as follows:1. To the content of Task-based learning, each of the three editions can meet the requirements of Math Courses Standards. To the form of presentation, People’s Education edition pays more attention to investigations, productions and designs. It presents by the combination of real pictures and words and emphasizes on statistical knowledge.Beijing Normal University edition pays much more attention to design topics rather than investigation topics and it represents by the combination of pictures and tables.East China Normal University edition values investigation, exploration, productions and designs by representing them in words mainly.2. To the amount of subjects,East China Normal University edition has a reasonable amount while the amount of subjects in the other two editions is not much enough. 3. To the source material selection,“Social phenomena”has a larger proportion in the Beijing Normal University edition as well as East China Normal University edition,“Daily life”has a larger proportion in three edition,“Mathematics disciplines”has a larger proportion in the People’s Education edition as well as East China Normal University edition.4. To the subject instruction, People’s Education edition is mainly introduced in two ways, one is the subject of investigation, another kind is this Task-based learning is directly point of mathematical knowledge which studies; Beijing Normal University edition use the question scene to introduce the Task-based learning; East China Normal University edition has emerged background material on this topic in every subject instruction.5. To the subject content and the integration of information technology, Beijing Normal University edition and East China Normal University edition consciously penetrated and strengthened the application of information technology in Task-based learning, but People’s Education edition seldom mentioned the application of information technology.6. To the use of teaching materials, most teachers can’t adapt well to Beijing Normal University edition, think that Beijing Normal University edition of Task-based learning have great difficulty in implementation, knowledge content is too much and knowledge are also more difficult. The knowledge content and difficulty of People’s Education edition are moderate; the knowledge content of East China Normal University edition is less, but the degree of difficulty is the minimum. In those three editions, teaching material’s of Task-based learning source had considered well of student’s age characteristics, and reflected the student’s life experience properly.Through the analysis, it can be concluded that the three versions of the materials had a good attempt on showing the idea of Courses Standards, and have made contributions to the textbooks reform. But they need improvements in some aspects, the writer have some suggestions as following:(1) In the compilation aspect, we must pay attention to select problems of natural, social, and other disciplines; to rich the presentation method; to think much of the relation and integration between different knowledge; and to strengthen the use of information technology.(2) In the teaching aspect, teachers must keep on learning, update their concepts, improve their own quality, expand their knowledge, and change teacher’s roles to highlight the dominant position of students, and to strengthen the guidance on students learning styles. What’s more, teaching evaluation means need to be further improved.The above findings, on one hand can promote teachers to understand profoundly the basic idea concept of Courses Standards, so that teachers can grasp the "Project Learning" better with the contents of design; on another hand, can provide some suggestions on compiling“Task-based learning”in teaching materials in the future. However, as a result of restrictions on the number of samples and some of the other shortcomings in study, some problems still need to be further improved.

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