数字化背景下任务型教学法在初中英语阅读教学中的实践研究

A Practical Study on the Application of Task-Based Language Teaching Methods in Junior High School English Reading Instruction within a Digital Context

摘要: 《义务教育英语课程标准(2022年版)》以英语学科核心素养为育人总目标，对初中英语阅读课堂的实践性、思维深度与个性化教学提出全新要求。传统灌输式阅读教学存在课堂形式单一、学生阅读内驱力不足、语言输入输出割裂、文本解读浅层化等结构性短板，难以适配素养导向课堂改革需求。任务型教学法(TBLT)坚持学生中心、任务驱动，依托沉浸式探究活动实现语言学以致用，是破解传统阅读课堂困境的核心范式。伴随教育数字化战略全面落地，多媒体、云端资源库、智能学情平台为任务型教学精细化、常态化实施提供技术支撑。立足国内初中英语一线教学现实，本文系统梳理近五年技术赋能语言学习(TELL)、数字化任务型教学相关国内外研究，厘清现有研究局限；引入认知负荷理论与认知–情感–社交三维学习投入框架，剖析数字技术作用于任务学习全过程的内在机理；将情境创设、资源整合、智能助学、分层任务四大实践维度重构为四维动态循环教学模型，厘清各维度递进、反馈、迭代逻辑，结合课堂实例细化分层任务链设计策略，配套全过程多元评价体系。研究旨在丰富数字化任务型阅读教学理论体系，优化初中英语阅读课堂实施范式，提升学生文本深度解读能力与综合语言核心素养，为义务教育阶段英语阅读数字化改革提供可落地、可借鉴的实践方案。

Abstract: “Compulsory Education English Curriculum Standards (2022 Edition)” takes core English competencies as the fundamental educational orientation and puts forward new demands for practicality, cognitive cultivation and personalized development in junior high school English reading teaching. The traditional cramming reading teaching model is structurally flawed, including monotonous classroom activities, insufficient students’ reading initiative, disconnection between language learning and application, and superficial text analysis, which cannot meet the construction of competency-oriented classrooms. Task-Based Language Teaching (TBLT) centers on students and task-driven inquiry, relying on immersive inquiry activities to realize the practical use of language, serving as an effective solution to the dilemmas of conventional reading instruction. Under the background of educational digital transformation, multimedia, cloud resources and intelligent teaching platforms provide solid technical support for refined task-based teaching implementation. Based on frontline junior high school English teaching practice in China, this paper systematically reviews domestic and international studies on Technology-Enhanced Language Learning (TELL) and digital TBLT published in the past five years, and identifies research gaps. Drawing on Cognitive Load Theory and the three-dimensional engagement framework (cognitive, affective, interactive), it explores the internal mechanism of digital tools influencing the whole process of task-based learning. Four practice dimensions (context creation, resource integration, intelligent auxiliary instruction, tiered task chains) are reconstructed into a four-dimensional dynamic cyclic teaching model to clarify their progressive, feedback and iterative logical relationships. Combined with classroom cases, this study elaborates the design strategies of tiered task chains and a full-process diversified evaluation system. It aims to enrich the theoretical system of digital task-based reading teaching, optimize classroom practice modes, improve students’ deep text interpretation ability and comprehensive language core competencies, and offer operable references for digital reform of English reading teaching in compulsory education.