中文摘要：英语课堂教学是外语教学的主要组织形式, 而课堂教学任务的设计是英语课堂教学的重要环节。当前初中英语课堂教学任务设计中普遍存在教学任务过难或过易等问题。任务过难会挫伤学生学习的积极性，任务过易不利于最大限度地激发学生的学习潜能，都会造成课堂教学整体效果不佳。

-“最近发展区”理论认为了解学习者已经达到的发展水平，并在此基础上预测学习者可能达到的发展水平，然后根据学习者这两种水平之间的距离“最近发展区”设计教学有助于教师引导和促进学生最大限度的得到知识能力发展。

本研究以“最近发展区”理论为理论依据，运用问卷调查的方法了解当前初中英语课堂教学任务设计的现状，并根据调查数据分析课堂教学任务设计中存在的问题。结合当前初中英语课堂任务教学设计中存在的问题，提出有效的英语课堂教学任务设计策略，包括更新教学观念，以学生为中心设计课堂教学任务，根据学生“最近发展区”个体差异，实行分层设计教学任务，根据学生学习情感实际情况设计教学，按照由易到难循序渐进的原则设计教学任务，以便给初中英语教师课堂教学任务设计启示。在实际教学中，根据“最近发展区”理论设计课堂教学任务，能够最大限度地激发学生的学习积极性和学习潜能，提高初中英语课堂整体教学效果。

关键词：最近发展区理论；任务设计；现状；教学策略

TABLE OF CONTENTS

中文摘要

ABSTRACT

Chapter One Introduction-1

Chapter Two Theory of ‘Zone of Proximal Development’ and Its Significance in Educational Practices-3

2.1 General ideas of the theory of ‘zone of proximal development’-3

2.1.1 Definition of the theory of ‘zone of proximal development’-3

2.1.2 The understanding of the theory of ‘zone of proximal development’-4

2.1.3 Distal zone and proximal zone-4

2.1.4 The significance of the theory of ‘zone of proximal development’-5

2.2 The relationship between the theory of ‘zone of proximal development’ and English teaching-5

Chapter Three Current Situation of English Classroom Teaching in Junior Middle School-7

3.1 A survey about English classroom teaching in junior middle school-7

3.2 Causes leading to inefficiency of classroom English teaching in junior middle school-9

3.2.1 The content and presentation of teaching tasks are single and boring-9

3.2.2 Neglecting students' individual differences-10

3.2.3 Ignoring learning principle of sequence in students’ learning knowledge and developing competence-11

Chapter Four Strategies of Effective Teaching Task Design in Junior Middle School English Teaching-12

4.1 Designing teaching task content and presentation form in flexible and diverse ways-12

4.2 Respecting students’ individual differences and designing and carrying out stratified teaching tasks-13

4.3 Designing scaffolding teaching tasks in accordance with the principle of sequence-14

Chapter Five Conclusion-16

REFERENCES-17

ACKNOWLEDGEMENTS-18