中文摘要: 英语课堂教学任务设计是英语课堂教学的重要组成部分，是教师组织学生进行课堂英语学习的重要教学手段，是影响英语课堂教学效果的关键因素。然而，当前小学英语课堂任务设计普遍存在效果不佳的问题，这影响了学生的学习效果。建构主义理论认为，学生是学习的主体，是知识意义的主动建构者，教师对学生知识学习起引导、帮助、促进的作用。因此，从建构主义理论来看，课堂任务很大程度上影响着学生对课堂所学知识和意义的有效建构。本论文概述了建构主义理论及其对英语教学的重要性。通过对小学英语课堂任务设计的现状进行问卷调查，发现小学英语课堂任务设计中普遍存在忽视语境创设、缺乏知识迁移平台构建、语言交流互动平台缺失、忽视学生主体性等问题，并根据调查结果分析了造成这些问题的原因。在此基础上，根据建构主义理论，提出了改善小学英语课堂任务设计的策略，包括创设语言学习语境、构建知识迁移平台、创造语言协作交流平台、注重发挥学生主体性等策略，以引起小学英语教师对课堂任务设计的重视，运用建构主义理论设计课堂任务，以克服课堂任务设计中存在的问题，最大限度地发挥学生的潜能去付出更多努力构建新知识，提高小学英语课堂整体教学效果。

关键词：建构主义理论  任务设计  现状  教学策略

TABLE OF CONTENTS

ABSTRACT

中文摘要

Chapter One Introduction-1

Chapter Two Constructivism and Its Significance in English Classroom Teaching Task Designing-3

2.1 A brief history of Constructivism-3

2.2 Multi-facets of Constructivism-4

2.2.1 Constructivist view of knowledge-4

2.2.2 Constructivist view of learning-5

2.2.3 Constructivist view of teaching-5

2.3 Significance of Constructivism in English classroom teaching task designing-6

2.3.1 Analysis of English teaching from constructivist perspective-6

2.3.2 Significance of Constructivism in English classroom teaching task designing-6

Chapter Three Current Situation of Task Designing in Primary School English Classroom Teaching-7

3.1 A survey about task designing in primary school English classroom teaching-7

3.2 Causes leading to inefficiency of task designing in primary school English classroom teaching-9

3.2.1 Ignoring context in teaching task designing-9

3.2.2 Neglecting to create a dock for the transfer from the learned to the unlearned-9

3.2.3 Lacking communication platforms to apply knowledge to practice-10

3.2.4 Not focusing on the importance of students’ center role-10

Chapter Four Strategies on Task Designing in Primary School English Classroom Teaching Based on Constructivism-12

4.1 Creating context in teaching task designing-12

4.2 Building a dock for the transfer from the learned to the unlearned-13

4.3 Setting up communication platforms to apply knowledge to practice-14

4.4 Focusing on the importance of students’ center role-15

Chapter Five Conclusion-16

REFERENCES-17

ACKNOWLEDGEMENTS-18