CAJ | 학술논문

在高职商务交际课堂上应用任务驱动法进行教学，通过提出问题明确要求、相关知识点讲授、任务计划与实施和任务评价与考核四个教学步骤，提高学生的职业综合能力和素质。任务驱动教学法活跃了课堂气氛，培养了学生团队合作的精神并在一定程度上提高了学生运用语言的能力，但也在一定程度上削弱了学生独立思考的能力。任务驱动教学法的有效实施有赖于教师不断提高自身的理论水平、业务水平和综合素质能力。
재고직상무교제과당상응용임무구동법진행교학，통과제출문제명학요구、상관지식점강수、임무계화여실시화임무평개여고핵사개교학보취，제고학생적직업종합능력화소질。임무구동교학법활약료과당기분，배양료학생단대합작적정신병재일정정도상제고료학생운용어언적능력，단야재일정정도상삭약료학생독립사고적능력。임무구동교학법적유효실시유뢰우교사불단제고자신적이론수평、업무수평화종합소질능력。
In order to improve English teaching quality in Higher Vocational Colleges and realize the required teaching objectives, a teaching method called Task-driven had been brought in. Task-driven had been practiced in Business Communication, a course for English majors, for a semester, following a process of four steps： issuing the task, analyzing the task, carrying out the task and evaluating the task. The results of the practice turned out that Task-driven was helpful in building up active leaning environment and cultivating team work spirit. What＇s more important is that it helped to improve English to a certain extent. However, Task-driven also proved to weaken students＇ independence on thinking. Therefore, to make the most of Task-driven in Higher Vocational English teaching, teachers need to make great efforts in theory studies, teaching practice and personal qualities.