| ABSTRACT | 第1-6页 |
| 摘要 | 第6-8页 |
| CONTENTS | 第8-10页 |
| 1. Introduction | 第10-14页 |
| ·Research Background | 第10-11页 |
| ·Research Purpose and Significance | 第11-12页 |
| ·Research Purpose | 第11页 |
| ·Research Significance | 第11-12页 |
| ·Research Methods | 第12页 |
| ·Contents and Layout | 第12-14页 |
| 2. Definitions of Related Concepts and Theoretical Basis | 第14-26页 |
| ·Definitions of Related Concepts | 第14-21页 |
| ·Definition of Task | 第14-15页 |
| ·Features of Task | 第15页 |
| ·Meaning of TBLT | 第15-16页 |
| ·Features of TBLT | 第16-17页 |
| ·Principles of TBLT | 第17-19页 |
| ·Definition and Reflection of Effective Teaching | 第19-20页 |
| ·Differences between TBLT and 3P Traditional Teaching Method | 第20-21页 |
| ·Theoretical Basis | 第21-26页 |
| ·Second Language Acquisition | 第21-22页 |
| ·Interactive Theory | 第22-23页 |
| ·Learning by Doing Theory by Dewey | 第23-24页 |
| ·Constructivism Theory | 第24-26页 |
| 3 Literature Review | 第26-32页 |
| ·Studies Abroad | 第26-28页 |
| ·Studies at Home | 第28-32页 |
| 4. Data Collection and Analysis | 第32-50页 |
| ·Purpose of the Survey | 第32页 |
| ·Subject of the Survey | 第32页 |
| ·Methods of the Survey | 第32-33页 |
| ·Statistics Analysis of the Survey | 第33-50页 |
| ·Analysis of Teachers’ General Information | 第33-34页 |
| ·Analysis of Teachers' Outlook | 第34-36页 |
| ·Analysis of Teachers’ Quality | 第36-39页 |
| ·Analysis on Current Situation of the TBLT Implementation | 第39-44页 |
| ·Analysis on Outside Conditions | 第44-48页 |
| ·Analysis of the Impacts on Teachers and Students | 第48-50页 |
| 5. Findings and Strategies | 第50-62页 |
| ·Achievements | 第50-51页 |
| ·Having Improved Teachers’ Teaching Skills and Qualities | 第50页 |
| ·Having Increased Students’ Interest in English Class | 第50页 |
| ·Having Raised Students’ levels of Oral English | 第50-51页 |
| ·Problems | 第51-54页 |
| ·Some School Leaders’ Disapproval with TBLT | 第51页 |
| ·Some English Teachers’ Vague Understanding of TBLT | 第51-52页 |
| ·Barrier from Traditional Testing and Evaluation System | 第52页 |
| ·Teachers’ Insufficient Preparations in the Pre-task Stage | 第52页 |
| ·Single Ways of Assessment in the Post-task Stage | 第52-53页 |
| ·Students’ Nonparticipation in the Process of Task Implementation | 第53-54页 |
| ·Strategies | 第54-62页 |
| ·Improvement of Leaders’ Notion | 第54页 |
| ·Enhancement of Teachers’ Understanding of TBLT | 第54-56页 |
| ·Application of TBLT Flexibly Based on the College Entrance Exam | 第56页 |
| ·Teachers’ Good Command of Task Designing Skills | 第56-57页 |
| ·Application of Multiple Evaluation Methods | 第57-59页 |
| ·Instruction Based on Students’ Competence | 第59-62页 |
| 6. Conclusion | 第62-64页 |
| ·Major Findings | 第62-63页 |
| ·Limitations | 第63页 |
| ·Suggestions for Further Study | 第63-64页 |
| Bibliography | 第64-66页 |
| Appendix A: Questionnaire of Current Situations about TBLT Implementation | 第66-68页 |
| Appendix B: Outline of Interviews on Teachers’ Attitudes to TBLT Implementation | 第68-70页 |
| Acknowledgements | 第70-72页 |
| Publications | 第72页 |
