任务驱动教学法在《C语文程序设计》实验课中的实践研究的综述报告IntroductionTask-basedteachingmethodhasbeenappliedinvariousfieldsoflanguageeducation,andithasbeenproveneffectiveinenhancinglanguageproficiency(Skehan,1998).Inrecentyears,task-basedteachingisgainingpopularityincomputerscienceeducation,specificallyinprogramminglanguageteaching.Inthispaper,we’llreviewtheresearchontask-basedteachingmethodinthecontextofClanguageprogramming,andexploreitspracticalimplicationsforimprovingtheeffectivenessofClanguageprogrammingeducation.OverviewofTask-basedTeachingMethodAccordingtoEllis(2003),task-basedteaching(TBT)referstoateachingapproachthatcentersaroundreal-lifetasksandactivitiesthataredesignedtopromotemeaningfulcommunicationinthetargetlanguage.ThecoreideaofTBTistohelplearnersacquirethetargetlanguagebyprovidingthemwithopportunitiestouseitinrealisticcontexts.Skehan(1998)arguesthatTBTcanbeaparticularlyeffectiveapproachfordevelopinglearners’communicativecompetence,asitallowsthemtopracticeusingthelanguageinavarietyofsituations.TBTisbasedonaseriesofinstructionaldesignprinciples.Someofthekeyprinciplesincludethefollowing:1.Tasksshouldrepresentrealisticactivitiesthatlearnersarelikelytoencounterinreal-lifesituations.2.Tasksshouldbedesignedtopromotelearners'communicationandinteractionwithoneanother.3.Tasksshouldbedesignedtochallengelearnersattheircurrentlevelofproficiency,whilealsoofferingopportunitiesforlearnerstoexpandtheirlanguageskills.4.Tasksshouldbedesignedtobeengagingandmotivatingforlearners,byrelatingtotheirinterestsandexperiences.5.Tasksshouldbefollowedbyreflectionandfeedback,tohelplearnersassesstheirperformanceandidentifyareasforimprovement.PracticalImplicationsofTask-basedTeachingMethodinCLanguageProgrammingEducationSeveralstudieshaveexploredthepotentialofTBTinthecontextofClanguageprogrammingeducation.Forexample,inastudyconductedbyShiandShi(2014),theresearchersimplementedTBTinacollege-levelClanguageprogrammingcourseinChina,andcomparedittoatraditionallecture-basedapproach.TheyfoundthattheTBTappro