本文介绍了现阶段语言教学的现状及任务型语言教学的研究背景，提出了实施任务型语言教学的必要性，并通过文献阅读的方法，介绍了任务型教学法的起源和发展历程，阐述了任务型教学法的理论基础、任务的定义及任务的几种不同的类型。此外，文章也简要介绍了传统的3P语言教学法的教学模式，并分析了其教学过程中存在的问题，进而通过介绍比较任务型语言教学的构成要素、教学原则和任务型教学的框架，分析出任务型语言教学存在的优越性。作者遵循上述理论基础，以新加坡一所国际小学的学生作为研究对象，参照Pica、 Kanagy等人的任务设计方法，以课堂教学实例、教学参考、教案、教学观察笔记以及教学录像等真实自然的材料为来源，在自然的情境下，采取实地体验、开放性访谈、参与性与非参与性的观察等多种资料收集的方法，对任务型教学法应用于对外汉语课堂教学进行整体性的研究，进而证明，任务型语言教学模式在海外小学对外汉语教学中是可行的，较之传统的3P语言教学模式是具有优越性的。

The present paper reviews status quo of teaching Chinese as a second language and the necessity of a reform in teaching method, concludes the necessity of using Task-based language teaching (TBLT). On the basis of other previous researches, this paper introduces the history and development of TBLT, and the theoretical basis, the definition and different types of TBLT. Through analyzing the existing deficiency of traditional 3P language teaching methods, the paper further presenting the priority of TBLT through introducing its elements, teaching principles and teaching framework. Following the principles, this paper adapts this language teaching approach into a primary school Chinese language class in Singapore. Referring to the designing mode of Pica and Kanagy, the experiment adopt TBLT mode in the primary class after a period of time. Through class observation, real time recording, questionnaire, and assessment, the experiment finally proves the possibility and superiority in implementing TBLT mode in overseas primary TCSL class.