《中等职业学校英语课程标准》要求教师根据教学目标设计符合学生实际、目的明确、操作性强、丰富多样的教学活动和任务，课标的这一提法强调了“活动”和“任务”在培养中职学生英语学科核心素养方面的重要性。当前，由于生源、教学方法以及评价方式等方面的问题，中职英语教学现状不容乐观。笔者在西藏中职学校工作多年，发现学生对英语课程的学习缺乏兴趣和积极性，课堂教学效果不尽如人意。为了改进教学，笔者在了解和学习任务型语言教学的过程中也将这一教学模式介绍给同事，并进而展开了本次研究。

本研究采用质性研究范式的课例研究方法，以笔者所任教的学校为个案学校，以参与此次研究的授课教师为研究对象，通过非参与式观察、半结构访谈和实物收集等方法获取研究资料，尝试回答以下三个研究问题：一是教师怎样理解任务型语言教学？二是教师如何基于任务型语言教学的相关理论设计、实施和改进课例？三是本次任务型语言教学的实践探索对个案学校的英语教学有何启示？

本研究发现：教师通过阅读、观看任务型语言教学的相关书籍、课程视频，开始了解任务型语言教学“从做中学”的教育理念，但在教学实践中存在将“任务”与“练习”或“活动”等概念相混淆的情况。经过课后研讨和自身的继续学习，教师进一步增进了对任务型语言教学相关理念的理解，逐渐从过去脱离语境的教学向注重为学生创设学习的情境转变，但在基于任务对学生进行形成性评价时主观、随意，缺乏可操作性的评价标准。经由学生对教学内容和教学效果的反馈，教师尝试将单元的主题与学生的生活实际相结合创设核心任务，为学生引入真实的语言学习材料，进行了“用教材教”的大胆尝试，但也发现任务设计过于复杂为教师的教和学生的学带来一定困难。

本研究得出如下研究结论：教师对任务型语言教学的理解呈现出一个从初步理解，到进一步理解，再到更加接纳的过程。这个过程也体现出教师个人教育观念和教学行为的转变。让学生“在做中学”、为学生创设学习的情境以及将真实的语言学习材料引入课堂，对激发学生的学习兴趣、调动学生的学习动机具有积极的作用。在个案学校开展任务型语言教学存在包括教师、教材、学生和学校四个方面的问题。今后开展任务型语言教学，需要积极探索校本学习模式，促进教师的专业发展；需要注重学生的主体性，探索符合西藏中职学生实际的教学模式。

The English Curriculum Standard for Secondary Vocational Schools requires teachers to design various teaching activities and tasks that are in line with students' reality, clear objectives, strong operability and rich variety according to the teaching objectives. The curriculum standard emphasizes the importance of "activities" and "tasks" in cultivating the core literacy of English subjects for secondary vocational students. At present, due to the problems of students, teaching methods and evaluation methods, the present situation of English teaching in secondary vocational schools is not optimistic. The author has worked in secondary vocational schools in Xizang for many years, and found that students are lack of interest and enthusiasm in learning English and the classroom teaching effect is not satisfactory. In order to improve teaching, the author introduced this teaching model to colleagues in the process of learning task-based language teaching, and then launched this study.

This study adopts the case study method of qualitative research paradigm, taking the school where the author teaches as a case school, taking the teachers who participated in this study as the research object, and obtain research materials through non-participatory observation, semi-structured interviews and physical collection, trying to answer the following three research questions: First, how do teachers understand task-based language teaching? Second, how can teachers design, implement and improve lesson plans based on the relevant theories of task-based language teaching? Third, what is the enlightenment of this practical exploration of task-based language teaching to English teaching in the case school?

This study finds that teachers begin to understand the educational concept of "learning by doing" in task-based language teaching by reading and watching relevant books and course videos, but in teaching practice, concepts such as "task" are confused with "practice" or "activity". Through after-class discussion and continuous learning, teachers have further improved their understanding of the relevant concepts of task-based language teaching, and gradually changed from teaching out of context in the past to focusing on creating learning situations for students. However, the formative evaluation of students based on tasks is subjective and arbitrary, and there is no operational evaluation standard. Through students' feedback on teaching content and teaching effect, teachers try to combine the theme of the unit with students' real life to create core tasks, introduce real language learning materials for students, and make a bold attempt to "teach with textbooks", but they also find that the task design is too complicated to bring certain difficulties to teachers' teaching and students' learning.

This study draws the following conclusions: teachers' understanding of task-based language teaching presents a process from initial understanding to further understanding and then to more acceptance. This process also reflects the change of teachers' personal educational concept and teaching behavior. Let students "learn by doing", create learning situations for students and introduce real language learning materials into the classroom, which has a positive effect on stimulating students' learning interest and mobilizing students' learning motivation. There are four problems in carrying out task-based language teaching in the case school, including teachers, textbooks, students and schools. To carry out task-based language teaching in the future, we need to actively explore school-based learning mode to promote teachers' professional development; pay attention to students' subjectivity and explore a teaching model that is in line with the reality of secondary vocational school students in Xizang.