Directional teaching method is a development form of communicative teaching method in language teaching in recent twenty years. It transforms the basic idea of language application into practical classroom teaching methods.

For a long time, people have been trying to find the best teaching method in the field of foreign language teaching. Foreign language teaching is a very complicated and changeable process, which makes it difficult to find the best teaching method in foreign language teaching. What the teacher teaches in class does not represent what the students learn. The main role of teachers in foreign language classroom teaching is how to create favorable conditions for students' foreign language acquisition. Therefore, the study of communicative tasks in foreign language teaching is a hot topic in second language acquisition and classroom teaching. In the past 20 years, many applied linguists have conducted in-depth theoretical and empirical research on communicative learning tasks from different angles.

In recent years, in the foreign language teaching of basic education in China, the task-centered language teaching concept has been paid enough attention, and the research and design of learning tasks, as well as their application in textbook development and classroom teaching, have become more and more extensive. The application of task in English teaching has gradually become the mainstream of English teaching in primary and secondary schools. The teaching suggestions in the New English Curriculum Standard (Experimental Draft) issued by the Ministry of Education emphasize that "task-based" teaching methods should be advocated to cultivate students' comprehensive language use ability. Teachers are required to creatively design teaching activities close to students' reality according to the overall goal of the course and combined with the teaching content, so as to attract and organize students to actively participate. Students complete their learning tasks through thinking, investigation, discussion, communication, cooperative learning and using English.

Second, the theoretical basis

The theoretical basis of task-based teaching can be traced back to cognitive psychology, which has a far-reaching impact on basic education. According to cognitive theory, people's cognitive activities are inseparable from practice, and the knowledge created by human beings comes from their own direct experience. However, as individuals, it is impossible to experience everything personally, which depends on social interaction. School teaching is mainly to impart knowledge and experience created by human beings. This is very obvious in language teaching, especially in second or foreign language teaching. When learning English, it is impossible for students to live in the environment of the language they are learning and have direct contact with information sources like children learning their mother tongue. Learning English in class means that teachers pass on the knowledge and experience summarized by predecessors in teaching to students through teaching materials, teaching AIDS and certain teaching activities, and organize activities in which teachers and students participate together to help students master.

The so-called "task" refers to "doing things". In the process of doing things, students are always in a positive learning psychological state. The communication between students is also an interactive process. In the process of completing the task, students focus on "meaning" and try their best to mobilize various linguistic and non-linguistic resources to construct "meaning" in order to solve some communication problems. The process of completing tasks promotes students' natural and meaningful language application and creates a supportive environment conducive to learners' language acquisition and internalization.

Third, the basic characteristics

Over the years, the discussion and research on communicative learning tasks in foreign language teaching have not reached a consistent definition, but the reading guide of Task Design in Communicative Classroom written by Professor Pang Jixian for David Noonan shows that tasks, as an activity in classroom teaching, should at least have the following characteristics:

1, meaning-centered, not aiming at practicing a meaningless or even meaningless language form.

The focus of the task is to solve a communication problem, which must have some connection with the real world. This connection should not be general or copy some activities in the real world, but should be concrete, close to students' life, learning experience and social reality, which can arouse students' resonance and interest and stimulate their desire to actively participate.

3, the design and implementation of the task should pay attention to the completion of the task, that is, the solution of communication problems. The result of task completion is the symbol of evaluating the success of the task.

To apply the task-centered language teaching idea to children's language learning classroom, teachers should create various teaching activities based on the teaching objectives, combined with the teaching content, around the theme activities close to students' reality, attract and organize students to actively participate, and let students complete their learning tasks through learning, thinking, experiencing and using English. Teachers should pay attention to when designing and organizing teaching activities:

1. activities should have a clear purpose, pay attention to the language acquisition process of students' learning, thinking and experience, and be operable.

2. Activities should conform to children's psychological characteristics and cognitive laws, taking into account their learning and development fields.

3. Activities should be conducive to the learning of language knowledge and the improvement of comprehensive language skills, while developing students' thinking ability.

4. Activities should take students' life experience or reality as the starting point, take meaning as the center, and guide students to transition from the involvement of language knowledge to the practical use of language.

Fourth, evaluation

Task-based teaching method is a new foreign language teaching method in recent 20 years.

It not only attaches importance to the communicative function and social value of language, but also attaches importance to the sentence structure and students' cognitive schema. At present, more and more foreign language teachers have applied it to foreign language teaching and accumulated some experience.