任务型教学法的三大“任务”环节理论对于练习的设计和完成有着极其重要的意义,“任务”的设计和实施包括三个环节:任务前、任务环和任务后,这三个任务环节与环境、目标、活动等六个方面是相一致的,有着密切的联系,环境等六个方面通过任务的三个环节体现出来。《中文》这套教材练习的编写很好地体现了任务型教学法通过完成任务来进行教学的特点,从语音、词汇、语法、句型、篇章、语用等方面分阶段、分层次的布置练习任务,最终完成交际任务。本文拟从五大教学成分之一“词汇”出发,在“任务”三大环节理论的基础上,分析老师在《中文》练习册中词汇这一教学成分上的使用特点,即“任务前”和“任务环”阶段,具体分析词汇练习的任务设置、使用和完成情况。最后在分析的基础上进行相应的评价即“任务后”阶段,讨论其题型设计和使用的优缺点。 Task-based pedagogy of the three “task ” link theory for the practice of design and completion of great significance, “task ” design and implementation, including three aspects: the task before the mission circle and the task, which The three tasks are consistent with the six aspects of the environment, goals and activities. They are closely linked and the environment is reflected in the three aspects of the task in six aspects. The compilation of “Chinese” exercises reflects the characteristics of task-based pedagogy through the completion of tasks. It is composed of phonetics, vocabulary, grammar, sentence patterns, texts, pragmatics, etc. Practice the task, the final completion of communicative tasks. Based on the theory of “Three Tasks”, this paper analyzes the characteristics of teachers’ use of the vocabulary in the “Chinese” exercise book, that is Pre mission “and” mission ring “phase, the specific analysis of the vocabulary practice task set, use and completion of the situation. Finally, on the basis of the analysis of the corresponding evaluation that is ”post-mission " stage, discuss the advantages and disadvantages of the type design and use.