The Interactive English Teaching MethodWord下载.docx
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However,thetraditional“teacher-centered”methodhasdominatedEnglishteachingforalongtime,whichmakesstudentsboredandacceptknowledgepassively.Forthesakeofinadequateinteraction,students’communicativecompetenceandsecondlanguageacquisitionarenotwelldeveloped.Neitheristheirinitiativelearning.Constructivismholdsthatstudentsareanessentialpartinclassroomteaching.Theyconstructknowledgeandmeaningfromaninteractionbetweentheirownexperiencesandideas.Therefore,itisquiteessentialthatteachersshouldprovidemoreinteractionswithstudentstocommunicate.Thisthesiscombinesthesetwotheories,tryingtoshowtheirimportanceandtofindaneffectivewaytolearnEnglish.
Keywords:
Constructivism;
Interactiveteachingmethod;
Classroomteaching
摘要
随着教学改革的推进,很多科学而有效的教学方法展现在课堂中。
其中,互动教学法就是一种有效而受欢迎的教学方法。
近些年来,注重学生主动学习的建构主义理论也被广泛运用到全世界的教学中。
然而,传统的以教师为中心的教学方法一直在英语教学中处于领导地位。
这种教学模式使学生感到厌烦并且被动地接受知识。
由于缺少足够的互动,学生的交际能力和第二语言习得能力没有得到很好的发展。
学生的主动学习能力同样没有提高。
建构主义认为学生是课堂教学的主体,他们对自己的经验和思想进行互动从而达到知识和意义的建构。
因此,教师给学生提供更多的互动机会进行交流是非常必要的。
本文结合建构主义理论和互动式教学,体现两者对学习英语的重要意义并尝试探求学习英语的有效途径。
关键词:
建构主义;
互动教学法;
课堂教学
contents
1.Introduction
EnglishasaforeignlanguagehasexistedforalongtimeinChina.AgrowingnumberofpeoplehavepaidmuchattentiontoEnglishteachingduetothepracticeoftheOpeningandReformPolicy.Besides,Englishhasbeenconsideredasoneofthefundamentalsubjectsinthecurriculumofmiddleschoolsincetheearly1990s.However,itcannotbeneglectedthatEnglishteachingstillhasalongwaytoreachthenationalEnglishlevelonaccountofChinesetraditionalteachingmethod.Therefore,howtochangethetraditional“crammingmethodofEnglishteaching”andfosteringstudents’interestsinlearningEnglishistheissuethatallthecountriesencounternowadays.Althoughtherearemanyteachingapproachesavailable,itisstilldifficulttofindaneffectiveandsatisfactoryapproachinEnglishteachingofjuniormiddleschool.Asconstructivismgetsmoreconcernsfromtheresearchersinteaching,someconstructivistshaveputforwardaseriesofreformswhichattempttoshape“student-centered”modelinclassroomteaching,tryingtocultivatestudents’motivationandinitiationoflearning,interactionwithteachers.Furthermore,teachersservingasguiderscanstimulatestudents’interestsandencouragethemtohaveenoughinteractionbothinandoutofclass.
Juniormiddleschoolstudentsareinthesecondimportantperiodofacquiringaforeignlanguage.However,inChinesetraditionalclassroom,thestudentsjustlistentoteachers,takenotesandtakeinknowledgepassively.Thereislittleornoexchangeofinformationandinteractionswithteachers.Itissafetoconcludethatthisteachingmethodisnotconsistentwithstudents’psychologicalcharacteristics;
itjustmakesthestudentsacquireEnglishpassivelyratherthanhelpsthemhaveadesiretolearn.Asfortheteacher,heorsheonlyplaysasatransmitter.SotakethequalityofEnglishteachingintoconsideration,optimizingEnglishteachingmethodinjuniormiddleschoolisfairlynecessary.
Constructivismholdsthatteachingshouldbebuiltbasedonwhatlearnershavealreadyknownandteachersshouldguidethemtodifferentkindsofactivities.Thisideahasfullyillustratedtheimportanceofinteractiveactivitieswhichcanhelpstudentstostimulatetheirinterestandconsolidatetheknowledgetheyhavelearnt.Thetraditionalteachingmethodnotonlydepressestheatmosphereoftheclassroom,butalsoerasesstudents’initiationoflearningandself-constructionlearning.
2.Theoverviewofconstructivisttheory
Constructivismisafairlyadvancedtheorysystem,whichdevelopsfurtherfrombehaviorismtocognitivism.Itreferstotheideathatthelearnerconstructsknowledgefromexperience.Inotherwords,theacquisitionofknowledgehappensintheprocessofself-construction.Knowingisaprocessofself-construction,learnersneedtotransformtheknowledgeprovidedbyteachersorbooksandcomprehenditbythemselves.Intermsofconstructivism,therearemanyhistoricalscholarsmakingcontributiontoitsdevelopment.First,itisgenerallyputforwardbyJeanPiaget,whoarticulatesmechanismsbywhichknowledgeisinternalizedbylearners.Hesuggeststhatthroughprocessesofaccommodationandassimilation,individualsconstructnewknowledgefromtheirexperiences.What’smore,hearguesknowledgeisconstructedthroughsocialcollaboration,andlearningarisesfrominteractionswithothers.(郑勇,陶三发,2007)Piaget'
stheoryofconstructivistlearninghashadwiderangingimpactonlearningtheoriesandteachingmethodsineducationandisanunderlyingthemeofmanyeducationreformmovements.
JohnDeweyhasprovidedafoundationforConstructivism.Hebelievesthatlearningoccurswhenchildrenareexperiencingsomething.Teachersneedtodesignenvironmentsandinteractwithlearnerstofosterinventive,creative,criticallearners.(Archambault,1964)Therefore,teachersshouldhaveanunderstandingoflearners’characteristicsaswellaspersonalities.Andanotherunderstandingofarousinglearners’interestandcuriosityforlearningalsoneedteachers’attention.Asteachers,theymustbalancethesetwounderstandings.
PsychologistVygotskyrepresentssocio-constructivisttheorywhichholdslearningisbestachievedthroughthedynamicinteractionbetweenteacherandlearnerandbetweenlearners.(Vygotsky,1978)Withthehelpoftheteacheroranotherlearner,thelearnercanmovetoanewlevelofunderstanding.ModernconstructivistspaymuchattentiontoVygotsky’stheories,whichhavebeenusedtosupportclassroominstructionalmethodsthatemphasizecooperativelearning,project-basedlearning,anddiscovery.(Holliday,1994)
Itcanbeconcludedthatthedevelopmentofconstructivismtheoryiscloselyconnectedwithinteractionsanditattachesgreatimportancetolearners’self-exploration,self-discoveryandself-constructionofknowledge.Thetermknowledgecanbeseenasaproductofhumansanditissociallyandculturallyconstructedbyhumanthemselves.Today,thereismuchpedagogyrelatedtoconstructivisttheory.Mostteachingapproachesdevelopingfromconstructivismadvocatethatknowledgeisconstructedbylearnersthemselves.Moreover,constructivistlearningtheoryandconstructivist-basedteachingtheorywhichwillbediscussedinthefollowingsectionsalsohavecapturedgreatattentionnowadays.
2.1Constructivistlearningtheory
Accordingtoconstructivism,itpointsoutthatknowledgeisnotacquiredfromteachers;
instead,itsacquisitiondependsonlearnersthemselves,teachersarejustviewedasguidersandpromotersfromwhomlearnerscangetsomehelp.Throughmakinggooduseofmaterialsunderacertaincircumstance,theycanconstructmeaningsfinally.Theconstructivistlearningtheoryinvolvesfourfactors.Theyarecircumstance,cooperation,discussionandmeaningconstruction.Constructivismplaysanimportantroleinlearning;
itaimsatconsolidatingmeaningconstruction.Therefore,lessonplanningshouldnotonlypayattentiontoteachinggoals,butalsotocircumstancewhichishelpfulforlearnerstoconstructmeanings.Cooperationwhichfocusesoninteractionsbetweenlearnersfunctionsgreatlyinthewholeprocessoflearning;
itcanimprovestudents’abilityofcommunicating.Furthermore,itconcernsaboutmaterialcollectingandanalysis,questionsanddiscovery,assessmentandmeaningconstruction.Asfordiscussion,itisanindispensablepartincooperation,includinggroupdiscussionandgroupcommunication.Inaccordancewithstudents’characteristicsofpsychology,discussioncangivestudentssomechancestoshowthemselves.Tosomeextent,itstrengthensstudents’communicativecompetence.Lastbutnotleast,meaningconstructionisthefinalpurposeoflearning.Itconsistsofthenature,regularityandinnerconnectionsofleaning.(何克抗,2009)
Constructivistdefinesthatlearningisaprocessoflearners’self-constructioninsteadofteachers’controlling.Inotherwords,whatalearnergetsisproportionaltohisabilityofmeaningconstruction.Sotakethefeaturesofconstructivistlearningtheoryintoaccount,aconstructivistclassroomshouldbemanagedbyteacherswhocanhelpstudentstoconstructmeaningsinanappropriateenvironment.
2.2Constructivist-basedteachingtheory
Constructivismwhichdevelopsfromcognitivetheoryofchildrenhasformedanewlearningtheoryandanewteachingtheoryaswell.Accordingtoconstructivismmentionedabove,thislearningtheorystressestheimportanceofindividuals.Itadvocatesstudents’initiationofconstructingmeaning.Althoughconstructivismmaintainsstudentsarethemainpartinclassroomteaching,itdoesnotmeanthatteacherscanbeneglected.Bycontrary,itputsemphasisonteachers’rolesinhelpingstudentstolovelearning.Additionally,thenewcurriculumalsostipulatesthattheteachershouldfunctionasafacilitatorofstudents’learningratherthansimplytransmittingknowledge.Thismeansthattheteacherneedstocreateapositivelearningenvironmenttomotivatelearnersandinteractwiththem,guidethemtoacquireknowl