teaching method based on constructivism in junior middle school英语专业大学毕设论文.docx

teaching method based on constructivism in junior middle school英语专业大学毕设论文.docx

《teaching method based on constructivism in junior middle school英语专业大学毕设论文.docx》由会员分享，可在线阅读，更多相关《teaching method based on constructivism in junior middle school英语专业大学毕设论文.docx（12页珍藏版）》请在冰豆网上搜索。

teachingmethodbasedonconstructivisminjuniormiddleschool英语专业大学毕设论文

TheInteractiveEnglishTeachingMethodBasedonConstructivisminJuniorMiddleSchool

Abstract

Withthepromotionofteachingreforms,manyscientificandefficientteachingmethodsarestronglyadvocatedinclassroomteaching.Amongthese,interactiveteachingmethodisaneffectiveandpopularmethod.Inrecentyears,constructivisttheorywhichemphasizesstudents’initiativelearninghasbeenwidelyappliedintoeducationinallpartsoftheworld.

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

Acknowledgementsi

Abstractii

摘要iii

1.Introduction1

2.Theoverviewofconstructivisttheory2

2.1Constructivistlearningtheory3

2.2Constructivist-basedteachingtheory4

3.Basicconceptsofinteractionandclassroominteraction5

3.1Teacher-studentinteraction6

3.2Student-studentinteraction7

4.Therelationshipbetweenconstructivismandinteractiveteachingmethod8

4.1Thesimilarityintheoreticfoundation9

4.2Thesimilarityinteachingapproaches9

5.TheapplicationofinteractiveEnglishteachingmethodbasedonconstructivisminjuniormiddleschool11

5.1Creationofaconstructivistenvironment11

5.2Enhancementofinteractivepatterns12

5.3Improvementofanawarenessofquestioning13

5.4Assessmentofstudents’performance14

6.Conclusion16

WorksCited18

TheInteractiveEnglishTeachingMethodBasedonConstructivisminJuniorMiddleSchool

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.Thetraditionalteachingmethod