原创英语论文
论文作者:佚名论文属性:短文 essay登出时间:2009-04-20编辑:黄丽樱点击率:15894
论文字数:5931论文编号:org200904201206046420语种:英语 English地区:中国价格:免费论文
关键词:English teachingstudentlearningConstructivismtheory
Introduction
Nowadays Chinese children start to learn English at a very early age, some start in the kindergarten, and some even start at the age of 2or 3. Nevertheless, because of the traditional
Education ideas and teaching modes, senior high school students’ autonomous learning ability is commonly low though they have studied English for more than ten years, so that they don’t know how to study autonomously even when entering college. Although this problem has been more and more stressed on recently, learner autonomy ability isn’t foster yet.
To facilitate learner autonomy in senior middle school is an important goal of educational reform, is the preparing process for life-long learning, is also the essential path to fulfill the quality education thoroughly, is to meet the needs of overall—development and to meet the requirements of the 21st century. Therefore it is meaningful to probe into this subject, and the writer seizes the chance of teaching practice in Yueyang No.5 Middle School to conduct this experiment on Grade One students.
1. Theoretical Bases
1.1 Constructivism
1.1.1 Faces of Constructivism
(1) Trivial constructivism
The simplest idea in constructivism, and the root of all the other shades of constructivism described later in this text, is what Von Glasersfeld (1990) calls trivial constructivism, also known as personal constructivism. The principle has been credited to Jean Piaget (1978, cited in Hardy and Taylor, 1997), a pioneer of constructivist thought, and can be summed up by the following statement:
Knowledge is actively constructed by the learner, not passively received from the environment.
This reacts against other epistemologies promoting simplistic models of communication as simple transmission of meanings from one person to another. The prior knowledge of the learner is essential to be able to "actively" construct new knowledge.
(2) Radical constructivism
Radical constructivism adds a second principle to trivial constructivism (Von Glasersfeld, 1990), which can be expressed as:
Coming to know is a process of dynamic adaptation towards viable interpretations of experience. The knower does not necessarily construct knowledge of a "real" world.
The emphasis here is still clearly on the individual learner as a constructor. Neither trivial nor radical constructivism looks closely at the extent to which the human environment affects learning: it is regarded as part of the total environment. These issues are focused on in more detail by social, cultural and critical constructivism.
(3) Social constructivism
The social world of a learner includes the people that directly affect that person, including teachers, friends, students, administrators, and participants in all forms of activity. This takes into account the social nature of both the local processes in collaborative learning and in the discussion of wider social collaboration in a given subject, such as science. Many of the authors that identify with social constructivism trace their ideas back to Vygotsky (1978), a pioneering theorist in psychology who focused on the roles that society played in the development of an individual.
Cobb (1996: 20) examines whether the "mind" is located in the head or in social action, and argues that both perspectives should be used in concert, as they are each as useful as the other. What is seen from one perspective as reasoning of a collection of individuals mutually adapting to each other's act
本论文由英语论文网提供整理,提供论文代写,英语论文代写,代写论文,代写英语论文,代写留学生论文,代写英文论文,留学生论文代写相关核心关键词搜索。