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论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-08-25编辑:lgg点击率:4719
论文字数:39600论文编号:org201308241733181903语种:英语 English地区:中国价格:$ 66
摘要:现有研究这个话题,国内外对建构主义的起源,新西兰学者诺拉指出,反对使用直接的教学方法对成形的基本知识的原因,苏格拉底和柏拉图是最早的建构。
Chapter Two Literature Review
The latest catchword in educational circles is “constructivism”, applied both tolearning theory and to epistemology---both to how people learn, and to the nature ofknowledge. Actually, there is nothing dramatically new in constructivism: the coreideas expressed have been clearly enunciated by John Dewey, Swiss psychologistJean Piaget (1896---1980), and former Soviet Psychologist Vigotsky among others.Nevertheless there is a new, widespread acceptance of this old set of ideas, and newresearch in cognitive Psychology to support it. It is a new development of cognitivism,and it differs from cognitivism in that cognitive psychologists hold that knowledge isobjective while constructivists believe that knowledge is subjective.Constructivist theory believes that learning is a process in which the learnerconstructs meaning based on his/her own experience and what he/she already know.And teachers need to design environments and interact with learners to fosterinventive, creative, critical learners. Therefore, teachers must balance anunderstanding of the habits, characteristics as well as personalities of individuallearners with an understanding of the means of arousing learners’ interest andcuriosities for learning.Student-centered learning is a special way of teaching. It means that teachersmatch how and what they teach the students to the students’ development stages,interests and characteristics. Student-centered learning puts the student in the middleof the learning, not the teacher. When students are at the centre of the learning, theylearn much better.
Chapter Three Methodology and Procedures ..........26-45
3.1 Constructivist for Vocabulary Teaching......... 26-37
3.1.1 Dictionary Look-up......... 27-28
3.1.2 Image Association Strategy......... 28
3.1.3 Guessing from Context .........28-31
3.1.4 E-learning......... 31-32
3.1.5 Communicative Language Teaching......... 32-33
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