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Chapter Two Current Situation of Large EFL Classes in Chinese................. 22-28
    2．1 Comments from Large Classroom.................. 22-26
    2．2 Mission for Large Classroom............. 26-28
Chapter Three Necessity for Redesigning ............28-43
    3．1 Problems in Large EFL Classes ...........28-31
    3．2 School Readiness ...............31-34
    3．3 EFL Teacher Readiness.......... 34-38
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Chapter Four  Theoretical Basis for Large EFL

Class Innovations in Chinese Higher EducationThis chapter traces the theory on which this thesis is based. That is constructivism. Constructivist ideas applied in the field of education are not a new topic when so many educators are implementing constmctivist learning and teaching theory in large classes in order to design constructivist learning environments for better fulfillment despite confinements of time or space. Therefore, large EFL classes in Chinese highereducation  may  find  enough  theoretical  support  to  suggest improvement by turning obstacles into opportunities.

4.1   Calling for Teaching Theory in Large EFL Class
The effectiveness of teaching depends on proper theory as the well possibility  of as tactics  of expedient  interaction  in teaching  and  learning  activities.  (Widdowson,  1990)Therefore how should Chinese higher education reach its goal in sucha way as to produce the most learning for the least teaching? More students will gain in problem solving, creative andcritical thinking and more students will take an enthusiastic interest in learning English when large EFL class education becomes learner-centered, active, authentic, collaborative and personal. But gain usually comes with a cost. A recent study sums up this fact: "A paradigm shift in the role of the teacher as well as the use of technology in the large classroom is required in order to implement constructivist strategies. The constructive model of learning and teaching has been proposed as an alternative to the transmission model implicit in all behavioristic and cognitive approaches." (Brown, etal. 1989) This thesis is exploring the strategies and approaches which can be implemented by EFL teachers  in large classes when planning  for more constructivist  opportunities, regardless of the existing barriers. Actually, effective practices may have occurred in inspired classrooms before the theory of constructivism was founded. But constructivism has recently become interesting  to  educators  partly  because  of  the  ways  that  computer  network technologies  are  impacting  life, earning,  and  teaching  and  partly  because globalization of information provides sufficient resources for individuals to construct their own perspective of the world through experiences and schema. All these elements hare offered a new approach to cope with current problems like EFL large class management. Ernst von Glaserfeld (a world renowned philosopher and a leading exponent of the philosophy and epistemology of Constructivisrn) points out that constructivism does not claim to have made 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。