英语论文网

2017)pointed out that the key competencies in English include the following areas.The language cognitive part includes the degree of the basic language standard,thedegree of vocabulary cognition and the degree of grammar knowledge reserve.In thearea of language skills,students are required to be able to listen,speak,read and write.In the area of language thinking,students are required to have a basic sense oflanguage,to be able to use the language according to the context and to establishlanguage thinking.

In the revised English Curriculum Standards for General Senior High School in2020,it pointed out that the subject key competencies were the concentratedembodiment of the nurturing value of the subject,and it was the correct values,necessary character and key abilities that students gradually form through subject learning①.The key competencies of English subject mainly include language ability,cultural awareness,thinking quality and learning ability(Ministry of Education,2020).The Curriculum Standards(2017 Editions,2020 Revision)explained English subjectkey competencies as follows.

Chapter Two Theoretical Basis and Methodology
2.1 Theoretical basis

This chapter introduces the theoretical basis of this study,which areconstructivist learning theory and humanistic education theory.

2.1.1 Constructivist Learning Theory

Constructivism is also known as structuralism.For the origin of constructivism,R.Nola,a New Zealand scholar,points out that Socrates and Plato are the firstconstructivists in education.Constructivist learning theory was developed by Piaget,the greatest developmental psychologist of the 20th century.Jean Piaget is only seenas the most recent proponent of contemporary constructivist theory because he createsa theory about the cognitive development of children.The introduction ofconstructivism to China in the 1960s and 1970s has had a significant impact onEnglish language teaching in China in particular.As one of the advanced educationalguiding ideas,constructivist learning theory still has a profound influence in the 21stcentury.In his research,he pointed out that constructivist learning theory insisted onadvocating student-centeredness and emphasized that students’learning took placeunder the interaction of internal and external factors.Students constructed theircognition of the world around them and built up their knowledge structure in theprocess of interacting with their surroundings(Zhang,2021).

In terms of the constructivist view of knowledge,constructivism holds thatknowledge is not an accurate characterization of reality,nor is it the final answer to aquestion,but only an explanation and a hypothesis.Students are the subjects ofmeaning construction,and their acceptance of knowledge can only be achievedthrough their constructions.Knowledge has to be recreated for specific situations.Learning is a process for students to construct their knowledge,which can not bereplaced by others.

2.2 Methodology

In this section,the author elaborates on five parts:research questions,researchsubjects,research methods,research tools,and research procedures.

2.2.1 Research questions

Based on the development goals of the four subject key competencies set by thesenior high school English curriculum standards,this study aims to solve thefollowing three problems in the research study.