英语论文网

experiences. This process makes them experts of their own learning.The teacher helps create situations where the students feel safe questioning andreflecting on their own processes, either privately or in group discussions. The teachershould also create activities that lead the student to reflect on his or her priorknowledge and experiences. Talking about what was learned and how it was learnedis really important.
Third, the constructivist classroom relies heavily on collaboration amongstudents. The main reason it is used so much in constructivism is that students learnabout learning not only from themselves, but also from their peers. When studentsreview and reflect on their learning processes together, they can pick up strategies and methods from one another.
Forth，the teaching materials must match up with students' previous knowledgepretty well (it's consonant with the previous knowledge), so the student can add it tohis understanding. It may take some work, but it's just a matter of finding the right fit，as with a puzzle piece. If the teaching materials don't match previous knowledge (it'sdissonant). The teachers should help students change their previous understanding tofind a fit for the information. This can be harder work. And if the teaching materialsdon't match previous knowledge, then the rejected bits of information may just not beabsorbed by the students. Or they may float around, so that the students should waitfor the day when their understanding develops and permits a fit.

Bibliography
[1] Andrew, D. Cohen. Strategies in Learning www.51lunwen.org/czyylw/ and Using Second Language [M].Foreign Language Teaching and Studies Press, 1998.
[2] Benson, P. Autonomy and Independence in Language Learning. Located atec.hku.hk/autonomy/, 2001
[3] Benson, P. Learner Autonomy in the Classroom. In D. Nunan (ed.). PracticalEnglish. Language Teaching. New York: McGraw Hill, 2003: 289-308.
[4] Bogdan，R, and Bikken，S.K. Qualitative Research for Education:An Introductionto Theory and Method [M]. LondonrAllyn and Baeon, 1992.
[5] Cottrell，S. The Study Skills Handbook [M]. London:Macmillan Press, 1999.
[6] David Gardner & Lindsay Miller. Establishing Self-access From Theory toPractice [M]. Shanghai Foreign Language Education Press, 2002.
[7] David, H. Jonassen. A Model for Designing Constructivist Learning Environment.Proceedings ofICCE97，1997.
[8] David Nunan. The Learner-Centred Curriculum ~A Study in Second LanguageTeaching [M] Shanghai: Shanghai Foreign Language Education Press，2001
[9] Dickinson, L. Self-instruction in Language Learning[M]. New York: CambridgeUniversity Press, 1987.
[10] Ellis, Rod. The Study of Second Language Acquisition [M]. Shanghai: ShanghaiForeign Language Education Press, 1999.

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。