2. 3 Modern constructivism
In addition, a psychologist Kelly put forward the “personal construction” theory, Kelly stressed that when each person conduct learning task, they use a different method of constructing significance. “Different people use different method to build their own world.” [7]About language learning, leaners need to have a clear understanding of their own personal construction, and the individual must also creat a meaningful learning environment and learning material for them in teaching. Because constructivism stressed that the students-centered mode under the guidance of teachers, that is, not only to promote the main role of cognitive of the students, but also not neglecting teachers’ role of guidance and organization. To allow students to be the main body of constructing significance. First to guide students take the initiative to collect and analyse information and data and get the data linked with the contents of the current study, make what they have known as much as possible then get this link understand seriously. Secondly, as a teacher, we should also organize and collaborate students’ team work in order to raise the efficiency and quality of constructing significance. By the main form of discussion between internal group, constructivism holds that “learning should be a social interactive collaboration learning”. At the same time, the modern constructivism advocates that “the world is an objective existence, but each person decide the understand and meaning for the world. The being of knowledge is the result of interaction and the external environment, the individual understand of things have close relation with their previous relative experience, so the wrong or right judgement of the knowledge is relative”, knowledge is not obtained through teachers’ teach, but from the learners’ constructing according to certain scenarios and social and cultural background, with others’ help (including teachers’ and learning partners’), using some essential learning resources. Learning is an active internal process of constructing psychological characterization. Which includes not only structural knowledge but also including a large number of non-structural experience background. Student is the main body of constructing process and the active part of constructing significance, rather than passive recipients of external stimulation and the indoctrination of the object. Teachers are the guider of meaning construction, rather than indoctrination and the disseminator of knowledge, “situation”, “collaboration”, “conversation”, and “significance construction” are the four elements of the learning environment, from the aspect of teaching model, constructivism promote “students-centered”, “study-centered”, so it presented a challenge to the traditional “teaching-centered”, “teacher-centered”. In one word, the core theory of constructivism can be summarized in one sentence: it should be students-centered. It stressed that the students take the initiative to explore the knowledge, the main dynamic discovery and initiative constructing of the knowledge. To sum up, the two core of the constructivism learning theory is A: teaching should be students-centered, teacher should make use of all kinds of resources and teaching tools, such as E-learning platform, to develop the initiative of the students, inspire the initiative to potential studyability and ultimately to help them construct knowledge themselves. B: interactive is an important means to construct significance. In the class, the collaboration between teachers and students, students and students, play an important role to accelerate the students’ ability to constructing knowledge [8] .
3 Situated teaching model and teaching method
How can constructivism connected with teaching and how can them been used in fact?
The following words will give out.
3. 1 Situated teaching model
Now there are the four models explained bellow.
3. 1. 1 Inquiry learning and problem-based learning
In 1910, John Deway described the basic form of inquiry learning, although this strategy has many different variations, but it typically include the following element.
Teacher raised a puzzling incident, a question or problem, students will: (1) To form the assumption which is used to explain the incident and solve the problem. (2) Collecting data and testing the assumptions. (3) Concluding. (4) Review the original problem and the process of resolving the problem [9] . During the problem-based learning, students faced a meaningful and real problem from the perspective of them, this problem makes them explore the solution in terms of mutual cooperation. During the real problem-based study, the problem is real, the behavior of the students is the key. This called problem-based learning, it can also be called as anchored instruction.
3. 1. 2 Group learning and cooperative learning
In fact, group learning and cooperative learning have the same meaning. Group learning means that several student learn together in a group. They may or may not cooperate. So group learning might be useful sometimes. But the real cooperative learning is not just to devide students into small group. David and Roger Johnson put forward to define the genuine cooperation: face-to-face conversation, positive interdependence, a clear personal responsibility, cooperation skills, group cooperation process, in which jiasaw is an early cooperative learning. It emphasized the high degree of mutual dependence. Another approach can be used for student of all ages and different students, That is reciprocal questioning which does not require specific material or experimental methods.
转贴于 酷文网-论文下载中心 http://www.coolwen.net
共7页: 上一页 [1] [2] 3 [4] [5] [6] [7] 下一页
网摘收藏:
当前位置:
载入中...
-> 在百度中搜索：
-> 在Google中搜索：