From the point of view of constructivism, knowledge is explored by people endlessly, but is not the static truth. Teachers can not transmit the knowledge to students, but only to guide the students to explore initiatively, help them master the method to study and solving problems they meet and to become an autonomous learners and creators. Constructivism is very suitable for the need of training the creativity of the students, and to promote their solve-problem ability, critical thinking ability and creative capability.
Secondly, constructivism is a profound revolution with respect to the traditional concept of teaching, the teachers must change their teaching concept thoroughly according to constructivism, get rid of the old teacher-centered teaching mode and teaching method. The center point of must transfer from teachers to students, and aims to cultivate comprehensive developed students and the web-based learning platform provided students with a self-study condition and environment, it plays a positive role in inspiring students’ interest in learning, the implementation of learning process, the formation of standard test, and improving the quality of learning, or training the students’ learning ability and so on.
Although there are much restriction in current conditions of college English teaching, and it need a period to change such condition, even we will encounter a lot of difficulties, but constructivism showed us that the knowledge is constructed by the learners according to their experience and environment background. It revealed that the students are initiative during constructing significance, but this has been neglected before. Therefore the theory of constructivism play a profound role in enlightening college English teaching.
References
[1] 皮亚杰.结构主义[M].北京:商务印书馆,1984:3-9.
[2] Kelly, G.A. Theory of Personality[M].NewYork:Norton,1963:76-89.
[3] Kafai,Y.Constructivism in Practice:Designing Thinking and Learning in a Digital World[M].
Mahwah:LawrenceErlbanm Associations,1996:76-77.
[4] 列夫•谢苗诺维奇•维果斯基.思维与语言[M].杭州:浙江教育出版社,1997:1-2.
[5] 李三虎.当代西方建构主义研究述评[J].外语界,1997,(5):11-16．
[6] 胡壮麟.大学英语教学的个性化、协作化和超文本化[J].上海科技翻译,2004,(9):345-350．
[7] Bruner. Actual Minds[M].New York :Pearson Education,Inc.,1984:34-36.
[8] 雷永生.皮亚杰发生认识论述评[M].北京:人民出版社,1987:39-40.
[9] Anita,W.F.Educational Psychology [M].New York:Pearson Education,Inc.,2001:35-44.
[10] Steven,J.B.Learning Theories for Teachers [M].New York:Pearson Education,Inc.,2004:98-100.
[11] Morris,L.B. & Samuel,S.S.Education Reform [M].Buckingham:Open University Press,2002.
[12] 巴班斯基,冯春南.教学与课程[M].北京:人民教育出版社,1982.
[13] 湖南省教育厅组织编写.中学教育学[M].长沙:湖南人民出版社,2005.
[14] 湖南省教育厅组织编写.中学教育心理学[M].长沙:湖南人民出版社,2005.
[15] 巨瑛梅,刘旭东.当代国外教学理论[M].北京:教育科学出版社,2004.
[16] 刘洪涛,吕长岐.特级教师谈教学[M].哈尔滨:哈尔滨工业大学出版社,2005.
[17] 皮连生.教育心理学[M].重庆:西南师范大学,1997.
[18] 徐蕴,张军华.写给教师的学习心理学[M].北京:中国轻工业出版社,2005.
[19] 赵祥林.杜威教育论著选[M].上海:华东师范大学出版社,1981.
[20] 朱永新.嬗变与建构[M].北京:人民教育出版社,2004.
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：