建構(gòu)主義ppt課件

1、Constructivism in English Teaching and learning建構(gòu)主義在英語教學(xué)建構(gòu)主義在英語教學(xué) 與學(xué)習(xí)中的運(yùn)用與學(xué)習(xí)中的運(yùn)用 王文方 Part 1. Introduction Part 2. Main idea of constructivism Part 3. Constructivist view of teaching Part 4. Constructivist view of learning Part 5. Constructivist in actual use Part 6. ConclusionIntroduction One approa

2、ch to teaching language that has attracted a lot of attention over the past twenty-five years is a constructivist approach to language learning and teaching. Constructivism has its roots in philosophy and has been applied to sociology and anthropology, as well as cognitive psychology and education.

3、Introduction Constructivism holds that knowledge is not passively received but built up by the cognizing subject and learning is active construction based on the prior knowledge and describes both what “knowledge is and how one “comes to know.Main idea of constructivism Constructivism holds that kno

4、wledge is constructed by individuals. Individuals are actively involved right from birth in constructing personal meaning, that is, their own personal understanding of the world from their former experience. In an ideal foreign language learning process, students should experience and at the same ti

5、me construct positive affect, stimulate internal motivation, foster proper self-esteem and reduce anxiety together with other negative emotions. In constast to traditional views, the main underlying assumption of constructivism is that individuals are actively involved right from birth in constructi

6、ng personal meaning. In this way the learner is brought into central focus in learning theory(Marion Williams and Robert L. Burden,2000:21).Constructivist view of teaching教學(xué)支架是對(duì)學(xué)生適時(shí)，適當(dāng)，適量的支持和協(xié)助，學(xué)生能做的本人做，不會(huì)的教師教Constructivist view of teaching The role of the teacher is to organize information around c

7、onceptual clusters of problems, questions and diacrepant situations in order to engage students interest. Teachers assist students in developing new insights and connecting them with their previous learning. Ideas are presented holistically as broad concepts and then broken down into parts. The acti

8、vities are student centered and students are encouraged to ask their own questions, carry out their own experiments, make their own analogies a n d c o m e t o t h e i r o w n c o n c l u s i o n s .Constructivist view of teaching The objective in a constructivist lesson is to engage student interes

9、t on a topic that has a broad concept. This may be accomplished by doing a demonstration, presenting data or showing a short film. Ask open-ended questions that probe the students preconceptions on the topic. Next, present some information or data that does not fit their existing understanding. Let

10、the students take the bull by the horns. Have students break into small groups to formulate their own hypotheses and experiments that will reconcile their previous understanding with discrepant information.Constructivist view of learningConstructivist view of learning Learning involves inventing ide

11、as rather than mechanically accumulating facts. Meaningful learning occurs through rethinking old ideas and coming to new ideas which conflict with our old ideas. “knowledge is not passively received but built up by the cognizing subject.“knowledge as temporary,developmental, socially,and culturally

12、 mediated, and thus non-objective.Constructivist view of learning A constructivist view of learnig suggests an approach to teaching that give learners the opportunity for concrete, contextually meaningful experience through which they can search for patterns, raise their own questions, and strategie

13、s. In a constructivist setting, knowledge is not objective; mathematics and science are viewed as systems with models that descibe how the world might be rather than how it is. Three models derive their validity not from their accuracy in describing the real world, but from the accuracy of any predi

14、ctions which might be based on them 空杯實(shí)際古時(shí)候一個(gè)佛學(xué)造詣很深的人，聽說某個(gè)寺廟里有位德高望重的老禪師，便去訪問。老禪師的徒弟接待他時(shí)， 終于，這個(gè)人站起來，向高僧道了謝，便恭辭而去。他已明白了所要問的道：裝滿了水的杯子是不能夠再裝進(jìn)新的水的，只需空杯的心思，才可以接受新的東西。這就是葉茂中推崇的空杯實(shí)際。所以open-翻開，翻開心胸，翻開頭腦，才干將整個(gè)人開放，吸收學(xué)習(xí)更多的東西。 一天，母親在廚房做飯，聽到客廳傳來兒子的哭喊聲原來，兒子在玩耍的同時(shí)把手伸進(jìn)了一個(gè)花瓶中打不出來，母親用盡了方法，也無濟(jì)于事，于是找了一個(gè)錘子砸碎了花瓶，兒子的手平安了，母

15、親掰開他攥緊的手卻發(fā)現(xiàn)，他的手中牢牢抓著一枚五分硬幣，調(diào)皮的兒子在玩耍的時(shí)候把硬幣扔進(jìn)了花瓶，他想把硬幣取出來，可是由于攥緊的拳頭過大而阻塞了瓶口，就怎樣也出不來了，母親哭笑不得，被砸的花瓶價(jià)值3萬。 其實(shí)，對(duì)我們來說，很多人和那個(gè)小孩是一樣的，抓緊了本人看懂的東西不放手：權(quán)益，利益，面子卻往往放棄了更有價(jià)值的東西。是啊，適時(shí)的倒空杯中的水，才可以裝進(jìn)更新的水，也不至于讓原杯中的水變味，蛻變！ 這就是所謂了空杯實(shí)際。喜歡，但是做到很不容易Constructivist in actual use Constructivism is one of the best theories to teac

16、h and learn a language. It has revealed the nature of learning and clarified the role of the cognizing subjects. Its influence on educational sector is overwhelming.4.1 Task-based instrution Traditionally, learning was regarded a passive process. However a wide variety of examples indicates that lan

17、guage learners are quite active in learning. That is to say, learning is an active process involving different tasks. This phase of study has demonstrated that learners are able to use their languages through learning by doing. The roles for teachers and learners are implicit in various tasks.4.1 Ta

18、sk-based instruction As in TBI, during the process of using language in the target language, the students can gain the sense of confidence, increase their awareness of cooperation, form active attitude, develop some strategies, and learn to be more automatic. What is important. They can gain the abi

19、lity to use language in real life and be of comprehensive ability. In addition, it also helps students develop their responsibility and independence in learning. Our goal as teachers should not be provide students with content but also to enable them to continue to learn in the area of knowledge aft

20、er they leave school. This is especially important for language learning in which the skill is likely to be applied in settings where there is no teacher. Learning in the tasks can help students become more independent and responsible in learning.4.2 A social constructivist model Convetional foreign

21、 language instruction overvalues language knowledge and skills and is always oriented around the teacher, the textbook. As a result, the students accept knowledge passively and rote memory becomes their leading way of learning. On the other side, constructivist English teaching and learning focuses

22、not only on students development of language ability but on their holistic and life-long learning. Constructivist teaching supports active and cooperative learning, which is related to their prior constructed knowledge. The goal is to develop students a b i l i t y o f t h i n k i n g a n d p r o b

23、l e m - s o l v i n g .4.2 A social constructivist model Social interactionism emphasizes the dynamic nature of the interplay between teachers, learners and task, and provides a view of learning as arising from interactions with others. The four key sets of factors-teachers, learners, tasks and cont

24、exts interact as part of a dynamic, ongoing process. Teachers select tasks which reflect their beliefs about teaching and learning. Learners interpret tasks in ways that are meaningful and personal to them as individuals. The task is therefore the interface between the teachers and learners. Teacher

25、s and learners also interact with each other; the way that teacher behave in classroom reflects their values and beliefs, and the way in which learners react to teachers will affected by the individual characteristics of the learners and the feelings that the teacher conveys to them. These elements

26、are in this way a dynamic equilibrium.4.3 All-around view of constructivism Constructivism is not a panacea. It has its own drawbacks and can not figure out all difficulties in teaching practice. Since the classroom in this model is seen as a minisociety, a community of learners engaged in activity, discourse, and reflection, some people say constructivism is more suitable for students from privileged backgrounds who have outstanding teachers, committed parents, and rich home environments. Some people say the classroom collaborative work, if used inappropriately, can