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ChenYabin:ResearchonFlippedClassroomTeachingofHighSchoolEnglishReadingfromthePerspectiveofConstructivism建構(gòu)主義視角下高中英語閱讀翻轉(zhuǎn)課堂教學(xué)研究
【摘要】近年來,隨著我國經(jīng)濟(jì)與互聯(lián)網(wǎng)的飛速發(fā)展,翻轉(zhuǎn)課堂興起并顛覆了我國傳統(tǒng)英語課堂模式,其優(yōu)越性對于提升我國英語閱讀教學(xué)效果與學(xué)生閱讀學(xué)習(xí)的積極性與主動性都具有非常重要的理論價(jià)值和實(shí)踐意義。本文通過問卷調(diào)查的形式,調(diào)查了如今高中英語課堂的現(xiàn)狀,分析了當(dāng)下高中英語閱讀課堂中存在的問題。此外,本文還結(jié)合建構(gòu)主義理論探討了翻轉(zhuǎn)課堂教學(xué)的優(yōu)勢,探索了翻轉(zhuǎn)課堂在我國英語閱讀教學(xué)的應(yīng)用,這樣做的目的是優(yōu)化我國高中英語閱讀教學(xué)模式,提高學(xué)生的自主學(xué)習(xí)能力和教師在平時(shí)上課過程中的教學(xué)效果,進(jìn)而不斷提高學(xué)生成績?!娟P(guān)鍵詞】建構(gòu)主義;翻轉(zhuǎn)課堂;閱讀理解
ResearchonFlippedClassroomTeachingofHighSchoolEnglishReadingfromthePerspectiveofConstructivism
Abstract:
Inrecentyears,
withtherapiddevelopmentof
Internet
andoureconomy,theriseofflippedclassroomhassubvertedthetraditionalEnglishclassroommodelinChina.
ItsadvantagesareofgreattheoreticalvalueandpracticalsignificanceforimprovingtheEnglishreadingteaching
effect
andstudents'enthusiasmandinitiativeinreadinglearning.
Thispaperinvestigates107highschoolstudentsbymeansofquestionnaires.
ThentheauthoranalyzesthecurrentproblemsinhighschoolEnglishreadingclasses.
Inaddition,
thispaperalsodiscussestheadvantagesofflippedclassroomteachingfromtheperspectiveofconstructivism,
andexplorestheapplicationofflippedclassroominEnglishreadingclassinChina,inordertooptimizetheteachingmodelofEnglishreadinginseniorhighschoolsinChina,
improvethestudents'
independentlearningabilityandtheteachers'
teachingeffectinroutineteaching.
Thus,
thestudents'
performanceinEnglishclassroommaybe
improved.
Key
words:Constructivism;Flippedclassroom;Englishreading
1.
IntroductionAsZhangJinglisaid:
“EnglishreadinginChinaoccupiesavitalstatusinEnglishteaching”.
Also,
weknowourEnglishcurriculum
requires
studentstohavesome
readingamountsand
readingability.
(ZhangJingli,
2010:548-549),
andasZhangJinglisaid:
"
Englishreadingabilityistheabilitythateachofuswho
studies
Englishneedtohave"(ZhangJingli,2016,12-12).
Englishreadingisanindispensablepartofcultivatingstudents'
abilitytoobtaindifferentkindofmessagesandlogicalthinkingabilitytosomeissues.
Thus,
Englishreadingshouldbevaluedenoughbyourteachersandstudents.
Inaddition,
students’
zealandinitiativeinlearningEnglishshouldbe
boosted.However,
it'snot
hardtofind
therearemanyproblemsinourEnglishreadingclassesinourcountry.Forinstance,
manyteachersjustimpartknowledgetostudentsanddon’tteachreadingskillsforstudents.
Oneofthe
results
arethatstudentsbecameincreasinglypassiveinEnglishreading
classes.
Inrecentyears,
flippedclassroomteachingmodelconformstotheconstructivismteachingtheory,
whichisofprofoundsignificanceto
enhancing
theeffectofEnglishreadingteachingandstudents'Englishlevel.
Groundedonsomeproblemsintoday’sEnglishreadingclassesinChina,
thispaperdiscussesthebenefitsofflippedclassroomteachingmodelinviewsofconstructivism.
Andsome
feasiblesuggestionsareputforwardfortheapplicationofflippedclassroominEnglishreadingteachinginChina.2.
Theoreticaloverview2.1DefinitionandOriginofFlippedClassroom
AsFengJiansaid,
“flippedclassroomisnothingmorethananewteachingmodelthatinvertedthetraditionalclassroom."
(FengJian,
2017:129).
Intraditionalteachingmodel,
theteacheristhemaster,
andteacher'stasksisnothingmorethan
imparting
ofknowledge.
Weknowthiskindofteachingmethodiscramming,
whichmakethestudent
tobecome
apassivereceivertoknowledge(ChenXiao,2015:186-186).
Inthisprocess,
thestudent'sinitiativeandzealcanbefulldisplay.
As
innovation
andsubversionoftraditionalteachingmodelflippedclassroomteachingmodelisthatteachersrecordtheteachingvideosrelatedtotheclasscontentbeforeclass,whilestudentsareaskedtowatchandlearnbeforehand.
Sothatstudentsandteachershavemoretimeandopportunitiesto
communicate
andinteractingwitheachotherandsolvethedifficultiestogetherduringclass.
TherebyStudent-centeredgoal
has
beenrealizedinthisnewteachingmodel.
Also,
studentscanharvestknowledgeintheprocessofindependentlearning(FengJian,
2017:129).
Tosomeextent,
flippedclassroomfitsintotheconstructivismtheory,
whichisofimmensehelptostudents'
learning.
Peermutualteaching,
whichwasfirstadvocatedbyEricMazur,
aprofessoratHarvardUniversity,
wastheoriginalprototypeofflippedclassroom.
In2007,
twohighschoolchemistryteachersintheColoradorockymountainforestpark,
JonathanBermanandAaronSamusemultimediaandrelatedsoftwareto
teach,combiningthecoursecontentwithvideoandInternetinordertohelpthestudentscannotcometoclass.
Thosewhohave
cometo
class
canalsowatchthevideotoconsolidatetheirlessonslearnedinclass.
Asaresultitreceivedagoodeffect(HuangJianming,
2016:79-80).
Inaddition,
SalmonKhan,
whotooktheleadingpositioninflippedclassroom,
madeavideoto
instruct
hisnieceandnephewanduploadedhisvideototheInternettohelpmorestudentswithsimilarlearningdifficulties.
In2006,
Khansetupanonprofitwebsite,
thekhanacademy,
touploadavarietyoflearningvideosandresourcesfordownload.
In2011,
teachersatClintondaleprominentschoolinMichigan,
USA,
implementingtheflippedclassroomteachingmodelintheirclassandhadachieved
excellent
teachingresults.
InChina,
comparedwithuniversities,
therearemorestudiesonflippedclassroominmiddleschools.
And,
comparedwithvocationalhighschools,
therearemorestudiesonflippedclassroominuniversities.
JiangjinJukuiMiddleSchoolwhichisakey
middle
schoolinChongqingwasthefirstplacetoimplementflippedclassroom,achievinggoodoutcomes.
ChongqingJukuimiddleschoolwhichenjoysafinereputationforitssolidfoundationandfirst-classmanagementlevelinthesocietyis
thewindow
school
inJiangjindistrict.
Theschoolhasattractedtheattentionofdomesticexportsin
teaching
itsmiddleschoolstudentsusingtheinvertedclassroommodel.
Sincethen,
manypracticalseminarsaboutflippedclassroomhavebeenconductedbyprofessorChenYukunatEastChinaNormalUniversityinChina.
Moreschoolleadershaveseenthedawnof"futureeducation",
andmoreandmoreschoolsareconductingflippedclassroomresearchandpromotion.
However,
asthesayinggoes:“everycoinhastwosides”.
Flippedclassroom
is
noexceptionbecausetheflippedclassroommodelstillexistingsomeproblemsinpractice.
teacherswhousingflippedclassroommeanstheymayspendplentyoftimeandeffortonit.Ontheotherhand,it
meansthatstudents'sparetimewillbeoccupiedmore.
ResearchonflippedclassroominChina
ismainlyconcentrated
onthestageofspeculativesummary,andthereislittleresearchonthespecificoperationprocessandimplementationscheme.
Thispaperaimstopropose
aviable
operationschemetofacilitatetheimplementationofflippedclassroombystudyingthespecificfunctionaloperationprocessofflippedclassroominEnglishreading.
2.2DefinitionofConstructivismTheory
Emergedinthelate20thcentury,
Constructivismbelievesthatlearningprocedurerelatedto
meaning
constructioninaspecificsituationthroughthemutualcooperationbetweenteachersandstudents.
Piaget,
anoutstandingrepresentativeofcontemporaryconstructivism,
believesthatlearnersre-understandandencode
new
informationinlearninginordertoconstructtheirownunderstandingaccordingtotheirindividualexperiencebackgroundandoriginalknowledgeexperience(ZhangLixia,2010:548-549).
Now,
theConstructivismthatweallgenerallyacceptmainly
containsthefollowing
threebasicviewpoints:knowledgeview,studyview,studentview.
TheConstructivistemphasizesthatknowledgeisnotanaccuraterepresentationofrealityandthefinalanswerof
questions.
It
isjust
asimpleexplanation,ahypothesistosomequestionsandphenomenon.
BasedonConstructivistlearningtheory,
learningisnotaprocedurethatteachersimpartnewideasorfinethought
to
students,
butaprocesswherelearners
proactively
constructknowledgeindependently.
Constructivismholdsthatstudents
donotentertheclassroomwithemptyheads.
Before
gettingintothe
classroom,studentshaveaccumulatedalotofknowledgeandexperienceintheirdailylife.Inviewsofthatcondition,
teachersshouldbethehelpertoconnect
new
knowledge
to
informationexistinginstudents'minds,theninstructingstudentstoacquireandconstructnewideasfromtheoriginalideas.
Asateacher,
weshouldalsohelpstudentstostudyactivelyandconsciously.
Also,
Studentsshouldbegivenmore
freedom
toformtheirownideasand
opinions,
integratetheirknowledgesystemaccordingto
thespecific
situationandactivelymobilizetheknowledgeintheirbraintosolvepracticalproblemsinlifeandlearning.
2.3RelationshipsbetweenConstructivismTheoryandFlippedClassroom
Inrecentyears,
flippedclassroomattractspeople'sattention,
andpeoplegraduallyrecognizetheeffectofflippedclassroom.
Tosomeextent,
theteachingmodelofflippedclassroomobjectivelyconformstotheconstructivismtheorybecausetheteachingmodeofflippedclassroomisstudent-centeredinteachers'
daily
teaching.
Therebyitcanbesaidthattheconceptofconstructivismpracticedby
flipped
classroom.Inflippedclassroom,
students
learntointegrate
thenewlylearnedknowledgewiththeirpersonalknowledgeandexperience,whichareconducivetocontinuouslyimprovingtheirindependentEnglishlearningabilityandpracticalapplicationabilityofEnglish.3.ProblemsofTeachingEnglishReadinginChinaTheauthorsentquestionnairestohighschoolstudentsandmadestatistics.
107questionnairesweredistributedand107wererecovered.
And107questionnaireswerevalidandthemaincontentofthemcan
besummarisedas
followed.
(1)
questions1and2
areintendedto
surveyteacher'steachingpurposesandteachingmodeinthecourseofclass.
48.6%
ofstudentsthinkthatthemainpurposeofteachersinhighschoolEnglishreadingclass
istoimpart
knowledge,and79.44%ofstudentsthinkthatteachersareteacher-centeredintheusualclassprocess,withasingleteachingmethodandteachers'teaching.
(2)
Questions3and4
areaimedat
investigating
teachers'teachingmethods.
65.42%
ofstudentsbelievethatteacherswilldirectlysolveproblemsencounteredbystudentsinclass,
andthepersonwhohaslittletimefordiscussioninEnglishreadingclassaccountingfor77.57%
(3)
Questions5and6
aresettoinvestigate
students'interestinEnglishclasses.
From
theresults,
wecanfindstudentswhosaidtheirEnglishreadingclasswasnotsodivertingareat
72.9%.
Participantswho
donotlove
theEnglishreadingclassarecalculatedat72.9%.Fromthosestatistics,
wecansumupthatmostEnglishreadingclassisnotsoattractivetostudentsandmanystudents
donotlikeit
verymuch.
(4)
Questions7and8areaboutstudents'
memoryeffectofwordsandreadingabilityafterlearning.
83.18%
of
students
saidtheirwordmemoryeffectwasbad,
and75.7%
through
theirreadingabilitywasaverage.
(5)
Questions9
is
concerningstudents'expectationsonEnglishreadingclassesandthesurveyfoundthatabout78.5percentofstudentsexpecttocombineEnglishreadingclasseswiththeInternet.
Question10isaboutstudents’opinions
onwhethermultimediateachingishelpfulforimprovingEnglishlearning.
Itwasfoundedthat83.18%
ofstudentsdeemmultimedia,
suchasPPT,
isusefultoboost
theirzealinEnglishreading.
Tosumup,
wefoundthat,
atpresent,
China'smostschoolreadingclassteachingmode
is
mainlyteacher-centered.
IntraditionalEnglishreadingclass,
teachersoftenteachstudents
aboutthe
newwords,grammarandtranslatethewholetextforstudentstounderstand.
Afterthat,onlythe
key
sentence,paragraphsetc.arepointedbyteachersforstudentstomemory.
Thisinstructional
mode
isstillthatteacherstaketheleadingposition.
Asa
consequence,teachers'traditionalteachingideasandbehaviorsmayseriouslylimitstudents'personaldevelopmentandtheformationofculturalconsciousness,becauseintraditionalEnglishreadingteachingprocess,students’creativethoughttoproblemsareincreasinglydisappearing.
Also,
students
gradually
lacktheparticipationandinteractioninclass.
ItseemsthatEnglishreadingclassisboring,
andstudents'
interestinreading
are
low.
Inaddition,
it’sknownforusthatthedifferentpeoplemayhavedifferentreadingability.
But
therearestillsometeachersdonotadjusttheteachingscheduleandmethodstosuitthestudentswithdifferentEnglishabilityinclass.
Asaresult,
manystudentshavelow
zeal
tolearn,whichleadtolowreadingscores.
Teachersbecomedepressedbecauseteacher’steachingqualityisunsatisfied.
Thetypicalproblems
arecaused
byabove
being
summedupas
following.
(1)
Mostof
thestudents
mayhavetroublerememberingwordsandbeunabletodealwithissuesindependently.
Toillustrate,
whentheycomeacrossunfamiliarwordsinreading,
theyoften
referto
referencebooksinsteadofanalyzingthecontextofthearticle.
(2)
AsisknownforusthatEnglishreadingskillssuchasskimming,scanning,
are
extremelyimportant,
becausenotonlycanitimproveourreading
speed,itcanalsobenefitourunderstanding.
Tobespecific,
withsomeEnglishreadingskills,
wecanreadmorefasterandmore
accurately.
But,
inourlife,
manystudentsdonotconsider
reading
strategies,whichdefertheprocessofreadingpassagesandevencausemisunderstanding.
(3)
Student’sEnglishreadinglevelislowandtheirEnglishlanguagesenseisweakunderthetraditionalteaching
mode.
Often,theycan’tfindthe
divertingness
oflearning,andtheirEnglishreadingscoresarenotidealusually.
Therefore,
itisnecessaryforustoimplementtheflipped
classroom,soastochangetheoutdatedEnglishteachingmodeandreshapestudents'learningstyle,cultivatingthestudents’’initiativeandlearningability.
4.
AdvantagesofImplementingFlippedClassroom4.1ImprovingStudents'
LearningInitiativeandEnthusiasmFirstofall,
thelimitationoftimeandspaceisbrokenbyflippedclassroom-oneofthemostdifferencesbetweenflippedclassroomand
traditional
classroom.
Studentscanstudyanytimeandanywhere.
Also,
theycanadoptanefficientlearningmethodsuitabletothem,
whichhelpstotheirquickactiontolearn.
Moreover,
inourdailylife,
itwasfoundthatmanypeoplearoundusarepronetoprocrastinationwhenbegantodoonethinginmanycases.
Scientificexperimentssuggestthathereasonwhyyouprocrastinateisbecausethe
current
taskquantityistoolarge.
So,
how
tofixthis
problem?
Flippedclassroomcan
solvethisproblem
precisely,becausetheteachingvideosinflippedclassroomaregenerally8-15minuteslong.
Itmaybeshortbutconciseincontentandhighlightedinfocus.
Teachers
areableto
dividethetime-45minutesperclass-intochunksandallowstudentstolearnthoughvideosonebyone.
Throughthis,
students'
mentalburdenoflearningcanbevastlyreduced,
andtheirenthusiasmandinitiativecanbe
boosted.Thenthey
areabletoquicklyimmerse
inlearningvideo.
4.2EnhancingClassroomCommunicationandInteractionbetweenTeachersandStudents
Classroomcommunicationandinteractionare
a
vitalcomponenttodevelopstudents'readingeffect.
Beforeclass,
studentshadwatchedthevideoandhadapreliminaryunderstandingandmasteryoftheknowledgepoints,
suchasthemeaningofwordsandphrases,
theuseofgrammarandsoon.
Thisstepgreatlyshortensthetimeteacherstoexplain
contemporary
knowledge.
This
part
oftime,howevercanbeleftforteacherstoclarifyvitalbuthardissuesandforstudentstodiscuss,anddoingotherlanguageoutput.
Inthisway,
notonlycantheycomprehendlanguagepoints,
enhancingtheircommunicationskills,
butalsotheirsenseofcooperationandteamspiritcan
beactivated.
Thusanopen,
inclusiveandharmoniouslearningatmospherecan
becreatedfor
studentstolearning.
4.3HelpingStudentsConsolidateWhatTheyHaveLearnedAfterClass
Flippedclassroomisofextremesignificanceforstudents'
review
afterclass.
Thecontentofflippedclassroomvideosismostlythefocusanddifficultyofaclass.
Afterclass,
studentscanreviewthelanguagepointsinvideoagainonthebasisoftheirpersonalneed.
Duringwatchingthevideo,
students
havearighttocontrol
thetimeandprocessoflearning,then,adjustingthespeedinlinewiththeirspecificlevel.
Studentsalsocanselecttoskiptheknowledgepointstheyhavemastered
toenhancetheir
learningefficiency.
Forthoseknowledgepointsthattheyhavenotkeptinmindorthepartsthataredifficulttounderstandin
class,
they
arecapabletowatchthispartofthecontentagaininorderto
firm
whattheyhavegainedinclass.
5.
TheConcreteApplicationofFlippedClassroominTeachingEnglishReadingfromthePerspectiveofConstructivism5.1BeforeClass--
TeachersandStudentsFinishtheTasksRespectively
Constructivismlearningtheoryholdsthatstudentsarethecenteroflearningandtheactiveconstructorsofmeanings.
It
doesmeanthat
teachersareonlysupportstoinfavorofstudentstoformtheirowncomprehensionofknowledge.
Basedonthis,students'abilitytoindependentthinkandlearnshouldbecultivated.
ParticipantsofEnglishreadingclassaremainlyteachersandstudents.
InEnglishreadingteaching,
teachersandstudentsshouldthereforecompletedifferenttasksbefore
class,soastoensuretheorderlyprocessofflippedclassroomandtheimprovementofteachingquality.
5.1.1Teacher’stasks
Constructionistsbelievesthat
teachers,asthesupportersshouldstressstudentslearningincontext.
Basedonthis,itisnecessaryforustochangeconventionalformofclasswhichiscenteredonteacher,classroomandbook.
So,
theroleof"assistance"
ofateachercan
berealized.
Theflippedclassroomisusedtodesignlearningscenariostoprovidestudentswithrichlearningmaterials,
broadentheirhorizons,
buildtheconnectionbetween
new
informationandstudents'originalinformation,andbetterrealizethe"assimilation"ofstudents'privateknowledge.
Therefore,
teachersneedtocompletethefollowingstepsbeforeclass:
First,
beforemakingtheteachingvideo,
Inordertoformulatethecorrectandproperteachingtarget,
teachingcontent,
teachersshould
carefully
analyzetheteachingtarget,
teaching
difficulties
andvitalcontentofthecourse,aswellasthestudentsofclasslevel,etc.
Onlyinthisway,
teacherswillhighlighttheproblematicpointinclassandtherelatedknowledge.
Inthemeantime,
studentsaremoreeasytograspthelanguagepoints,
immersedinlearningthroughtheprocessoflearningandteaching.
What
isnoteworthy
isthatthecontentoftheselectedmaterialsshouldhighlightthekeypoints,butnotbetoohardandbeyondtheactuallevelandreadingabilityofstudents.
Otherwise,
thiswill
donotcontributeto
studentstofullyactivatetheircurrentknowledgesystemtodigestthevideocontent,andconstantlyimprovestudents'readingability.
Second,
makingvideos.
Firstofall,
theamountofinformationcarriedbytheteachingvideoshouldnotbetoomuch,
itshouldbe
short
butlogical,andthetimeshouldbecontrolledwithin8-15minutes.
Theteachershould
considerhowtoexplain
aknowledgepointthoroughlyandclearlyinashorttime.
Secondly,
theentrypointandpresentationofteachingcontentshouldbeasnovelaspossible.
Teacherscansearchforrelevantpictures,
textsandvideoontheInternetto
active
studentsfrommultipleangles,soastodrawstudents'attentionandarousetheirinterestinlearning.
Finally,
teacherscanassignafewquestions
toendthis
partofcontent.
Teachersshouldfocusonthedifficultyoftheproblemwhenarrangingtheproblemtoensuretheseproblemscanarousethelearninginterestofstudentsandgivestudentsadefinitesenseofachievement,
soas
topreparefor
thefollowingclassroomteaching.
Forexample,
whenlearningEnglishlesson-
TheOlympic
Games,
teacherscansetthefollowingquestionsaboutTheOlympicGamesatthebeginningoftheclass
studentstoguess.(1)What
isthenameof
thecountrywheretheOlympicGamesbeganinancienttime.
Greece.
(2)Whocompeteswithanotherorothers.
Competitor.
(3)WhatkindofsentencestakenastheguidingruleinTheOlympicGames.
Motto
(4)WhatkindofthingsgiventothetopthreepeopleineacheventinTheOlympicGames.
Medals
(5)Insports,
who
participatesin
thegame.
AthleteInthisprocess,
studentscanclearlyknowtheirownproblems,
andmay
havetheopportunitytocommunicatewith
teachersorotherpeersinclass,soastosolvetheirpeculiardoubtstimely.
Inthemeantime,
teachersshouldunderstandstudents'
learningstatusandrespondtostudents'
problemstimely,
sothatteacherscanimprovetheirEnglishteachingabilityandstudentscanboosttheirEnglishreadinglevel.
AccordingtoConstructivismlearning
theory,wecaninferthatstudentslikea“buildingworker”takingtheinitiativetobuildtheirownknowledgebuilding.
Theyarenotpassivebutactive.
Hence,
teachersgivestudentsthefreedomtostudyindependentlyandavoidtoomuchinterferenceintheirlearning.
Studentsshouldtimelywatchvideospostedbyteachersontheirgroup,
likeQQ,
WeChat,
andcompleteaccordingexercises,
sothattheywouldbefamiliarwith
knowledge.
Inaddition,
studentsshouldlearnintimeaftertheteacherpublishestheexercises.
Theyshouldhaveacertainunderstandingofthe
key
pointsintheteachingvideoduringthelearningprocess,andtimelyrecordtheirdoubtsorisdifficulttounderstandintheprocessofwatching.
Finally,
studentsshouldfinishthecorrespondingexercisesintimeafterwatchingthevideo.
Asthesayinggoes,
“practice
isthebestwaytocheck
whatyouhavelearned”.
Studentsshouldsummarizethewrongquestionsafterdoingthem,
soas
tointeractwith
teachersinclass,solveproblemstogetherandimprovethequalityoflearning.
Flippedclassroom
istherightway
oflearning.
Thesameisthesubstanceoflearning.
Onlybycompletingaseriesoftasksbeforeclass,
canstudents
ensure
theimplementationofflippedtheclassroomandimprovethequalityofclassroomlearning.
5.2InClass--
TeachersShouldFocusonExplanationandCarryoutClassDiscussionConstructivismtheoryadvocatesthecombinationofstudents’
independentexplorationintheoceanofknowledgeandteachers'
help.
Teachersasthesupporterandmentorofstudents'
knowledgeconstruction,
shouldfreethemselvesfromtheconventionalmind,
guidingstudentsinactivelyopendiscussions,
andgivingstudents
affirmationandencouragementaftertheyansweraquestion.
Afterdoingthat,
apositive
interaction,anequalcommunicationamongstudentscanbebuilt.Also,
theyshouldarouse
students’
curiosity
toexploreknowledgeandfocus,deepentheunderstandingofknowledge,jointlycontributedtothecompletionofreadinggoals(ZhangLixia,2010:548-549)
5.2.1TeachersShallFocusonTheExplanationofKnowledge
Asweknow,
thesuccessoflearningknowledgecan’tbeachievedinonestep,
sometimesstudentsneedto
consider
repeatedlytounderstandtheknowledgepoints,andteachersneedtoexplainagaintosolvethestudents'currentconfusion.
Beforeclass,
studentshavewatchedthevideoandpreliminarymasteredthelanguageofthe
relevant
knowledge,butnofurtherabsorbedintotheirownknowledge,intotheirownlearningsystem.
So,
teachersshouldpredict
difficult
pointsinvideoaccordingtothelevelofthestudents.Therebytheobstaclesin
students'
learning
canbefurtherexplained,
andthestudentwillhave
better
viewofthedifficultpoint,internalizingthenewknowledge.
Forinstance,
whenstudentslearnthetext-
TheOlympicGamesinThefirstyearofhighschool,
theymayencounterdifficultiesinsuchthefollowinglonganddifficultsentences.
(1)Pausanias,
whowasaGreekwriter2,000yearsago,
hascomeonamagical
jouney...tofindoutaboutthepresent-dayOlympicGames.
(2)
Ilivedinwhatyoucall“AncientGreece”
andIusedtowrite
AbouttheOlympicGamesalongtimeago.
(3)
YoumustbeinterestedintheOlympicGames,
whichattract
athletes
fromallthecountries.
Here
let's
knowaboutthehistoryoftheOlympicGames.
(4)
Accordingtohistoricrecords,
thefirstancientOlympicGamescanbetracedbackto776B.C.
They
werededicatedto
theOlympianGodsandwerestagedontheancientplainsofOlympia.
Many
sportsgameswerebasedonancientGreekmyths.
Thoseproblemsmaynotbesolvedbysimplyrelyingonthestudentstolearnbythemselvesinthevideoafterclass,
sotheteachershouldfurtherexplainthesesentencepatternsandsetcorrespondingquestionstotest
students'
mastery
ofthissentencepattern.
5.2.2TeachersShouldGuideStudentstoDiscussKeyIssuesinClass
Constructivismlearningtheoryadvocatesthemodeloflearner-centeredlearningmode.Butitdoesn’tmeanthatitonlyemphasizesthecognitivesubjectroleoflearners,
italso
values
thesignificanceofteachers(ZhangJuan,2007:69-73).
Beforeclass,
thestudentswatchedthevideoandinitiallymasteredtheknowledgepoints,
whichgreatlycutthetimefortheteacher
toexplain
theknowledgepoints.
Therefore,
it
isnotnecessaryfor
theteachertowastevastvaluableclasstimeinrepeatingtheexplanationofthewidespreadknowledgepoints.
Thosevaluabletimeofclass,
however,
canbeleftforpeoplein
theclass
todiscussandcomeupwithnovelideas.
Teachersshouldputstudentsinanaccessible,
cooperative,
discussionlearningenvironment,
guidingstudentstoexploreknowledge,
findproblemsandsolve
problems,whichcaninspirestudents'mind,developtheirthinkingability,dothemasteroflearning.For
example,inclass,Teachercansetupadiscussionbasedonaspecifiedtopic,suchasfollowing.
InBeijing,
the29thOlympicGame
have
beensuccessfullyhosted.
Itmust
seemtohave
alotofprestigenotonlytoourcountry,but
alsototheChinesepeople.
CanyoulistsomebenefitsaboutTheOlympicGames.
Ifyoudo
notagreeatall,youCantellussomeabouttheOlympicGames.
Teacherscangroupstudentsfordiscussion,
andstudentsineachgroupcanlisttheirmistakesinthevideoonpaperforgroupdiscussion.
Meanwhile,
teacherscanshowsomeproblemswiththehigherrorrateinthebackgroundonthePPT,
andguidegroupmembe
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