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建构主义认为,个体一出生就从自身经验出发构建起对世界的理解。每个人都主观地构建对自己有个人意义的知识。建构主义的教育观认为,教师对建构主义的最好实践是使用对话,而不是向学生灌输信息,教师以解决问题的形式向学生提出概念、任务等,问题留待他们自己去探究;教师是反思性从业者,教师的信念比教师的知识更能够影响其教学行为。从建构主义角度来审视英语专业美国文化的教学模式应为:“以学生为中心,在整个教学过程中由教师起组织者、指导者、帮助者和促进者的作用,利用情境、协作、会话等学习环境要素充分发挥学生的主动性、积极性和首创精神,最终达到使学生有效地实现对当前所学知识的意义建构的目的。”在这种模式中,学生是知识意义的主动建构者;教师是教学过程的组织者、指导者、意义建构的帮助者、促进者。在建构主义理论下,教育者注意事实与学生新的理解之间的联系。教师会根据学生的不同反应而采取不同策略,鼓励学生分析、理解和预测信息;同时也提出开放式问题,提倡学生间广泛讨论,以强调自己动手解决问题的能力。
Constructivism holds that an individual, upon birth, builds his understanding of the world from his own experience. Everyone subjectively build their own personal sense of knowledge. Constructivist view of education that the best practice of teachers on constructivism is the use of dialogue, rather than to instill information to students, teachers in the form of problem-solving to the students to put forward the concept, tasks, etc., the problems left to their own to explore; teachers are reflective Sex practitioners, teachers, beliefs more than the teacher’s knowledge can affect their teaching behavior. From the perspective of constructivism, the teaching mode of American culture in English majors should be as follows: “The student-centered teaching of teachers should play the role of organizer, mentor, helper and facilitator throughout the teaching process, use context, collaboration, Conversation and other learning environment elements give full play to students’ initiative, enthusiasm and initiative, and finally achieve the purpose of enabling students to effectively construct the meaning of current knowledge. ”In this model, students are active constructs of knowledge meaning Teachers are the organizers and guides of the teaching process, the helpers and promoters of meaning construction. Under constructivist theory, educators pay attention to the connection between facts and new understanding of students. Teachers will adopt different strategies according to the students’ different reactions so as to encourage students to analyze, understand and predict information. At the same time, they also propose open-ended questions and advocate extensive discussions among students so as to emphasize their own ability to solve problems.