文档介绍：教学研讨之五
建构主义学儒
(四川省平昌中学四川平昌 63640)
【摘要】本文以建构主义学习理论的“情境”、“协作”、“会话”和“意义建构”四大要素为背景,从以教师为主导进行“情境”创设,以学生为中心进行“协作”学习,以课堂为阵地进行“会话”商讨,以创新为目标进行“意义建构”四个方面探索了由传统的以教师为中心的逻辑讲解传授式的教学过程转变为通过情境创设、协作学习、问题探索、意义建构等以学生为主体的教学过程。
【关键词】建构主义;情境创设;协作学习;会话商讨;意义建构;教学模式
Apply the studying theory of constructivism to
English teaching in middle schools
ZHOU ping-ru
(Ping chang Middle school, Ping chang county, Sichuan, 636400)
Abstract: This article is set in the four factors under studying circumstances: Situation; Co-operation; Conversation and Construction of the meaning. It illustrates from the four aspects: making up Situations where teachers are dominant; Studying Co-operatively where Students are the centre; Discussing in classes; Constructing meanings with the aim of inventing new things and it explores that the teaching process in which teachers who logically explain and teach are traditionally the centre is changed into that in which students are the centre by making up Situations; Studying Co-operatively; Probing problems, Constructing meaning.
Key words: Constructivism; Making up situations; Discussing in conversation; Construction of meaning; Teaching mode
建构主义学习理论的引入和以计算机为核心的多媒体、网络、通信技术在教学领域的运用,打破了传统教学模式的束缚。为探索构建新型的教学模式提供了理论基础和技术条件。
建构主义学习理论的基本观点认为学习者知识的获取,不是通过教师传授得到的,而是学习者在一定的情境,即社会文化背景下,借助其他人的帮助,利用必要的学习资料,通过意义建构的方式而获得。因此,该理论认为
“情境”、“协作”、“会话”、“意义建构”是学习环境的四大要素。强调学