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1、Constructivism in English Teaching and learning,建构主义在英语教学 与学习中的应用, 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. Conclusion,Introduction,One approach to teachin
2、g 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.,Introduction,
3、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 knowledge is
4、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 time constru
5、ct 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 constructing persona
6、l 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,教学支架是对学生适时，适当，适量的支持和帮助，学生能做的自己做，不会的老师教,Constructivist view of teaching,The role of the teacher is to organize information around conceptu
7、al 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 activities
8、are student centered and students are encouraged to ask their own questions, carry out their own experiments, make their own analogies and come to their own conclusions.,Constructivist view of teaching,The objective in a constructivist lesson is to engage student interest on a topic that has a broad
9、 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 the students take the bull by
10、 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 learning,Constructivist view of learning,Learning involves inventing ideas rather than mechanically
11、 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 mediated, and thus non-ob
12、jective”.,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 strategies. In a constructivist s
13、etting, 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 predictions which might be ba
14、sed on them,空杯理论,古时候一个佛学造诣很深的人，听说某个寺庙里有位德高望重的老禅师，便去拜访。老禅师的徒弟接待他时，,终于，这个人站起来，向高僧道了谢，便恭辞而去。他已明白了所要问的道：装满了水的杯子是不可能再装进新的水的，只有空杯的心理，才能够接受新的东西。这就是叶茂中推崇的空杯理论。所以“open“-打开，打开心胸，打开头脑，才能将整个人开放，吸收学习更多的东西。,一天，母亲在厨房做饭，听到客厅传来儿子的哭喊声原来，儿子在玩耍的同时把手伸进了一个花瓶中打不出来，母亲用尽了办法，也无济于事，于是找了一个锤子砸碎了花瓶，儿子的手安全了，母亲掰开他攥紧的手却发现，他的手中牢牢抓着一
15、枚五分硬币，淘气的儿子在玩耍的时候把硬币扔进了花瓶，他想把硬币取出来，可是由于攥紧的拳头过大而阻塞了瓶口，就怎么也出不来了，母亲哭笑不得，被砸的花瓶价值3万。 其实，对我们来说，很多人和那个小孩是一样的，抓紧了自己看懂的东西不撒手：权利，利益，面子却往往放弃了更有价值的东西。是啊，适时的倒空杯中的水，才能够装进更新的水，也不至于让原杯中的水变味，变质！ 这就是所谓了空杯理论。喜欢，但是做到很不容易,Constructivist in actual use,Constructivism is one of the best theories to teach and learn a langua
16、ge. 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 language learners are
17、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 Task-based instructi
18、on,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 ability to use langua
19、ge 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 after they leave scho
20、ol. 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 language instruc
21、tion 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 not only on stude
22、nts 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 ability of thinking and problem-solving.,4.2 A social constructiv
23、ist 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 contexts interact as part of a dynamic, ongoing pro
24、cess. 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. Teachers and learners also interact with each other; t
25、he 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 are in this way a dynamic equilibrium.,4.3 All-
26、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 co
27、nstructivism 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 produce a “tyranny of the majority”, in which a few students voices domi
28、nates the groups conclusions. Come people say that constructivists, by rejecting evaluation through testing and other external criteria, have made themselves unaccountable for their students progress.,Conclusion,Constructivism, whose major claim is that we construct our meaning or in other words we
29、make our own sense of the word, has shed light on and caused a fundamental change in evaluation. Knowledge is no longer seen as transmitted, but constructed by individuals. It is wise for us to combine each teaching method together in English teaching and learning. Although we can not regard constructivism as the only viable theoretical framework, its dominating place is self-evident. I do hope that some of the insights gained in this study may be helpful to the English teachers as well as the learners.,Thank you ！,