基于建构主义的大学英语教学案例研究

()20102(1250)JournalofInnerMongoliaAgriculturalUniversity(SocialScienceEdition)No.22010(Vol.12SumNo.50)基于建构主义的大学英语教学案例研究*(内蒙古农业大学外国语言学院,内蒙古呼和浩特010018):近二十多年来在国际上广为传播的建构主义教学理论已经发展较成熟,并逐步确立了其外语教学理论依据的地位本文就如何以建构主义理论为指导,在高校英语教学过程中充分利用学生的积极性主动性和创造性培养其积极的学习态度和合作精神,极大地提高课堂教学效益等问题进行了阐述::G642.0:A:1009-4458(2010)02-0143-03,,,,,,,(constructivism),(GiambattistaVico),(Kant)!(Dewey),,,,,,,,,()-(J.Piaget),,(schema)(assimilation)(accommodation),----!(),(),(Vygotsky)(Bruner)(Ausubel)(Spiro)(cognitiveflexibilitytheory)(Kohlberg)(Kohlberg∀s?Theory?of?Moral?Development)(Sternberg)(TriarchicTheoryofIntelligence)1.,,,,(),,,,,,!,,,!,,,,,,,,*:2009-11-02:(1977-),,,2.,,,,,,(facilitatoroflearning)(negotiator)(participantandcooperator)(psychologicalsupporter)3.(ScaffoldingInstruction)(cognitiveapprenticeship)(AnchoredInstruction)(RandomAccessInstruction)(SocialConstructivism),:,,:----AFacetoFacewithGuns!,,,,,1.,,,:SituationOneTime:onenight.Scene:thecampusofInnerMongoliaAgriculturalUniversity.Situation:Youwerewalkingtowardsyourdorm,andthensuddenlyamanemergedandorderedyoutoemptyyourpocket.Question:Whatdoyouthinktherobberwouldhaveinhishand?(Possibleanswers:aknife,abottle,abelt,ahugestickandsoon.)SituationTwoTime:onenight.Scene:thecampusofCaliforniaStateUniversity,LosAngeles.Situation:Youwerewalkingtowardsyourdorm,andthensuddenlyamanemergedandorderedyoutoemptyyourpocket.Question:Whatdoyouthinktherobberwouldtakewithhim?Possibleanswer:agun,suchasapistol,amachinegun,ashotgun,arifle,etc.situation,,Whatmakesthedifference?,,(,)#Facingthearmedrobber,whatwouldyoudo,toresist,tocooperateortorunaway?Wouldyouranswerbedifferentifyouhadagunwithyou?,,:#Doyouthinkitagoodideaforagovernmenttoallowitscitizenstoownprivateguns?Why?,,2.,,,,,,,,,:#Whattypeofwritingdoyouthinkthistextis,narration,description,expositionorargumentation?Why?#Whatarethesixelementsofnarrativewriting?#Pleasefindoutthetime,thescene,thecharactersandtheeventofthestory.#Inwhatkindoforderwasthispassagedeveloped?Intimesequenceoraboutasetofsequentialactions?(Hint:Sequentialactionslaystressonasetofactions,whiletimesequenceemphasizesthetimeorderoftenwithtimesignals.),,Paragraph1SituationintroductionParagraphs2-27ProcessParagraphs28-30EndingParagraphs31-34Reflections3.,,:#QuestionforPart11.Theyoungrobbercalledthewritermother!(Paragraph2)because:A.thewriterishismother.B.thewriterisolderthanhim.C.hewastryingtocheatthewriterofhismoney.D.hewasveryangryandhemeanstoberudeandoffensive.#QuestionsforPart22.MatchthefollowingexpressionsfromthetextwiththeirequivalenttranslationsA.planter(line7)B.backpocket(line15)amachineortoolforplantingseeds144()20102(1250)C.snap(line24)BelyingonthepathwaywithmyfacetouchingitD.criminaltrials(25)SaysomethingsharplyandrudelyE.getdown(line29)F.beflatonmyfaceonthepathway(line31)3.Whichofthefollowingobjectsofthewriterwasnottakenwaybythetwoyoungmen?A.WalletandmoneyB.WatchC.KFCchickenD.Thehousekey4.Pickoutthedescriptionofthesecondyoungrobber.#Slightandshorter#Portlyandunshaven#Wearingastockingcap#Beinginadarknylonjacket#Holdingalarger-than-usualbluesteelpistol#Withbrightdarkeyes#Movinghislegsandarmssuddenlyasiftheywereconnectedtohiddenwires5.AccordingtoParagraph15,whichofthefollowingstatementsisnottrue?A.Onlyveryfewvictimsofarmedattacksareabletorecognizetheirattackers.B.Mostvictimsfocustheirattentionontheguns.C.Victimsseldomfocustheirattentionontheirattackers.D.Thewriterwassofrightenedthatheonlyfocusedonthebluesteelgun.6.Whichofthefollowingstatementsisnottrue?A.Thetworobbersleftbytakingacar.B.Thetworobbersdidn∀tkillthewriter.C.TheKFCchickensavedthewriter∀slife.D.Theshortattentionsavedthewriter∀slife.Questionsfordiscussion:#Doyouthinkthewriterwasveryclever?Why?#InParagraph15,thewriterconsideredthesecondyoungrobbernotstupid.Doyouagree?Why?#QuestionforPart38.WhichofthefollowingcommentsontherobberyarenotfromtheofficersoftheLAPD?A.Itwasveryrudeoftherobberstohavetakenthewriter∀sKFCchicken.B.Nobodywashurt,whichwasveryimportant.C.Thetworobbersmighthavealsocommittedseveralotherrobberiesintheareaoverthepastfewmonths.D.Hewrotedownmyaccountofwhattherobberslookedlikeandsentapolicecar.#QuestionsforPart410.Whataretheseyoungmencomparedtobythewriter?11.Whatdamagedotheseyoungmendotooursocietyaccordingtothewriter?12.?Whatdoesthewritermeanbysayingsomeday,wewillhavetofacethisriverandseekthedepthsofitsdiscontent?4.,,,,LAPD!,,LAPD!,LAPD!,,,,,,,,,,,5.,,,,,,,,,,,(Whatcouldbethecausesofthoseyoungmen∀sdiscontent?),(Narratearobberyyouhaveexperiencedorwitnessed.),,,,∃:[1]莱斯利%P%斯特弗,杰里%盖尔.教育中的建构主义[C]高文,等译.上海:华东师范出版社,2002.[2]刘邵宾.构建建构主义英语教学观[J].湘潭师范学院学报,2004(4).[3]何克抗.建构主义&&&革新传统教学的理论基础[J].学科教学,1998(5).[4]高文.建构主义研究的哲学与心理学基础[J].全球教育展望,2001(3).[5]张素英,刘长青.建构主义教学理念及其在大学英语阅读教学中的应用[J].河北大学学报,2007(1).[6]王希宝.建构主义外语教学模式的理论依据[J].成都教育学院学报,2005(5).[7]张家进.论建构主义学习理论指导下的英语课堂教学改革[J].教育理论与实践,2007.[8]梁春林.建构主义学习理论与更新教师教学理念[J].广西社会科学,2005(5).[9]郑树棠.新视野大学英语读写教程(第一册)[M].外语教学与研究出版社,2001.145