FLT in the middle school guided by constructivism in the MCALL文档格式.docx
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FLT in the middle school guided by constructivism in the MCALL文档格式.docx
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2.2.1Aboutlearning3
2.2.2Aboutteaching4
3.Teachingmodeinmiddleschoolguidedbyconstructivism5
3.1Efficientteacher5
3.1.1Skillsforusingmultimedia5
3.1.2UsetheTextbookEffectively6
3.1.3Planthelessonsproperly7
3.2EffectiveMCALL7
3.2.1PromotingandmotivatingstudentsinEnglishlearning7
3.2.2Creatingreallanguageenvironmentinclassroom8
3.2.3Increasingstudents’backgroundknowledge8
3.2.Improvingstudents’autonomouslearning9
4.Payattentiontosomerelationshipinteachingbasedonconstructivism9
4.1Therelationshipbetweenlearner-directedandteacher-guided9
4.2Therelationshipbetweenstudents’learningindependentlyandlearningcollaboratively9
4.3Therelationshipbetweendiversificationandindividuality10
5.Conclusion10
Reference11
【Abstract】Constructivismleavesbehindthreefeaturesoflearning:
authenticity,meaningfulnesslearner-centerednessandcollaboration.Multimedianetworkforeignlanguageteachingshouldbebasedonconstructivistviewsoflearningandlearningenvironmentsoastocreateappropriateteachingmodes,assessmentindicesandaccordinglyworkableteachingdesigns.Thisarticleputforwardsthefollowingview:
multimediaaidedmiddleschoolEnglishteachingwiththeguidanceofconstructivismteachingmode,andhereauthorhopestoprovideanoutlookforEnglishteacherstobetterimprovetheirteachingefficiencyaswellasteachingqualityofMCALL.
【Keywords】multimediacomputerassistedlanguagelearning(MCALL);
middleschool;
constructivism;
foreignlanguageteaching(FLT)
1.Introduction
MultimediacomputershavebeenusedtoassistEnglishteachingforalongperiodoftime.FrompracticalexperiencesinteachingEnglish,wecanseethatthemultimediacomputershaveplayedaveryimportantroleinmotivatingthestudents’interestinlearning,enrichingtheirknowledgeandassistingtheteacherstoteach.MultimediaComputerAssistedLanguageLearningisnotsimplypresentinglisteningmaterialswiththecomputersorsubstitutingthescreenfortheblackboard,anditisnotconfinedtothelecturesorthemonologueoftheteachersinclass.Instead,theteachersshouldsupplythestudentswithamplemultimediaresourcesinvariousmediaforms.What’smore,classesassistedwithmultimediacomputersshouldinvolvestudentstothegreatestextentinactivitiesrelatedtothetargetlanguageratherthansimplybemanipulatedbytheteachers.Allinall,thenewmodeofthestudent-centeredapproachshouldtakethedominanceintheclassroom.
Atthesametime,theconstructivistapproachhasemergedasadominantmethodthatprovideschancesforstudentstouseandenhancetheircommunicativeabilities,todeveloptheirabilitytothinkcritically,andtosolveproblemsontheirown.Theforeignlanguageclasshasappliedtheconstructivistapproach.Intheclassrooms,theteachersholdthenotionthatlearnersshouldberesponsibleforconstructingtheirownunderstandingandknowledge.Studentsareencouragedtothink,discuss,demonstrateandevaluateratherthanstrictlyfollowacurriculuminwhichtheteacheristhedistributorofknowledge.Intheconstructiveclassrooms,learnersarenotthepassivereceiverofteacher-impartedknowledge,butactiveparticipantsengagedincreatingmeaningbythemselves.
ThisarticlewilltellusMCALLshowssomecharacteristicsconstructivismhas.ItwillboostmiddleschoolEnglishteachingbyusingthesecharacteristicsanditwillimprovethestudents’Englishcompetency.ThestudyprovidesanoutlookforEnglishteacherstobetterimprovetheirteachingefficiencyaswellasteachingqualityofMCALL.
2.Literaturereview
2.1Constructivismtheory
TheconceptofCALLisbackedupbyconstructivism,whichisbasicallyatheoryabouthowpeoplelearn.Itsaysthatthroughexperiencingthingsandreflectingonthoseexperiences,peoplebuilduptheirownunderstandingandknowledgeofthewholeworld.Inrecentstudies,thefollowingbranchesofconstructivisthavebeenestablished:
radicalorcognitiveconstructivism;
socialconstructivism;
thesocioculturalapproach;
symbolicinteractionism;
andsocialconstructionism.Commontothesediverseviews,theacquisitionofknowledgeismetaphoricallyidentifiedasabuildingprocessinwhichindividualsorsocialcommunitiesactivelyconstructedtheknowledge.Whenweencountersomethingnew,wehavetoreconcileitwithourpreviousideasandexperience,maybechangingwhatwebelieve,ormaybediscardingthenewinformationasirrelevant.Itisbelievedthatconstructivismisatheoryofknowledgeandlearning(Brooks&
Brook,1993).Fromtheconstructivistopinion,knowledgeisdefinedastemporary,developing,internallyconstructedandsociallymediated(Fosnot,1996).Learningisanactiveprocessinwhichanindividualconstructsmeaningfulrepresentationsoftheinformationandmakespersonalinterpretationsofenvironment.
2.2TheapplicationofMCALLguidedbyconstructivism
2.2.1Aboutlearning
Constructivistsbelievethatknowledgecannotbeobtainedbyteachers’teaching,butbeacquiredbymeansofsenseconstructionwiththehelpofotherpeople(includingteachersandlearningpartners)inthelearningprocessandnecessarylearningmaterialsincertainsituationsorsocialandculturalbackground.Sincelearningisaconstructingprocessthatisperformedthroughcooperativeactivitiesbetweenpersonsinacertainsocialandculturalbackground,thetheoryofconstructivismregardfourmainfactorsinlearningenvironmentas“situation”,“cooperation”,“communication”,and“meaningconstruction”.
Respectivelyspeaking,thesituationinlearningenvironmentshouldbeusefulforstudentstoconstructmeaningoflearningcontent,whichrequiresteachingdesignnotonlytakesteachingaimanalysisintoaccount,butalsoconsidercreatingfavorablesituationasanimportantteachingdesign.Themulti-mediaEnglishteachingmeanstointegratevariousmediaandtechniquesintoEnglishteachingandstore,process,transmitandoptimizeEnglishteachingandlearninginformationalongwithteachingenvironmentsoastoimprovetheeffectandefficiencyofteaching.Multimedia-aidedEnglishteachingwillsatisfyEnglishlearning,andlearningenvironmentwithmaximumlimitrequiredbyconstructivism.Constructivismrunsthroughthewholeprocessofmultimedia-aidedEnglishteaching.MultimediaEnglishteachingwillmeettheneedsofconstructivismfordesigninglearningsituationtoprovideanddesignreallanguageenvironmentandvirtualrealitysoastoactualizecircumstantialteaching.Inteaching,situationcanbedesignedbyepidiascopeapartfromvariouscourseware,orbyusingmovies,records,VCDprogramsandnetresourceslikeoriginalEnglishfilm,foreignlanguagenews,backgroundculture,characterbiographyandgeographicalscenes,etc.toinspirestudents’interestinEnglishlearningandfostertheirabilitiestocomprehensiveskillsof“listening,speaking,readingandwriting”.
“Cooperative”shouldbeallalongwiththelearningprocessand“communication”isindispensableincooperativeprocess.Underthemultimediateachingenvironment,learnerwillmodify,supplementanddiscussvariousconceptsthroughargumentation,communicationandcooperationtogetadeeperunderstandingforcurrentproblemsandimprovetheiradvancedcognitivecompetencethroughmutualcooperation.
“Meaningconstruction”istheultimatepurposeofthewholelearningprocess.Themeaningtobeconstructedistheinternalrelationsbetweencharacters,lawsandthemattersthemselves.Tohelpstudentsconstructmeaninginthelearningprocessistohelpstudentsgetadeepercomprehensionofrelationsbetweencharactersandlawstogetherwithvariousmattersreflectedbylearningcontent.
2.2.2Aboutteaching
Whatwillbeteachingmodeinconstructivism?
Sincewhatconstructivistpromotesisthatlearningmethodshouldbeguidedbyteachersandtakestudentsascentersoflearning,alongwiththefourfactorsofsituation,cooperation,communicationandmeaningconstructioninconstructivismlearningenvironment,theteachingmodeinaccordancewiththetheoryofconstructivismandconstructivismlearningenvironmentcanbesummarizedasfollowing:
“Centeringonstudents,theteacherstakeeffectsofbeingorganizers,directors,assistants,andpromotersinthewholeteachingprocess,usingsituation,cooperationandcommunication,etc.toexertstudents’initiativeandpioneeringspiritsoastoaccomplishthepurposeofrealizingmeaningconstructionoflearningknowledge.”Therefore,basedonthetheoryofconstructivism,themultimediaEnglishteachingshouldstressonthefollowingpoints;
1.Guidedbyteachersandcenteredintheteachingprocess,studentsmakeuseofsituationscreatedbymultimediatoperformsubjectstudy,monographicdiscussion,conversationorself-studyandsoontogivefullplaytotheirinitiativeandcreativity.
2.Students’transformationsinlearningmethodsandlearningstrategiesfrompassivitytopositivity;
fromindirectiontomultidirection;
fromindependencetocooperationhavereflectedtheinteractionoflearningprocessanddevelopedstudents’abilitiestostudyindividually.
3.Theteachingprogramfromunitytodelaminationhasshowedindividualdifferencesinlearningsoastoachieveteachingstudentsinaccordancewiththeiraptitudes.
4.Theorganizationoflearningcontentsfromclosetoopenandfromsimplextomultivariatehasincarnatedtheopennessoflearning
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