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基于建构主义的支架式教学在初中英语词汇课堂中应用

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  • 本文标题:基于建构主义的支架式教学在初中英语词汇课堂中应用.docx
  • 链接地址:https://wk.sbvv.cn/view/17344.html
  • 内容摘要:ContentsChineseAbstract2EnglishAbstract31。Introduction41。1ResearchBackground41。2ResearchSignificance41。3TheDefinitionofCotructivismTheory51。4TheDefinitionofScaffolding51。5TheDefinitionofScaffoldingItruction62。TheFeaturesofScaffoldinginVocabularyPedagogyBasedocaffoldingItruction72。1TheFeatureofClarity72。2TheFeatureofEncouragement72。3TheFeatureofFadingout82。4TheFeatureofDynamics93。ApplicationofScaffoldingItructioninMiddleVocabularyPedagogy103。1SettingupScaffolding103。2EnteringtheSituation103。3IndependentExploration113。4CooperativeLeaing123。5EffectiveEvaluation124。TheSuggestioinVocabularyPedagogyAccordingtoScaffoldingItruction135。Conclusion14References16基于建构主义的支架式教学在初中英语词汇课堂中应用摘要英语词汇在英语学习中占有重要地位。在中学无论是听说课还是读写课,都有词汇教学的身影。但传统的教学模式使初中英语课堂显得枯燥乏味,虽能基本掌握英语知识,却无法培养良好的学习心态及自主学习的能力。为此,基于建构主义的支架式教学应运而生。笔者发现在课堂上应用支架式教学模式可弥补因传统教学模式而带来的弊端。本文梳理了支架式教学的相关概念,探索了支架的特点,理清了支架式教学的上课思路,从而提出了相关的课堂教学建议。老师应当帮助学生逐步建立他自己的概念支架,培养学生自主学习能力及沟通合作能力,为学生终身学习奠定基础。关键词:支架式教学;建构主义;初中英语ApplicationofScaffoldingItructioninVocabularyPedagogyBasedonCotructivisminJuniorMiddleSchoolAbstractEnglishvocabularyisarequisitepartofEnglishleaing。Teachealwaysapplyvocabularypedagogytobothlisteningandspeakingclassaswellasreadingandwritingclassinjuniormiddleschool。Butitusuallyseemsboringfoomestudentsinatraditionalclass。Thoughitcangivestudentsenoughbasicknowledgeitcan’tcultivatestudents’leaingmindsetandtheabilityoforientedleaing。Thereforeit’sagoodchoicetoapplyScaffoldingItructioninteaching。Itwasfoundthatapplyingitcanmakeuptheshortagesoftraditionalclasses。AfterlistingsomerelatedconceptioofScaffoldingItructionprobingthefeaturesofscaffoldingandarrangingtheprocessofapplyingitwriterputsupforwardsomesuggestioofteaching。Itadvocatesthatateachehouldhelpstudentsincotructingtheirownconceptualframeworkcultivatingtheirabilityofleaingindependentlyandcommunicatingwithothe。Thatwouldlaythefoundationofstudents’lifelongleaing。Keywords:ScaffoldingItructionCotructivismJuniorMiddleschoolEnglishIntroduction1。1ResearchBackgroundItisnowgenerallyacceptedthattheVocabularyPedagogyissignificantinJuniorMiddleSchool。ApparentlyvocabularyisfundamentaltorenderwhichisalsoessentialtoEnglishleae。VocabularyplaysanimportantroleinEnglishleaing。AlthoughnoneoftheVocabularyPedagogyclassisinMiddleSchoolVocabularyPedagogyinterpenetratestheEnglishclass。Youcanfindithereandthereinlisteningspeakingreadingandwritingclass。Studentsleavocabularybytextteachingwhichprovidesenoughsituatiotoattractthem。Additionallystudentsareaskedtomasteritbylisteningreadingandwriting。Sometimesprovidedthatyoulistenandreadmindlesslyyoucouldnottakeinanything。Whenyoucanlistenandspeakoutreadandwritethatmeayoucanuseitfluentlyafterthatyouhavemastereditalready。It’snoteasytoreachthehighestlevelwhichyoucouldwritewhatyouleaedinyourwriting。ThereforeyoushouldtakeeffectiveVocabularyPedagogymodetopossessuptodateknowledgeinwhichstudentsareaskedtoleanewwordsbymasteringitsusageandcoolidateitbyexercisingoflisteningspeakingandwritingwiththeirownexperienceknowledgeandability。Howeverit’ssodifficultthatyoucouldapplyitinpracticeofteachingnowadays。Becauseoftheexamorientededucationsometeacheareinclinedtoteachwordsbyrepeatingtheirmeaningandgrammarignoringthefunctionofleaer’sselfdirectedleaingandthepragmaticsofEnglish。Itleadstotheproblemthatstudentsjustleavocabularyforexambutforexpressionandusage。Moreoveritmakestheleaingprocessrigidandinefficient。ThiskindofcrammingteachingmodedoesharmtotheEnglishClassinMiddleSchoolbymakingtheclassboringforitsunvariedclassprocess。Youwouldnotfindanyattractioninatraditionalclass。Fotudentstheyleathebasicleaingstrategiesandleaingmethodsbutlosethechanceofdevelopingabilityofgoodleaingmentalityandthepowerofselfdirectedleaing。Itmaynotbegoodfortheirlifelongleaing。1。2ResearchSignificanceCurrentlyScaffoldingItructionbasedonCotructivismispopularinEnglishteachingclass。Itcanencourageleae’leainginterestspromotingtheabilityofstudents’leaingandcotructingtheirmodeofthinking。FromapedagogicalviewpointScaffoldingItructionisanapproachinwhichtheteacheriscoideredtobeaconductorwhodesiganumberofusefulframeworkstoleadleaetogettheknowledgeinorderjustlikescaffoldinginbuildingahouse。Itdoeswellinguidancewhichisofhelptoleaeielfleaing。ThedifferencewithtraditionalEnglishclassisthatinessenceScaffoldingItructionbasedonCotructivismshowsthevalueofstudentcentered。Thereforeincotructivists’viewthestudentisthinkinghumankindwhohashisownviewsontheworld。Thereforeteachehouldcommunicatewithstudentswithrespect。Studentsaredividedintogroupsforcooperationleainganddiscussion。Teacheareaskedtojointhemforaweringquestioandgivingahandintime。Onlyinthiswaycanteachewellknoweveryone’sleaingcharacteristicseventhephysicalandmentaldevelopment。1。3TheDefinitionofCotructivismTheoryCotructivismisatheoryaboutknowledgeandleaingbasedonphilosophypsychologyandanthropology。Itemergedintheendof1950sanditwasprevalentin1960s。NowadaysitstillinfluencestheWesteeducationalworld。Itconcerthatleaehouldundetandtheessenceofacknowledgeandseekforacquiringit。Itadvocatesthatknowledgeiscotructedbyleaebutpassedonbyteache。EarlycotructivistscholarrepresentativesareJeanPiagetLevVygotskyandJeromeSeymourBrunerandtoday’srepresentativesareGardnerGoodmanandBrooks。AmongthemthefitonetoputforwardthetheorywasPiaget。Hethinksthateverycognitiveactivityhasitsowtablecognitivestructure。Moreoverchildren’scognitivestructureisdissimilartoadults’cognitivestructure。Aftetudyingandmasteringthedegreeofchildren’sintriicmaturityhefoundthefeatureofstageswhichisaboutchildren’scognitiontotheouterworldineachstageoftheirgrowth。Heindicatedthatalloftheeducatiohouldbebasedontheregulationofcognitivestructure’sdevelopmentinchildren’sgrowthincludingwritingtextbooksandteachingactivities。After1990stherearemanytypicalteachingmodesbasedonitwhichoccupyanimportantplace。Cotructivisteducationalscholacoiderthatteachingistosustainguideandassist。Itisn’ttopumpfactsarrangethewholeleaingprocessandsubstituteforleae。Theteachehouldbeaconductorandhelperpromotingleaetotaketheinitiativetoconductknowledgenotjustasquareimparter。Thereforeleaingactivityistheprocessofleaetolearpontaneously。Withateacher’ssupportguidanceandassistanceleaeconductandintealizeknowledgegradually。Itisobviousthatleaecontroltheleaingprocessiteadofacceptingitpassively。1。4TheDefinitionofScaffoldingScaffoldingappeain1300incotructiontrade。Itcomesfromscaffoldwhichmea“astructuremadeofscaffoldingforworketostandonwhentheyareworkingonabuildings”accordingtotheOxfordDictionary。Buttodayitisappliedwidely。Youcaeeiteverywhere。SuchasthebracketthekickstandthetripodforacamerathetripodofBuenbuerusedinchemistrythestentinmedicineandsoon。It’saconcepttoexpressasupporttoholdsomethinginreality。AccordingtotheOxfordDictionariesscaffoldingmea“polesandboardsmadeintoatemporaryframeworkthatisusedbyworkewhentheyarepaintingrepairingorbuildinghighpartsofabuildingusuallyoutside。”Itisanelementwhichsupportspeoplewithmaterialincotruction。Itishelpfulinbuildingsandlargestructures。Justthinkaboutityouwanttoerectatallbuildingandthescaffoldingcouldgiveyouahandtoreachtheareawhereyouareunablebyyouelf。Butwhenthebuildingwasdonethescaffoldingisuselessandyoucanreachtheareabyyouelf。Soasteachingleaearejustlikebuildingsandwhoseautonomicleaingprogressisjustliketheprogressofbuildingahouse。Whenaleaertriestoleaaforeignlanguagehewhomayneedthescaffoldingtoreachtheareawherehewaslikelytobelost。Thescaffoldingoffeleaeanimpermanentbutskillfulsupporttomakehimfinishatasksuccessfully。1。5TheDefinitionofScaffoldingItructiocaffoldingItructionisaprocessforleaetoaccomplishatask。ThefitonetointroduceScaffoldingItructionisJeromeBrunerinthelate1950s。Heisafamouscognitivepsychologistwhodescribedscaffoldingasametaphor。Inhisstudyhesaiditwasa“processthatenablesachildoovicetosolveaproblemcarryoutataskorachieveagoalwhichwouldbebeyondhisunassistedefforts”(WoodBruner&amp;Ross1976:90)。Thereforeteacheareaskedtogiveenoughguidancetoleaeinautonomicleaing。Alsoteachehouldtakesomeeffectivemeasurestomakeleaeparticipatingincontentarealeaingandacquiringacademicskills。Successfulscaffoldingcouldmaketheclassattractivethesimpletaskandtheclearexplanationofknowledge。TherearefiveproduceofScaffoldingItructioasfollows:buildingscaffoldingenteringsituatioexploringindependentlyleaingcollaborativelyandeffects。Teachehouldbecarefulineachteachingprocess。Everystepintheprocessplaysanimportantroleinteaching。Inthiswayleaecouldfinishthetaskindependently。TosaytheleasttherearenoeasierwaystoleaaforeignlanguagethacaffoldingItruction。Youmayhaveasuspicionthattheideaseemstooabsolutetoconvinceyou。Indeedtherearemanyeffectiveitructioforleaingandteaching。ScaffoldingItructionisnotperfectforwhichitstilllackspracticalsubjectiveandobjectiveconditiointh。。。
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