建构主义课件

建构主义ppt课件Part1.IntroductionPart2.MainideaofconstructivismPart3.ConstructivistviewofteachingPart4.ConstructivistviewoflearningPart5.ConstructivistinactualusePart6.ConclusionMainideaofconstructivismConstructivismholdsthatknowledgeisconstructedbyindividuals.Individualsareactivelyinvolvedrightfrombirthinconstructingpersonalmeaning,thatis,theirownpersonalunderstandingoftheworldfromtheirformerexperience.Inanidealforeignlanguagelearningprocess,studentsshouldexperienceandatthesametimeconstructpositiveaffect,stimulateinternalmotivation,fosterproperself-esteemandreduceanxietytogetherwithothernegativeemotions.Inconstasttotraditionalviews,themainunderlyingassumptionofconstructivismisthatindividualsareactivelyinvolvedrightfrombirthinconstructingpersonalmeaning.Inthiswaythelearnerisbroughtintocentralfocusinlearningtheory(MarionWilliamsandRobertL.Burden,2000:21).Constructivistviewofteaching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ConstructivistviewofteachingTheroleoftheteacheristoorganizeinformationaroundconceptualclustersofproblems,questionsanddiacrepantsituationsinordertoengagestudent’sinterest.Teachersassiststudentsindevelopingnewinsightsandconnectingthemwiththeirpreviouslearning.Ideasarepresentedholisticallyasbroadconceptsandthenbrokendownintoparts.Theactivitiesarestudentcenteredandstudentsareencouragedtoasktheirownquestions,carryouttheirownexperiments,maketheirownanalogiesandcometotheirownconclusions.ConstructivistviewofteachingTheobjectiveinaconstructivistlessonistoengagestudentinterestonatopicthathasabroadconcept.Thismaybeaccomplishedbydoingademonstration,presentingdataorshowingashortfilm.Askopen-endedquestionsthatprobethestudents’preconceptionsonthetopic.Next,presentsomeinformationordatathatdoesnotfittheirexistingunderstanding.Letthestudentstakethebullbythehorns.Havestudentsbreakintosmallgroupstoformulatetheirownhypothesesandexperimentsthatwillreconciletheirpreviousunderstandingwithdiscrepantinformation.ConstructivistviewoflearningConstructivistviewoflearningLearninginvolvesinventingideasratherthanmechanicallyaccumulatingfacts.Meaningfullearningoccursthroughrethinkingoldideasandcomingtonewideaswhichconflictwithouroldideas.“knowledgeisnotpassivelyreceivedbutbuiltupbythecognizingsubject”.“knowledgeastemporary,developmental,socially,andculturallymediated,andthusnon-objective”.ConstructivistviewoflearningAconstructivistviewoflearnigsuggestsanapproachtoteachingthatgivelearnerstheopportunityforconcrete,contextuallymeaningfulexperiencethroughwhichtheycansearchforpatterns,raisetheirownquestions,andstrategies.Inaconstructivistsetting,knowledgeisnotobjective;mathematicsandscienceareviewedassystemswithmodelsthatdescibehowtheworldmightberatherthanhowitis.Threemodelsderivetheirvaliditynotfromtheiraccuracyindescribingtherealworld,butfromtheaccuracyofanypredictionswhichmightbebasedonthem

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······ConstructivistinactualuseConstructivismisoneofthebesttheoriestoteachandlearnalanguage.Ithasrevealedthenatureoflearningandclarifiedtheroleofthecognizingsubjects.Itsinfluenceoneducationalsectorisoverwhelming.4.1Task-basedinstrutionTraditionally,learningwasregardedapassiveprocess.Howeverawidevarietyofexamplesindicatesthatlanguagelearnersarequiteactiveinlearning.Thatistosay,learningisanactiveprocessinvolvingdifferenttasks.Thisphaseofstudyhasdemonstratedthatlearnersareabletousetheirlanguagesthroughlearningbydoing.Therolesforteachersandlearnersareimplicitinvarioustasks.4.1Task-basedinstructionAsinTBI,duringtheprocessofusinglanguageinthetargetlanguage,thestudentscangainthesenseofconfidence,increasetheirawarenessofcooperation,formactiveattitude,developsomestrategies,andlearntobemoreautomatic.Whatisimportant.Theycangaintheabilitytouselanguageinreallifeandbeofcomprehensiveability.Inaddition,italsohelpsstudentsdeveloptheirresponsibilityandindependenceinlearning.Ourgoalasteachersshouldnotbeprovidestudentswithcontentbutalsotoenablethemtocontinuetolearnintheareaofknowledgeaftertheyleaveschool.Thisisespeciallyimportantforlanguagelearninginwhichtheskillislikelytobeappliedinsettingswherethereisnoteacher.Learninginthetaskscanhelpstudentsbecomemoreindependentandresponsibleinlearning.4.2AsocialconstructivistmodelConvetionalforeignlanguageinstructionovervalueslanguageknowledgeandskillsandisalwaysorientedaroundtheteacher,thetextbook.Asaresult,thestudentsacceptknowledgepassivelyandrotememorybecomestheirleadingwayoflearning.Ontheotherside,constructivistEnglishteachingandlearningfocusesnotonlyonstudents’developmentoflanguageabilitybutontheirholisticandlife-longlearning.Constructivistteachingsupportsactiveandcooperativelearning,whichisrelatedtotheirpriorconstructedknowledge.Thegoalistodevelopstudents’abilityofthinkingandproblem-solving.4.2AsocialconstructivistmodelSocialinteractionismemphasizesthedynamicnatureoftheinterplaybetweenteachers,learnersandtask,andprovidesaviewoflearningasarisingfrominteractionswithothers.Thefourkeysetsoffactors-teachers,learners,tasksandcontextsinteractaspartofadynamic,ongoingprocess.Teachersselecttaskswhichreflecttheirbeliefsaboutteachingandlearning.Learnersinterprettasksinwaysthataremeaningfulandpersonaltothemasindividuals.Thetaskisthereforetheinterfacebetweentheteachersandlearners.Teachersandlearnersalsointeractwitheachother;thewaythatteacherbehaveinclassroomreflectstheirvaluesandbeliefs,andthewayinwhichlearnersreacttoteacherswillaffectedbytheindividualcharacteristicsofthelearnersandthefeelingsthattheteacherconveystothem.Theseelementsareinthiswayadynamicequilibrium.4.3All-aroundviewofconstructivismConstructivismisnotapanacea.Ithasitsowndrawbacksandcannotfigureoutalldifficultiesinteachingpractice.Sincetheclassroominthismodelisseenasaminisociety,acommunityoflearnersengagedinactivity,discourse,andreflection,somepeoplesayconstructivismismoresuitableforstudentsfromprivilegedbackgroundswhohaveoutstandingteachers,committedparents,andrichhomeenvironments.

Somepeoplesaytheclassroomcollaborativework,ifusedinappropriately,canproducea“tyrannyofthemajority”,inwhichafewstudents