| 基于建构主义理论英语教学范式的本土化解读 |
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| 引用本文： | 叶慧. 基于建构主义理论英语教学范式的本土化解读[J]. 唐山学院学报, 2006, 19(4): 71-73 |
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| 作者姓名： | 叶慧 |
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| 作者单位： | 黄冈师范学院,大学英语部,湖北,黄冈,438000 |
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| 摘 要： | 建构主义认为:知识并非被动地接受,而是由认知主体在原有知识基础上主动建构的。建构主义学习理论的最新教学范式有认知学徒式教学、抛锚式教学和随机通达教学等多种。文章在整合国外教学范示内核的基础上,探索其“跨语境”功效,解构和重组出“创设情景-发现问题-自主探究-合作交流-评价反思”这一凸显“本土”语境的英语教学路线图。
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| 关 键 词： | 建构主义 范式 英语教学观 |
| 文章编号： | 1672-349X(2006)04-0071-03 |
| 修稿时间： | 2005-12-29 |
An Anatomy of Localized Constructivist Teaching Paradigm |
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| YE Hui. An Anatomy of Localized Constructivist Teaching Paradigm[J]. Journal of Tangshan College, 2006, 19(4): 71-73 |
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| Authors: | YE Hui |
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| Abstract: | Constructivism holds that knowledge is not passively received but active construction by the cognitive subject based on the prior knowledge. In FLT sector abroad, the most popular constructivist teaching paradigm takes the form of scaffolding instruction, anchored instruction and random access instruction. The paper highlights their "cross-context" function by integrating their theoretical core and localizes them by self-constructing a students-favorable English teaching "schema": situation-question-exploration-cooperation-reflection. |
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| Keywords: | constructivism paradigm English teaching concept |
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