论建构主义理论指导下的大学英语阅读教学—从理论到实践

论文摘要

阅读是英语学习者获取语言知识,了解西方社会和文化生活的重要途径,阅读教学一向是大学英语教学的重点,但是,传统教学方式存在着一些弊端,过分强调教师的教,而忽视了学习者的主动性以及对篇章的主动理解能力,导致了学习者阅读能力在某些方面的欠缺。本文将认知语言学的最新发展理论-建构主义,引入到大学英语阅读教学中,强调学习者主动的意义建构。目的是通过建构主义理论来指导大学英语阅读教学,并通过实践环节验证建构主义模型的可行性。关键问题是学习者是否愿意接受建构主义模式以及该模式能否有助于提高学习者的阅读能力。文章采用了实证型研究方法,全文分引言、主体、总结三大部分。主体部分由五章组成:第一章介绍建构主义理论;第二章介绍近来对英语阅读教学的研究;第三章分析基于建构主义理论的阅读教学模式;第四章通过实证性的方法,把建构主义理论指导下的阅读教学模式应用到教学实践中,以验证其可行性;第五章分析对本次试验地数据进行分析,并由此得出建构主义理论对大学英语阅读教学的启示。最后是论文的总结部分。本文旨在用建构主义理论指导阅读教学以解决传统教学模式中存在的一些问题,提高学生的阅读能力,通过一个教学实践环节,验证建构主义对阅读教学指导的可行性,并通过数据分析,总结成果和存在的问题,提出解决之道。

论文目录

• Abstract
• 摘要
• Introduction
• Chapter 1 Literature Review of Constructivism
• 1.1 Development of Constructivism
• 1.1.1 Behaviorism
• 1.1.2 Cognitive Psychology
• 1.1.3 Humanist Approaches
• 1.1.4 Social-Interactionism
• 1.2 Definition of Constructivism
• 1.3 Characteristics of Constructivism
• 1.4 Constructivist Learning Theories
• 1.4.1 Piaget’s Constructivism Views
• 1.4.2 Vygotsky’s Zone of Proximal Development
• 1.4.3 Bruner’s Discovery Learning
• 1.4.4 Kelly’s Personal Constructivism
• 1.5 Teaching Models of Constructivism
• 1.5.1 Cooperative Teaching
• 1.5.2 Situated Teaching
• 1.5.3 Task-based Teaching
• 1.5.4 Scaffold Teaching
• Chapter 2 Researches on EFL Reading Teaching
• 2.1 An Overview of Studies on EFL Reading
• 2.2 Different Accounts of the Nature of Reading Process
• 2.2.1 Whole Language Philosophy and Reading
• 2.2.2 The Skill-based View of Reading
• 2.2.3 The Current Popular View of Reading Development
• 2.3 Models for Reading Process
• 2.3.1 Bottom-up Model
• 2.3.2 Top-down Model
• 2.3.3 Schema Theory
• 2.3.4 Interactive Model
• Chapter 3 The Instructive Functions of Constructivism to Reading Teaching
• 3.1 Reading Teaching and Learning from Constructivist Perspective
• 3.2 A Constructivism Model of Reading Teaching
• 3.3 Other Factors Related to the Constructivism Model
• 3.3.1 Affective Factors
• 3.3.2 Cultural Factors
• 3.4 Strategies in Reading Classroom
• 3.4.1 Providing a Context and Purpose for Reading
• 3.4.2 Modeling
• 3.4.3 Asking Questions
• 3.4.4 Integrating the Students’Skills
• 3.4.5 Creating Awareness of the Author Beyond the Text
• 3.4.6 Using Peer-scaffolding
• 3.4.7 Setting the Students Free
• 3.4.8 Using Macro-tasks
• 3.5 Other Effective Ways for Learners to Construct Knowledge
• 3.5.1 Relating Reading to Writing
• 3.5.2 Relating Reading to Speaking
• 3.5.3 Using Online Information
• 3.6 Significance of Constructivism to College Reading Teaching
• Chapter 4 A Research Instructed by Constructivism to College Reading Teaching
• 4.1 Research Questions
• 4.2 Subjects
• 4.3 Instruments
• 4.3.1 Tests
• 4.3.2 Questionnaire
• 4.4 Teaching Procedures
• 4.4.1 Experiment Design
• 4.4.2 Teaching Principles
• 4.4.3 Teaching Plan
• 4.4.4 Reading Teaching Resources
• 4.4.5 Typical Interactive Activities
• 4.5 The Role of Teacher and Students
• 4.5.1 The Teacher’s Role
• 4.5.2 The Students’Role
• Chapter 5 Data Analysis and Implications
• 5.1 Data Analysis
• 5.1.1 Results of the Pre-test and Post-test
• 5.1.2 Results of the Questionnaire
• 5.1.3 Possible Reasons for the Improvement in Reading
• 5.2 Implications of Constructivism to Reading
• 5.2.1 The Importance of the Reading Process
• 5.2.2 Some Related Reading Skills
• Conclusion
• Bibliography
• Appendix
• Acknowledgements