建构主义和行为主义课外阅读教学模式对比

论文摘要

在基础教育课程改革的背景下,人们大肆批评行为主义的同时,又大大宣扬建构主义,认为后者是万能的。有人甚至提出应完全摒弃行为主义而采用建构主义。然而,根据行为主义和建构主义的相关原理,对于教学的不同方面,两种教学模式可能各有千秋,在外语教学的不同维度上产生不同的交应。本文以课外阅读教学为例,比较了两种教学模式在阅读的词汇习得和篇章意义理解两个维度上的不同功能。本研究的结果显示,以建构主义原则指导课外阅读教学,学生能更好地推断意义,理解结构,把握文章风格类型,但在语法和词汇能力方面的训练效果较差；与此相对应的是,以行为主义原则指导课外阅读教学,则能更有效地提高学生的语法能力和词汇能力,但在意义推理方面显示出劣势。因此我们把两种模式的合理内核抽取出来建立一种新的教学模式。研究同时揭示,结合行为主义的强化训练机理与建构主义的引导发现原则,实施有效训练与文体指导相结合的课外阅读教学方法,能更有效地提高学生的词汇习得和篇章理解的能力。

论文目录

• 中文摘要
• Abstract
• 中文文摘
• Synopsis
• Chapter One Introduction
• 1.1 Background of the study
• 1.1.1 Research orientation
• 1.1.2 Research rational
• 1.2 Research objects
• 1.3 Key research questions
• 1.4 Research hypotheses
• 1.5 Design of the Study
• 1.6 Layout of the thesis
• Chapter Two Literature Review
• 2.1 Review on reading research
• 2.1.1 The definition of reading
• 2.1.2 Skills involed in reading
• 2.1.3 Previous research on reading instruction
• 2.1.4 Classification of reading instruction
• 2.1.5 Problems of previous reading-instruction research
• 2.2 General introduction to behaviorism
• 2.2.1 The origin of behaviorism
• 2.2.2 Characteristics of behaviorism in teaching
• 2.2.3 What is missing in behaviorism
• 2.3 An overview of constructivism
• 2.3.1 The origin of constructivism
• 2.3.2 What is constructivism in education
• 2.3.3 Constructivist modes of foreign language teaching
• 2.3.4 Principles of constructivisim in teaching
• 2.3.5 What is missing in constructivism
• 2.4 Comments on behaviorism and constructivism
• 2.4.1 Comments on characteristics and limitations of behaviorism
• 2.4.2 Comments on characteristics and limitations of constructivism
• 2.5 Analysis on the English Curriculum Criterion
• 2.6 Analysis on reading tasks in NMET
• 2.7 Research questions
• Chapter Three Experimental Study
• 3.1 A Survey and practical reading instruction
• 3.1.1 Purpose of the questionnaire
• 3.1.2 Results and analysis of the questionnaire before Experiment1
• 3.1.3 The necessity of the study
• 3.1.4 Results and analysis of the questionnaire after Experiment2
• 3.2 Experiment1
• 3.2.1 Methods
• 3.2.2 Subjects
• 3.2.3 Materials
• 3.2.4 Procedures
• 3.2.5 Results and analyses
• 3.3 Experiment2
• 3.3.1 Methods
• 3.3.2 Subjects
• 3.3.3 Materials
• 3.3.4 Procedures
• 3.3.5 Results and analyses
• 3.4 Summary of the tests
• Chapter Four Discussion and Conclusion
• 4.1 Discussion
• 4.1.1 Major findings
• 4.1.2 Discussion
• 4.1.3 Theoretical explanations
• 4.2 Pedagogical implications
• 4.3 Limitations of the research
• 4.4 Future research's possibility
• 4.5 Conclusion
• Reference
• Appendix
• Appendix Ⅰ Questionnaire on reading teaching
• Appendix Ⅱ Reading pre-test of Experiment1
• Appendix Ⅲ Reading post-test of Experiment1/Pre-test of Experiment2
• Appendix Ⅳ Reading post-test of Experiment2
• Appendix Ⅴ Raw Scores of Pre-test in Experiment1
• Appendix Ⅵ Raw Scores of Post-test in Experiment1/Pre-test in Experiment2
• Appendix Ⅶ Raw Scores of Post-test in Experiment2
• Acknowledgements