参考资料英语教学法.docVIP

英语教学法/张庆宗主编.---- 长沙：湖南人民出版社，2004.9 ISBN 7-5438-3757-9 Teachers cannot simply give students knowledge. Students must construct knowledge in their own minds .The teacher can facilitate this process by teaching ways that make information meaningful and relevant to students, by giving students opportunities to discover and or apply ideas themselves, and by teaching students to be aware of and consciously use their own strategies for learning . P 33 The essence of constructivist theory is the idea that learners must individually discover and transform complex information if they are to make it their own. ( Anderson ,Greeno, Reder ,Simon ,2000; Brown ,Collins , Duquid,1989 ; Steffe Gale ,1995 ; Tishma , Perkins , Jay ,1995; Waxman ,Padron , Arnold , 2001 ) P 33 Constructive approaches to teaching emphasize top-down (begin with complex problems to solve and then work out or discover the basic skills required) rather than bottom-up instruction. P34 Constructive approaches to teaching typically cooperative learning, on the theory that the students will more easily discover and comprehend difficult concepts if they can talk with each other about the problems. p 34 Discovery learning is another important component of modern constructivist approaches. P 34 The ability to make appropriate interactive decisions is an essential teaching skill, since interactive decisions enable teachers to assess students’ response to teaching and to modify their instruction in order to provide optional support for learning .A teacher whose teaching is guided solely by a lesson plan and who ignores the inter-actional dynamics of the teaching-learning process is hence less likely to be able to respond to students’ needs. P 86 In evaluating their teaching , teachers base their judgments on their own personal belief system about what constitutes good teaching . Woods found that teachers evaluative decisions were consistent with their underlying assumptions and beliefs about language learn