Construction of Teaching Theory and Teaching of Oral English bedroom
[Abstract] for the current problems in oral English teaching, the use of constructivism theory of oral English teaching extends to universities dormitory, students build the ability to respond to oral communication.
[Key words] spoken English teaching; constructivism; bedroom
1, the current status of analysis of oral English teaching
The purpose of English teaching profession is to train students in
the practical application of the English language. Spoken English as one of the basic skills of English language in foreign language teaching occupies a very important position. How to improve oral English teaching, to develop students communicative competence in English is to achieve the
key objectives of English teaching, so in practice oral English teaching reform in English teaching model of important issues. The traditional teaching model is based on more than the dominant position of teachers, students as the object, this teaching can not guarantee the quality and efficiency of teaching is not conducive to students of divergent thinking, critical thinking and creative thinking, which does not help foster a innovative spirit and practical ability to think critically. Spoken
English in the specific teaching practice is manifested in 'Dumb English', or inappropriate remarks, shall not be treated. In order to change this situation, home and abroad, many educators, educators, educational technology experts over the years from both the theory and practice made a lot of research and exploration, building a theory is precisely this effort to achieve the main theoretical research results. With the multi-
media computers and Internet applications, the rapid development of online
education to build teaching theory is being increasingly shown its strong vitality, and in increasing its influence worldwide. Used to build theory as a guide, an extension of oral English teaching to the university dormitory, and reform the traditional model of teaching spoken English
will become a viable direction.
Second, build and Its Teaching Theory
Constructivism that the objective world is real, and also can be 'scientific' knowledge, the only things that constitute the essence of the
objective world does not exist on a single thing itself, but in the things and the relationship between things. 'Between the real nature of things is not the thing itself, but rather we have the structure between the various things, and then feel that the relationship between them' constructivism particularly concerned about the perception and description for the structure of an attempt by establishing one thing about the structure of object model to achieve understanding of the object. As the British
scholar Terence Sihuokesi pointed out, 'structuralism is essentially a way of thinking about the world'.
From this basic idea derived out of constructivism
(Constructivism) teaching theory, as a new type of teaching theory, constructivism learning also gives new meaning to 'learning is the construction of internal mental representation of the process, learners do not just knowledge from the moved outside the memory, but on the basis of the original experience, through interaction with the outside world to
construct a new understanding of (DJCunnighan, 1991). Namely: first, learning activities are not simply to students by teachers to pass knowledge, nor is it the students passively receive information, process, but students with previous knowledge and experience in certain scenarios, with the help of other people (including teachers and Learning partners) help with the necessary learning materials, take the initiative to generate information on the meaning of the build process; second, the
process of constructing knowledge through the learner's interaction with the outside world and others achieved, learning is a dynamic, The process of mutual cooperation first; and third, building a Marxist understanding of students to master the objective world way of thinking, the initiative
also mastered the understanding and characterization of the ability of objective things, also reached a 'learning and can use' and teaching purposes.
Constructivism theory of teaching to enable students to
build on the learning objects involved in the world's structural model, assimilation of students based on their own prior knowledge to explain and accept learning objects; Hue, the students can not be accepted by prior knowledge of things after the self-correcting, self-adjustment; balance of
learner self-awareness through self-amendment to the structure of re-
implementation, upgrade. Constructivism emphasized that students are not fixed things, acquisition of knowledge about the object, but should get is
a balance of cognitive ability, in the balance - balance - a balance
again, and constantly take the initiative to build the structure of the world to master the object model, to respond to new environmental stimulation. This process is only in the classroom, within this limited
time and space can not be realized to build learning theory realization of the need extends beyond the classroom, a new continuous environmental stimulation in order to continuously achieve new Hue and balance to the classroom , dormitory, public places such as the boundaries of teaching and learning in different environments in the open, truly open teaching, in order to guide students to own an automatic gesture of the objects involved in the world's structural model of the master, before proceeding
to learn - to use, self - occupied The purpose of instruction and student achievement levels and improving the quality of foreign language teaching, as well as the quality of teaching across the level of improvement.
Third, constructivism theory to guide the teaching oral English teaching methodology reposted elsewhere in the Download Center http:// free papers
Oral English teaching and aims to enable students to out of the classroom, teaching materials and other established communication
situations, and can be 'open mouth, said out' to increase the students to use English for practical communication ability. Constructivism theory of teaching has taken an open teaching method, the overall teaching methods, and guide-style teaching methods and other new oral teaching methods, these methods can change the 'spoon-feeding' the drawbacks of teaching to
fully mobilize the enthusiasm and motivation of students to effectively
build oral communication, application areas such as dynamic balance
capability to meet the objective of teaching spoken language.
1, open-ended teaching methods. Constructivism theory of teaching requires an open approach in the teaching emphasis on oral communication situations and solve real complexity and diversity. In particular, the
teaching, learning both sides of the same content, learning can be carried out many times, each time to change the situation, change purpose, to change the focus, each knowledge content in teaching, learning must fully
cover the different situations, respectively, for the explain different aspects of meaning, as far as possible to restore the transfer of real complexity and diversity, and to practice oral English teaching in each scenario are involved in a number of other concepts. This open education
theory, content knowledge, students form a three-dimensional, multi-
perspective understanding to form a panoramic view of the communication experience.
This requirement is necessary to fully mobilize the resources
inside and outside the classroom to establish 'everywhere' oral communication atmosphere. In the classroom, to the integrated use of movies, music and other modern media such as visual props, to adopt a thematic discussion, the Sub-Scenario communication, improvisation
performances, story-based games, etc. to mobilize students to actively participate in oral communication situations which, around the same knowledge outside the classroom contents, communicative situations to expand the network, hospitals, shopping malls, bedrooms and other
practical environment for the practical communication applications. In this way, teaching the same subject multiple assimilation, Hue, balance, students already have a large number of simple structured models, but in the meantime established a wealth of links, and hence be able to extend a variety of other communicative situations, flexible characterization of the communication barriers, so that also achieved the objective of teaching spoken English.
2, the overall pedagogy. Construction of Teaching Theory presents the first overall mission to enable students to try to solve the problem, this can give full play to the students of the construction of self-desire
to complete the overall mission requirements, the students also completed
and master the basic and the level of knowledge. Click here to teaching requirements, in the spoken language teaching, first choose a relatively simple communicative situations, while providing in principle the proposal to allow students to explore and found that the basic elements of communication to the previous level of knowledge, until the smooth realization of a simple oral communication, and then gradually communicative situation more complicated, to guide students to their own,
in-depth to build on the communicative context of the structural model.
Scenario-based teaching can use this teaching method, teaching practice, teachers can design oral communication opposite situation (for example, to buy and sell sides), the contents of this situation to select
a similar situation with the reality in order to solve the kinds of students in real-life experience the problem resulting in their interests for the purpose of student opposition group, respectively, the Panel determines in advance the purpose of communication, requirements, class antagonism simulated by the group communication, the last comprehensive evaluation of teachers. In this lesson, students need to collect information outside the classroom on their own, familiar oral
communication rules, to develop response measures, this process, students understand their purpose in communication integrity, content, complexity, randomness of the process of , student self-adaptation, efforts to resolve
the communicative process and its task in real life the actual process of communication activities is similar, thus able to fully mobilize the students to build their own communicative ability of the structure.
3, guide-style teaching methods. Guide the teaching method aims to
enable students to master their own adaptability. Guided by teachers teaching model is the core guide the management, regulation and control of learning task shifting, to the students themselves, so that students internalize what they have learned the knowledge and mastery of structural
model, allowing them to conduct a higher level of cognitive activity, from this, students will be able to more right to self-deal with the actual
Follow the guided-style teaching methods, teaching practice,
teacher knowledge is not carried out to explain and teach, but to help students to explore and establish ways of learning. Combination of oral teaching, teachers should focus on the current teaching content, design and life situations similar to oral communication framework to guide
students into the framework of a node, to enable students to explore independently. Inspire students to explore a variety of situations within the framework of the relevant property, and various properties according to their importance in oral communication in the size of the order, in the inspiration process, teachers should gradually withdraw from guide to enable students to be able to climb on their own situation within the framework of , last, communicative practice. Students in management,
commitment to learning tasks and the last communicative process of practice, that is right to explore elements of communication framework and adjusted so that the original chaos, no clear idea as a gradual process of complex situations, the final completion of oral communication framework, the importance of elements and the elements understanding of oral communication to achieve structural control and achieve self-communicative
competence of students to achieve educational purposes. Reposted elsewhere
in the paper for free download http://
4, an extension of oral English teaching in the bedroom
Construction of Teaching Theory emphasizes activities and contacts of senior mental function in the human role in the development, said:
cognitive development is 'the activities of the community to participate in inward-oriented (thinking) process of transformation', in this transformation process, learning those who should have frequent opportunity to work with peers and experienced people (including teachers)
interact. Teachers as students construct knowledge and create a meaningful partner to the learner should be actively involved in the construction of reality upon them. Relatively classroom, student dormitory just to the
teachers and students to build teaching theory emphasized an ideal environment for the activities and contacts.
Expansion of the student dormitory language communication in the bedroom communicative function and classroom teaching practice is an
organic unity of purpose, mutual combination complement each other, promote each other, be able to achieve foreign language teaching and students a combination of self-learning ability so as to improve students
English integrated skills, especially oral communicative competence, the
teaching objectives. And classroom By contrast, teachers in the bedroom,
playing 'game' makers, supervisors and guidance role. For example, teachers in the classroom by focusing on the teaching content, to provide students could discuss the specific communicative situation or a hot topic for high school students from the bedroom set 'genres' focus on specific situations to communicate in simulated practice, and by students or teachers to monitor, by the teacher communicative situation for students
to make Comments. In the exchange of the implementation process, not only achieved on the openness of the perfect classroom teaching, but also the students achieved the autonomy to shape and holistic exploration. Reposted elsewhere in the paper for free download http://