International Science Index


9997857

On the Constructivist Teaching of Extensive Reading for English Majors

Abstract:

Constructivism, the latest teaching and learning theory in western countries which is based on the premise that cognition (learning) is the result of "mental construction", lays emphasis on the learner's active learning. Guided by constructivism, this thesis discusses the teaching plan and its application in extensive reading course. In extensive reading classroom, emphasis should be laid on the activation of students' prior knowledge, grasping the skills of fast reading and the combination of reading and writing to check extracurricular reading. With three factors supplementing each other, students' English reading ability can be improved effectively.

References:
[1] R. Driver, Theory into Practice: A Constructivist Approach to Curriculum Development. In P. Fensham(ed.). Development and Dilemmas in Science Education. London: Falmer Press, 1998.
[2] R. Feuerstein, P. S. Klein, A. J. Tannenbaum, Mediated Learning Experience: Theoretical, Psychological and Learning Implications. London: Freund, 1991.
[3] Z. Fang, "Constructivism learning and the training of the university students' active learning English under the network,” Journal of Qiqihar Junior Teachers' College, vol. 107, no. 1, 2009, pp. 6-8.
[4] Y. Kafai, M. Resnik, Constructivism in practice : Designing. thinking and learning in a digital world. Mahwah, NJ: Lawrence Erlbaum Associations, 1996.
[5] P. Johnson, "Effects on Reading Comprehension of Building Background Knowledge,” TESOL Quarterly, vol. 16, no. 4, 1982, pp. 503-516.
[6] P. L. Carrell, "Three components of background knowledge in reading comprehension,” Language Learning, vol. 33, no. 2, 1983, pp. 183-207.
[7] M. E. Sokolik, Tapestry Reading 4. Heinle, division of Thomson Learning, 2000.
[8] J.M. O’Malley, A. U. Chamot, Language Learning Strategies. Cambridge: Cambridge University Press, 1990.