A Study On The Application Of Constructivism Instruction Models To The English Teaching In High School

The senior English curriculum is the natural extension of the one at the stage of compulsory education. As the basic curriculum of the elementary education, it should undertake the task to enhance the ideological, ethical, scientific, cultural and physical quality of the Chinese nation firstly. With the development of times, great changes have taken place in the connotation of the English curriculum: from stressing the disciplinary content to emphasizing learners' experience and practice. However, rethinking the present English teaching reality in high school in our country, we find some problems in it. The exam-oriented education prevails; the teaching situation is lacked; the learning strategies are old and decayed; intercultural communication ability is weak, etc. It is an urgent task for the present English teaching to foster English qualified personnel with innovative consciousness and practicing ability. In order to help solve the problems that exist in the English teaching reality in high school at present, this thesis grasps a kind of brand-new education idea ---the constructivism instruction theory and attempts to apply four comparatively typical constructivism instruction models: the scaffolding instruction model, the anchored instruction model, the random access instruction model and the cognitive apprenticeship instruction model to the senior English listening teaching, spoken teaching, reading teaching and writing teaching. Besides the introduction and the conclusion, the thesis contains five parts altogether. The introduction expounds the genesis, the significance, the domestic and international present situation, the contents and the methods of the study. Partâ…¡elaborates the connotation of the constructivism instruction theory and four comparatively typical constructivism instruction models. This part mainly explains the connotation of the constructivism instruction theory in the following respects: the opening of the content of curricula, learners' subjectivity in teaching, the importance of teaching situation, cooperative or collaborative learning and the evaluating mechanism. It also analyzes main characteristics and operation procedures of these four kinds of constructivism instruction models from the static angle. Part â…¢analyzes the necessity and feasibility of the application of constructivism instruction models to the English teaching in high school. Some drawbacks of traditional English teaching, the demands for attempting a kind of new instruction model urgently of English new curriculum reform, the correspondence between "self-constructing"thoughts of constructivism and "constructivistic learning "advocated in English new curriculum reform, the development of the computer and internet technology, successful experience made in the application of constructivism instruction models to other subjects, etc. All these indicate that the application of constructivism instruction models to the English teaching in high school is necessary, as well as feasible. Part â…£emphatically sets forth the operation procedures of constructivism instruction models. Their basic operation procedures include creating the situation, self-constructing, cooperative or collaborative learning, evaluating and so on. And then according to application of different constructivism instruction models to senior English listening teaching, spoken teaching, reading teaching and writing teaching, this part puts forward different teaching operation procedures. The theme of this thesis is to apply constructivism instruction models to senior English teaching. Because this is still original at home, there must be drawbacks in it. But it is just the ingenuity of this thesis. The author will go on with the further study on the drawbacks of this thesis in the future.