An Empirical Study On The Constructivism-Based OCMET Module For English Teaching In Junior High School

Constructivism advocates student-centeredness, emphasizing students’ active constructing of knowledge in authentic learning context by means of cooperation and interaction.In this thesis, with the theoretical guidance of constructivism and the enlightenment of 221 module teaching method, the author tries to propose a constructivism-based OCMET English teaching module. OCMET here respectively represents Objective Introduction, Competence Contents, Method Exploring, Expansive Learning and Test. It involves the following teaching ideas and process. Firstly the learning targets, which are conducive to directed learning, are essential in the whole learning process. Secondly it aims to help students probe and discuss the knowledge that needs to be learned in authentic learning situations, and draw the conclusion under the teacher’s guidance, which turns the role of students from receiver to the subject of learning. And the test is to check students’ learning situation to find the problems and solve them by reinforcement. This constructivism-based OCMET module teaching is a whole teaching process rather than a single field like reading or writing. Therefore, it aims to answer these questions:(1) Is constructivism-based OCMET module teaching more effective in fostering students’ emotional factors manifested as more active attitude, stronger motivation and lower anxiety?(2) Can the constructivism-based OCMET module teaching improve students’ English achievements?This study lasted one semester, adopting contrast groups. Ninety-eight students in grade two of junior high school participated in the experiment, among which 48 students in the experimental class who received constructivism-based OCMET module teaching and 50 students in the control class who received traditional teaching. Data was collected through questionnaire and language tests.The data analysis indicates that constructivism-based OCMET module teaching is helpful for students to have obviously more active attitude, stronger motivation and lower anxiety and effective in promoting students’ English performance during their English learning. This study is expected to provide the practical reference for English teaching design.