基于建构主义理念的中学生托福阅读教学研究

A Constructivist Approach to TOEFL Reading Instruction for Secondary Students

摘要: 文章在当前教育转型背景下探讨中学阶段托福阅读教学的优化路径。以新版托福阅读主旨题教学为例，基于建构主义理论，整合情境认知、协作学习、最近发展区及产出导向法等理论，设计了一套以学生为中心的课堂教学模式。该教学模式通过情境导入、结构化阅读任务、互动反馈及产出任务四个环节，引导学生在社会互动中建构文本意义，提升其学术阅读能力与高阶思维能力。该教学设计有助于促进学生的深度理解、批判性思维及语言综合运用能力，对中学托福阅读课堂具有一定的实践启示意义。

Abstract: This study explores an optimized instructional approach to TOEFL reading for secondary students within the context of educational transformation. Taking the teaching main idea question as an example, the study draws on constructivist theory and integrates situated cognition, collaborative learning, the Zone of Proximal Development, and the Production-Oriented Approach to design a student-centered teaching model. The model consists of four stages: contextualized input, structured reading tasks, interactive feedback, and output-based production. It aims to facilitate students’ meaning construction through social interaction while enhancing their academic reading proficiency and higher-order thinking skills. Such an instructional design effectively promotes deep comprehension, critical thinking, and language application, offering pedagogical implications for TOEFL reading instruction at the secondary level.