基于建构主义的中学英语情境教学策略研究

A Study of Constructivism-Based Contextual English Teaching Strategies for Secondary School

摘要: 建构主义学习理论从提出以来一直指导着教学实践，它强调学习是学习者对知识进行积极主动地建构的过程，而情境是影响学习过程的四大因素之一。为了打造更优质的英语课堂，教师应该积极采用情境教学。因此，本文首先对建构主义学习理论和情境教学进行简单综述，再从“创设真实情境”、“多媒体拓展情境”、“师生、生生互动体验情境”三个方面分别论述，旨在为外语教师创设具有生动性、趣味性、形象性、科学性的教学情境提供参考，使得学生在课堂上更好地理解和掌握所学知识，提高学习效果和兴趣，促进学生的自主学习和知识建构。

Abstract: Constructivist learning theory, which has guided teaching practice since its inception, emphasizes that learning is a process in which learners actively construct knowledge. Context is one of the four major factors that influence the learning process. In order to create a better English class, teachers should actively apply contextual teaching. Therefore, this paper first gives a brief overview of constructivist learning theory and contextual teaching, and then discusses three aspects of contextual teaching: “creating real situations”, “using multimedia to expand context”, and “experiencing the context through teacher-student and student-student interaction”. The purpose of this paper is to provide a reference for English teachers to create lively, interesting, visual, and scientific teaching contexts so that students can better understand and master what they have learned in class, improve their learning effect and interest, and improve students’ independent learning and the ability of knowledge construction.