On Constructivism Learning Theory in the College English Classroom Interaction.docVIP

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On Constructivism Learning Theory in the College English Classroom Interaction.doc

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On Constructivism Learning Theory in the College English Classroom Interaction

On Constructivism Learning Theory in the College English Classroom Interaction Paper Keywords: Constructivist Learning Theory Classroom Interaction in College English Teaching Abstract: College students in English classroom interaction is to improve the English ability important way. This article discusses the constructivist learning environment, teaching English under the specific implementation described in detail how teachers and students to participate and experience the interactive teaching process, the ultimate aim of undertaken to promote classroom interaction and students of English communicative ability. I. Introduction In 2004, issued by the Ministry of Education lt;lt;College English Curriculum Requirementsgt;gt; clear that the college English teaching goal is to “develop students English language proficiency, especially in listening and speaking skills so that they learn in the future, work and social interaction can be used to communicate effectively in English. “important way to achieve this goal is the interactive classroom teaching, by students to actively participate in classroom activities, and others to engage in exchanges in various fields to improve English communication skills. However, our country College English teaching there are many problems affecting the conduct of classroom interaction. Its specifically in the following points: First, the traditional teaching model bound to carry out classroom interaction. In the traditional teaching model, teachers are teaching and learning center, a piece of chalk, a blackboard is a tool for the transfer of knowledge. Students in the learning process are passive recipients of teachers to teach the knowledge. overdependence on teachers, teacher-centered mode of teaching students the consequences of lack of interest in learning, motivation is not strong, and thus reluctant to participate in classroom interaction. Second, the students communicate in English, there are psychological