unit1languageandlanguagelearning语言和语言学习课堂.pptVIP

31 Noam Chomsky theory ? Students should be allowed to create their own sentences based on their understanding of certain rules. According to the cognitive theory, learning is a process in which the learner actively tries to make sense of data. The basic technique associated with a cognitive theory of language learning is the problem-solving task. 32 2020/4/3 33 Constructivist theory: ? T he constructivist theory believes that learning is a process in which the learner constructs meaning based on his/her own experiences and what he/she already knows. ? It is believed that education is used to develop the mind, not just to rote recall what is learned. 34 Consructivist theory: ? Therefore, teachers must balance an understanding of the habits, characteristics as well as personalities of individual learners with an understanding of the means of arousing learners interests and curiosity for learning. 35 Socio-constructivist theory: ? similar to constructivist theory, social- constructivist theory emphasizes interaction and engagement with the target language in a social context based on the concept of “ Zone of Proximal Development ”(ZPD) and scaffolding. ? In other words, learning is best achieved through the dynamic interaction between the teacher and the learner and between learners. 36 It is the distance between the actual developmental level as determined by independent problem solving and the level of potential development as determined through problem solving under adult guidance or in collaboration with more capable peers （ Vygotsky 1978 ： 86 ） Zone of Proximal Development (ZPD 最近发展区 ) 37 “最近发展区” 理论： 前苏联心理教育学家 维果茨基 的长期研究揭示：教育对学生的发展 能起主导作用和促进作用，但要确定学生发展 的两种水平，一种是已经达到的水平，表现为 学生能够独立解决的智力任务，另一种是儿童 可能达到的发展水平，表现为儿童还不能独立 地解决任务，但在成人的帮助下，在集体活动 中，能够解决这些任务。这两种水平之间的距 离就是“最近发展区”。把握好最近发展区， 能加速学生的发展。 38 Implications for classroom teaching “最近发展区”的概念对于教学的意义是： 课堂教学的每个环节，必须适合学生的“最 近发展区”，既不消极适应或滞后于学生现 有的智力发展水平，也不过度超前于学生现 有的水平。应当从有利于促进学生智力发展 的角度去