在线英语学习的研究(四)

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所属分类:在线英语培训

更多在线英语学习的信息就在阿卡索外教网,阿卡索外教网英语官网https://

继续上一期的,上期我们说了语言的意义,这几同样继续看就知道了……

  四,让孩子成为学习过程中的积极参与者,学习是一种积极的认知发展过程。孩子们不应该再被看作是等待的空罐子,而是作为语言和思想的积极追求者。如上所述,孩子有多种能力,这是建立新的能力建设的基石。巴尼斯(Barnes)介绍了建构主义的论点:我们每一个人都要通过不断的理解什么是在我们周围,我们就能实现我们的学习目标,建立我们自己的世界。(Norman1992:123)Fisher(1990)认为,注重学生的解题活动为核心,使他们积极参与在探索意义和回答的语言。对于那些能够从认知角度积极参与学习过程的孩子来说,他们需要挑战和风险。如果所做的任务或活动不一定具有挑战性或危险性,那么孩子将永远无法独立,甚至停滞不前,失去学习的动力。但这些挑战也必须有教师或学生适当的支持,和新的知识,符合最近发展区理论必须对孩子的发展、区域内的最近发展区。积极参与第二语言学习过程的重要性不言而喻。任务型教学法把学习过程作为做中学,学生的语言系统的形成发展的学习过程中,主要通过实际参与。(Skehan,inWillisWillis,1996:20)

Four, let the child become an active participant in the learning process, learning is a positive cognitive development process. Children should no longer be treated as empty jars of waiting, but rather as active seekers of language and thought. As mentioned above, the child has a variety of abilities, which are the cornerstones of building a new capacity building. Barnes (Barnes) describes constructivism as an argument: each of us has to build our own world by constantly understanding what is around us so that we can achieve our learning goals.. (Norman 1992:123) Fisher (1990) believes that focusing on children’s problem-solving activities at the core can enable them to actively participate in and explore the meaning and answer of language. For children who can actively engage in the learning process from a cognitive perspective, they need challenges and risks. If the task or activity given is not necessarily challenging or risky, the child will never be able to stand alone, or even stagnate, and lose the motivation to learn. But these challenges must also have the appropriate support of teachers or students, and the new knowledge that conforms to the ZPD theory must be within the area of the child’s development, the zone of proximal development. The importance of active participation in this second language learning process is self-evident. The task-based teaching approach regards the learning process as the process of learning by doing – the development and formation of the student language system, mainly through actual participation. (Skehan, in, WillisWillis, 1996:, 20)

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