根据建构主义论述探讨探讨新闻英语在英语教学中运用

随着大学英语教学的改革,很多新的教学方法被运用于大学英语教学。本文主要基于建构主义理论,研究探讨新闻英语在大学英语教学中的应用。建构主义夸大|教学论文网|以学生为中心,协作学习,自主学习以及真实的学习环境。它夸大|教学论文网|学习者主动的意义建构。本文采用实证型研究方法,全文分引言、主体、总结三大部分。主体部分由四章组成。在第一章,作者主要先容了建构主义理论,包括其定义、发展过程、特征以及教学方法和师生角色的转变。第二章主要在建构主义理论指导下把新闻英语引入大学英语课堂。作者首先简单先容了新闻英语的概念和特征,然后通过举例把新闻英语与大学英语教学相结合。在第三章,作者主要通过研究设计课堂观察、问卷调查以及测试做了一个实验设计,然后对研究结果进行分析讨论。最后一章主要是这一教学方式的建议和启示。本文旨在基于建构主义理论研究探讨新闻英语在大学英语教学中的应用,并验证这一教学方法的确能够提高学生的综合能力。通过研究发现,建构主义理论是一个有效的教学理论,该理论为大学英语教学提供了牢固的理论基础。研究还发现,新闻英语的应用能够提高教学效果。希望这一研究能够为大学英语教学提供一个新的视角。【关键词】：教学方法建构主义新闻英语
【论文提纲】：Abstract4-5摘要5-9Introduction9-12Chapter1LiteratureReview12-331.1TheDefinitionofConstructivi12-131.2TheDevelopmentofConstructivi13-201.2.1TheOriginofConstructivi13-141.2.2Dewey’s“LearnbyDoing”14-151.2.iaget’sTheoryofConstructivi15-171.2.4Vygotsky’sSocialConstructivi17-181.2.5Glasereld’sRadicalConstructivi18-191.2.6Kelly’sPersonalConstructTheory19-201.3TheFeaturesofConstructivi20-261.3.1AnOverviewofDifferentViews20-221.3.2AuthenticityoftheLearning221.3.3MeaningfulLearning22-241.3.4Learner-centeredness24-251.3.5CollaborativeConstruction25-261.4TeachingMethodsofConstructivi26-291.4.1ScaffoldingInstruction26-271.4.2AnchoredInstruction271.4.3RandomAccessInstruction27-281.4.4ReciprocalTeachingInstruction28-291.5ConstructiveViewsontheRolesofTeachersandStudents29-311.5.1RolesofTeachers29-301.5.2RolesofStudents30-311.6TheConnectionofConstructivistLearningTheorywithLearnerAutonomy31-33Chapter2AStudyoftheApplicationofNewsEnglishinCollegeEnglishTeaching33-492.1AGeneralViewonNewsEnglish33-372.1.1TheDefinitionofNews33-342.1.2TheDefinitionofNewsEnglish34-352.1.3TheFeaturesofNewsEnglish35-372.1.3.1DiscourseStructure35-362.1.3.2GrammaticalFeatures362.1.3.3LexicalFeatures36-372.2CombiningNewsEnglishwithCollegeEnglishTeachinginthePerspectiveofConstructivi37-492.2.1TheCurrentSituationofCollegeEnglishTeachinginChina37-392.2.2TheSignificanceofIntroducingNewsEnglish39-432.2.2.1EnlargingVocabulary39-402.2.2.2ImprovingAbilityinListeningandSpeaking402.2.2.3DevelopingReadingAbility40-412.2.2.4IncreasingCulturalInput41-422.2.2.5ProvidingAuthenticLearningEnvironment42-432.2.2.6DevelopingAbilityinExpandingKnowledge432.2.3TheApplicationofNewsEnglishinCollegeEnglishTeaching43-492.2.3.1InsertingNewsRelatedtotheText43-442.2.3.2ApplyingImportantNewsEventsintoClassroomTeaching44-452.2.3.3CombiningNewswiththeTrainingofComprehensiveAbility45-49Chapter3AnExperimentalDesign49-623.1ResearchDesign49-513.1.1Objectives493.1.2Subjects493.1.3Materials493.1.4Instruments49-503.1.4.1ClassroomObservations49-503.1.4.2Questionnaire503.1.4.3Test503.1.5DataCollectionProcedures50-513.1.6TeachingProcedures513.2ResultsoftheSurveyandDataAnalysis51-573.2.1ResultsandAnalysisoftheClassroomObservation51-523.2.2ResultsandAnalysisoftheQuestionnaire52-563.2.3ResultsandAnalysisoftheTest56-573.3Discussions57-623.3.1PositiveEffects57-603.3.1.1StimulatingStudents’LearningInterest583.3.1.2ArousingStudents’Initiative58-593.3.1.3DevelopingStudents’CommunicativeAbility593.3.1.4ImprovingStudents’Problem-solvingAbility593.3.1.5WideningStudents’Knowledge59-603.3.1.6FacilitatingStudents’AutonomousLearning603.3.2TheLimitationsandDifficulties60-623.3.2.1Limitations603.3.2.2CultureShock60-613.3.2.3NegativeOnlineInformation61-62Chapter4SuggestionsandImplications62-674.1TrainingConstructivistTeachers-to-Be624.2EmphasizingPositiveLearningEnvironment62-634.3CultivatingStudents’AutonomousLearning63-644.4UsingKindsofResources64-654.5PayingAttentiontoCulturalInput65-67Conclusion67-68Bibliography68-73AppendixⅠ73-76AppendixⅡ76-77Acknowledgements77