ABSTRACT

Constructivist teaching model conforms to the trend of significant reformation of higher education in China, but encountered many difficulties in its implementation process. This paper focus on the observation of the performance of 50 English majors and 6 teachers at three stages of Pre-learning stage, While-learning stage and Post-learning stage under the guidance of constructivist teaching model. Findings are some substantial problems encountered in the implementation process of constructivist teaching model, including unchanged traditional teacher role of knowledge transfer and poor self-learning ability of students at the stage of setting context, large classroom size and common phenomenon of students silence in class at the stage of collaborating and communicating and inappropriate ways of teaching evaluation and poor self-reflection ability of teachers and students at the stage of evaluation and reflection. Through reflection the constructivist teaching model with analysis of the causes, this paper makes some practical suggestions aiming to provide useful guidance for English Teaching Reform.

Key words: constructivism; English; teacher role; self-learning ability

CONTENTS

ACKNOWLEDGEMENTS

ABSTRACT

摘要

Chapter One INTRODUCTION-1

Chapter Two LITERATURE REVIEW-2

1.1 Origin of Constructivism-2

1.2 Related Studies in China-2

1.3 Deficiencies of the Previous Studies-3

Chapter Three RESEARCH DESIGN-4

2.1 Design Concept-4

2.2 Research Tools &Subjects-4

2.3 Research Priorities-5

Chapter Four RESULTS AND DISCUSSION-6

4.1 Pre-learning (Setting Context)-6

4.1.1 Analysis of data-6

4.1.2 Causes of the problems-7

4.1.3 Solutions-8

4.2 While-learning (Collaborating and Communicating)-8

4.2.1 Analysis of data-9

4.2.2 Solutions-9

4.3 Post-learning (Evaluation and Reflection)-11

Chapter Five CONCLUSION-16

REFERENCES-17