建構(gòu)主義視角下高中英語(yǔ)閱讀翻轉(zhuǎn)課堂教學(xué)研究

ChenYabin:ResearchonFlippedClassroomTeachingofHighSchoolEnglishReadingfromthePerspectiveofConstructivism建構(gòu)主義視角下高中英語(yǔ)閱讀翻轉(zhuǎn)課堂教學(xué)研究

【摘要】近年來(lái)，隨著我國(guó)經(jīng)濟(jì)與互聯(lián)網(wǎng)的飛速發(fā)展，翻轉(zhuǎn)課堂興起并顛覆了我國(guó)傳統(tǒng)英語(yǔ)課堂模式，其優(yōu)越性對(duì)于提升我國(guó)英語(yǔ)閱讀教學(xué)效果與學(xué)生閱讀學(xué)習(xí)的積極性與主動(dòng)性都具有非常重要的理論價(jià)值和實(shí)踐意義。本文通過(guò)問(wèn)卷調(diào)查的形式，調(diào)查了如今高中英語(yǔ)課堂的現(xiàn)狀，分析了當(dāng)下高中英語(yǔ)閱讀課堂中存在的問(wèn)題。此外，本文還結(jié)合建構(gòu)主義理論探討了翻轉(zhuǎn)課堂教學(xué)的優(yōu)勢(shì)，探索了翻轉(zhuǎn)課堂在我國(guó)英語(yǔ)閱讀教學(xué)的應(yīng)用，這樣做的目的是優(yōu)化我國(guó)高中英語(yǔ)閱讀教學(xué)模式，提高學(xué)生的自主學(xué)習(xí)能力和教師在平時(shí)上課過(guò)程中的教學(xué)效果，進(jìn)而不斷提高學(xué)生成績(jī)?！娟P(guān)鍵詞】建構(gòu)主義；翻轉(zhuǎn)課堂；閱讀理解

ResearchonFlippedClassroomTeachingofHighSchoolEnglishReadingfromthePerspectiveofConstructivism

Abstract:

Inrecentyears,

withtherapiddevelopmentof

Internet

andoureconomy,theriseofflippedclassroomhassubvertedthetraditionalEnglishclassroommodelinChina.

ItsadvantagesareofgreattheoreticalvalueandpracticalsignificanceforimprovingtheEnglishreadingteaching

effect

andstudents'enthusiasmandinitiativeinreadinglearning.

Thispaperinvestigates107highschoolstudentsbymeansofquestionnaires.

ThentheauthoranalyzesthecurrentproblemsinhighschoolEnglishreadingclasses.

Inaddition,

thispaperalsodiscussestheadvantagesofflippedclassroomteachingfromtheperspectiveofconstructivism,

andexplorestheapplicationofflippedclassroominEnglishreadingclassinChina,inordertooptimizetheteachingmodelofEnglishreadinginseniorhighschoolsinChina,

improvethestudents'

independentlearningabilityandtheteachers'

teachingeffectinroutineteaching.

Thus,

thestudents'

performanceinEnglishclassroommaybe

improved.

Key

words:Constructivism;Flippedclassroom;Englishreading

1.

IntroductionAsZhangJinglisaid:

“EnglishreadinginChinaoccupiesavitalstatusinEnglishteaching”.

Also,

weknowourEnglishcurriculum

requires

studentstohavesome

readingamountsand

readingability.

(ZhangJingli,

2010:548-549),

andasZhangJinglisaid:

"

Englishreadingabilityistheabilitythateachofuswho

studies

Englishneedtohave"(ZhangJingli,2016,12-12).

Englishreadingisanindispensablepartofcultivatingstudents'

abilitytoobtaindifferentkindofmessagesandlogicalthinkingabilitytosomeissues.

Thus,

Englishreadingshouldbevaluedenoughbyourteachersandstudents.

Inaddition,

students’

zealandinitiativeinlearningEnglishshouldbe

boosted.However,

it'snot

hardtofind

therearemanyproblemsinourEnglishreadingclassesinourcountry.Forinstance,

manyteachersjustimpartknowledgetostudentsanddon’tteachreadingskillsforstudents.

Oneofthe

results

arethatstudentsbecameincreasinglypassiveinEnglishreading

classes.

Inrecentyears,

flippedclassroomteachingmodelconformstotheconstructivismteachingtheory,

whichisofprofoundsignificanceto

enhancing

theeffectofEnglishreadingteachingandstudents'Englishlevel.

Groundedonsomeproblemsintoday’sEnglishreadingclassesinChina,

thispaperdiscussesthebenefitsofflippedclassroomteachingmodelinviewsofconstructivism.

Andsome

feasiblesuggestionsareputforwardfortheapplicationofflippedclassroominEnglishreadingteachinginChina.2.

Theoreticaloverview2.1DefinitionandOriginofFlippedClassroom

AsFengJiansaid,

“flippedclassroomisnothingmorethananewteachingmodelthatinvertedthetraditionalclassroom."

(FengJian,

2017:129).

Intraditionalteachingmodel,

theteacheristhemaster,

andteacher'stasksisnothingmorethan

imparting

ofknowledge.

Weknowthiskindofteachingmethodiscramming,

whichmakethestudent

tobecome

apassivereceivertoknowledge(ChenXiao,2015:186-186).

Inthisprocess,

thestudent'sinitiativeandzealcanbefulldisplay.

As

innovation

andsubversionoftraditionalteachingmodelflippedclassroomteachingmodelisthatteachersrecordtheteachingvideosrelatedtotheclasscontentbeforeclass,whilestudentsareaskedtowatchandlearnbeforehand.

Sothatstudentsandteachershavemoretimeandopportunitiesto

communicate

andinteractingwitheachotherandsolvethedifficultiestogetherduringclass.

TherebyStudent-centeredgoal

has

beenrealizedinthisnewteachingmodel.

Also,

studentscanharvestknowledgeintheprocessofindependentlearning(FengJian,

2017:129).

Tosomeextent,

flippedclassroomfitsintotheconstructivismtheory,

whichisofimmensehelptostudents'

learning.

Peermutualteaching,

whichwasfirstadvocatedbyEricMazur,

aprofessoratHarvardUniversity,

wastheoriginalprototypeofflippedclassroom.

In2007,

twohighschoolchemistryteachersintheColoradorockymountainforestpark,

JonathanBermanandAaronSamusemultimediaandrelatedsoftwareto

teach,combiningthecoursecontentwithvideoandInternetinordertohelpthestudentscannotcometoclass.

Thosewhohave

cometo

class

canalsowatchthevideotoconsolidatetheirlessonslearnedinclass.

Asaresultitreceivedagoodeffect(HuangJianming,

2016:79-80).

Inaddition,

SalmonKhan,

whotooktheleadingpositioninflippedclassroom,

madeavideoto

instruct

hisnieceandnephewanduploadedhisvideototheInternettohelpmorestudentswithsimilarlearningdifficulties.

In2006,

Khansetupanonprofitwebsite,

thekhanacademy,

touploadavarietyoflearningvideosandresourcesfordownload.

In2011,

teachersatClintondaleprominentschoolinMichigan,

USA,

implementingtheflippedclassroomteachingmodelintheirclassandhadachieved

excellent

teachingresults.

InChina,

comparedwithuniversities,

therearemorestudiesonflippedclassroominmiddleschools.

And,

comparedwithvocationalhighschools,

therearemorestudiesonflippedclassroominuniversities.

JiangjinJukuiMiddleSchoolwhichisakey

middle

schoolinChongqingwasthefirstplacetoimplementflippedclassroom,achievinggoodoutcomes.

ChongqingJukuimiddleschoolwhichenjoysafinereputationforitssolidfoundationandfirst-classmanagementlevelinthesocietyis

thewindow

school

inJiangjindistrict.

Theschoolhasattractedtheattentionofdomesticexportsin

teaching

itsmiddleschoolstudentsusingtheinvertedclassroommodel.

Sincethen,

manypracticalseminarsaboutflippedclassroomhavebeenconductedbyprofessorChenYukunatEastChinaNormalUniversityinChina.

Moreschoolleadershaveseenthedawnof"futureeducation",

andmoreandmoreschoolsareconductingflippedclassroomresearchandpromotion.

However,

asthesayinggoes:“everycoinhastwosides”.

Flippedclassroom

is

noexceptionbecausetheflippedclassroommodelstillexistingsomeproblemsinpractice.

teacherswhousingflippedclassroommeanstheymayspendplentyoftimeandeffortonit.Ontheotherhand,it

meansthatstudents'sparetimewillbeoccupiedmore.

ResearchonflippedclassroominChina

ismainlyconcentrated

onthestageofspeculativesummary,andthereislittleresearchonthespecificoperationprocessandimplementationscheme.

Thispaperaimstopropose

aviable

operationschemetofacilitatetheimplementationofflippedclassroombystudyingthespecificfunctionaloperationprocessofflippedclassroominEnglishreading.

2.2DefinitionofConstructivismTheory

Emergedinthelate20thcentury,

Constructivismbelievesthatlearningprocedurerelatedto

meaning

constructioninaspecificsituationthroughthemutualcooperationbetweenteachersandstudents.

Piaget,

anoutstandingrepresentativeofcontemporaryconstructivism,

believesthatlearnersre-understandandencode

new

informationinlearninginordertoconstructtheirownunderstandingaccordingtotheirindividualexperiencebackgroundandoriginalknowledgeexperience(ZhangLixia,2010:548-549).

Now,

theConstructivismthatweallgenerallyacceptmainly

containsthefollowing

threebasicviewpoints:knowledgeview,studyview,studentview.

TheConstructivistemphasizesthatknowledgeisnotanaccuraterepresentationofrealityandthefinalanswerof

questions.

It

isjust

asimpleexplanation,ahypothesistosomequestionsandphenomenon.

BasedonConstructivistlearningtheory,

learningisnotaprocedurethatteachersimpartnewideasorfinethought

to

students,

butaprocesswherelearners

proactively

constructknowledgeindependently.

Constructivismholdsthatstudents

donotentertheclassroomwithemptyheads.

Before

gettingintothe

classroom,studentshaveaccumulatedalotofknowledgeandexperienceintheirdailylife.Inviewsofthatcondition,

teachersshouldbethehelpertoconnect

new

knowledge

to

informationexistinginstudents'minds,theninstructingstudentstoacquireandconstructnewideasfromtheoriginalideas.

Asateacher,

weshouldalsohelpstudentstostudyactivelyandconsciously.

Also,

Studentsshouldbegivenmore

freedom

toformtheirownideasand

opinions,

integratetheirknowledgesystemaccordingto

thespecific

situationandactivelymobilizetheknowledgeintheirbraintosolvepracticalproblemsinlifeandlearning.

2.3RelationshipsbetweenConstructivismTheoryandFlippedClassroom

Inrecentyears,

flippedclassroomattractspeople'sattention,

andpeoplegraduallyrecognizetheeffectofflippedclassroom.

Tosomeextent,

theteachingmodelofflippedclassroomobjectivelyconformstotheconstructivismtheorybecausetheteachingmodeofflippedclassroomisstudent-centeredinteachers'

daily

teaching.

Therebyitcanbesaidthattheconceptofconstructivismpracticedby

flipped

classroom.Inflippedclassroom,

students

learntointegrate

thenewlylearnedknowledgewiththeirpersonalknowledgeandexperience,whichareconducivetocontinuouslyimprovingtheirindependentEnglishlearningabilityandpracticalapplicationabilityofEnglish.3.ProblemsofTeachingEnglishReadinginChinaTheauthorsentquestionnairestohighschoolstudentsandmadestatistics.

107questionnairesweredistributedand107wererecovered.

And107questionnaireswerevalidandthemaincontentofthemcan

besummarisedas

followed.

(1)

questions1and2

areintendedto

surveyteacher'steachingpurposesandteachingmodeinthecourseofclass.

48.6%

ofstudentsthinkthatthemainpurposeofteachersinhighschoolEnglishreadingclass

istoimpart

knowledge,and79.44%ofstudentsthinkthatteachersareteacher-centeredintheusualclassprocess,withasingleteachingmethodandteachers'teaching.

(2)

Questions3and4

areaimedat

investigating

teachers'teachingmethods.

65.42%

ofstudentsbelievethatteacherswilldirectlysolveproblemsencounteredbystudentsinclass,

andthepersonwhohaslittletimefordiscussioninEnglishreadingclassaccountingfor77.57%

(3)

Questions5and6

aresettoinvestigate

students'interestinEnglishclasses.

From

theresults,

wecanfindstudentswhosaidtheirEnglishreadingclasswasnotsodivertingareat

72.9%.

Participantswho

donotlove

theEnglishreadingclassarecalculatedat72.9%.Fromthosestatistics,

wecansumupthatmostEnglishreadingclassisnotsoattractivetostudentsandmanystudents

donotlikeit

verymuch.

(4)

Questions7and8areaboutstudents'

memoryeffectofwordsandreadingabilityafterlearning.

83.18%

of

students

saidtheirwordmemoryeffectwasbad,

and75.7%

through

theirreadingabilitywasaverage.

(5)

Questions9

is

concerningstudents'expectationsonEnglishreadingclassesandthesurveyfoundthatabout78.5percentofstudentsexpecttocombineEnglishreadingclasseswiththeInternet.

Question10isaboutstudents’opinions

onwhethermultimediateachingishelpfulforimprovingEnglishlearning.

Itwasfoundedthat83.18%

ofstudentsdeemmultimedia,

suchasPPT,

isusefultoboost

theirzealinEnglishreading.

Tosumup,

wefoundthat,

atpresent,

China'smostschoolreadingclassteachingmode

is

mainlyteacher-centered.

IntraditionalEnglishreadingclass,

teachersoftenteachstudents

aboutthe

newwords,grammarandtranslatethewholetextforstudentstounderstand.

Afterthat,onlythe

key

sentence,paragraphsetc.arepointedbyteachersforstudentstomemory.

Thisinstructional

mode

isstillthatteacherstaketheleadingposition.

Asa

consequence,teachers'traditionalteachingideasandbehaviorsmayseriouslylimitstudents'personaldevelopmentandtheformationofculturalconsciousness,becauseintraditionalEnglishreadingteachingprocess,students’creativethoughttoproblemsareincreasinglydisappearing.

Also,

students

gradually

lacktheparticipationandinteractioninclass.

ItseemsthatEnglishreadingclassisboring,

andstudents'

interestinreading

are

low.

Inaddition,

it’sknownforusthatthedifferentpeoplemayhavedifferentreadingability.

But

therearestillsometeachersdonotadjusttheteachingscheduleandmethodstosuitthestudentswithdifferentEnglishabilityinclass.

Asaresult,

manystudentshavelow

zeal

tolearn,whichleadtolowreadingscores.

Teachersbecomedepressedbecauseteacher’steachingqualityisunsatisfied.

Thetypicalproblems

arecaused

byabove

being

summedupas

following.

(1)

Mostof

thestudents

mayhavetroublerememberingwordsandbeunabletodealwithissuesindependently.

Toillustrate,

whentheycomeacrossunfamiliarwordsinreading,

theyoften

referto

referencebooksinsteadofanalyzingthecontextofthearticle.

(2)

AsisknownforusthatEnglishreadingskillssuchasskimming，scanning,

are

extremelyimportant,

becausenotonlycanitimproveourreading

speed,itcanalsobenefitourunderstanding.

Tobespecific,

withsomeEnglishreadingskills,

wecanreadmorefasterandmore

accurately.

But,

inourlife,

manystudentsdonotconsider

reading

strategies,whichdefertheprocessofreadingpassagesandevencausemisunderstanding.

(3)

Student’sEnglishreadinglevelislowandtheirEnglishlanguagesenseisweakunderthetraditionalteaching

mode.

Often,theycan’tfindthe

divertingness

oflearning,andtheirEnglishreadingscoresarenotidealusually.

Therefore,

itisnecessaryforustoimplementtheflipped

classroom,soastochangetheoutdatedEnglishteachingmodeandreshapestudents'learningstyle,cultivatingthestudents’’initiativeandlearningability.

4.

AdvantagesofImplementingFlippedClassroom4.1ImprovingStudents'

LearningInitiativeandEnthusiasmFirstofall,

thelimitationoftimeandspaceisbrokenbyflippedclassroom-oneofthemostdifferencesbetweenflippedclassroomand

traditional

classroom.

Studentscanstudyanytimeandanywhere.

Also,

theycanadoptanefficientlearningmethodsuitabletothem,

whichhelpstotheirquickactiontolearn.

Moreover,

inourdailylife,

itwasfoundthatmanypeoplearoundusarepronetoprocrastinationwhenbegantodoonethinginmanycases.

Scientificexperimentssuggestthathereasonwhyyouprocrastinateisbecausethe

current

taskquantityistoolarge.

So,

how

tofixthis

problem?

Flippedclassroomcan

solvethisproblem

precisely,becausetheteachingvideosinflippedclassroomaregenerally8-15minuteslong.

Itmaybeshortbutconciseincontentandhighlightedinfocus.

Teachers

areableto

dividethetime-45minutesperclass-intochunksandallowstudentstolearnthoughvideosonebyone.

Throughthis,

students'

mentalburdenoflearningcanbevastlyreduced,

andtheirenthusiasmandinitiativecanbe

boosted.Thenthey

areabletoquicklyimmerse

inlearningvideo.

4.2EnhancingClassroomCommunicationandInteractionbetweenTeachersandStudents

Classroomcommunicationandinteractionare

a

vitalcomponenttodevelopstudents'readingeffect.

Beforeclass,

studentshadwatchedthevideoandhadapreliminaryunderstandingandmasteryoftheknowledgepoints,

suchasthemeaningofwordsandphrases,

theuseofgrammarandsoon.

Thisstepgreatlyshortensthetimeteacherstoexplain

contemporary

knowledge.

This

part

oftime,howevercanbeleftforteacherstoclarifyvitalbuthardissuesandforstudentstodiscuss,anddoingotherlanguageoutput.

Inthisway,

notonlycantheycomprehendlanguagepoints,

enhancingtheircommunicationskills,

butalsotheirsenseofcooperationandteamspiritcan

beactivated.

Thusanopen,

inclusiveandharmoniouslearningatmospherecan

becreatedfor

studentstolearning.

4.3HelpingStudentsConsolidateWhatTheyHaveLearnedAfterClass

Flippedclassroomisofextremesignificanceforstudents'

review

afterclass.

Thecontentofflippedclassroomvideosismostlythefocusanddifficultyofaclass.

Afterclass,

studentscanreviewthelanguagepointsinvideoagainonthebasisoftheirpersonalneed.

Duringwatchingthevideo,

students

havearighttocontrol

thetimeandprocessoflearning,then,adjustingthespeedinlinewiththeirspecificlevel.

Studentsalsocanselecttoskiptheknowledgepointstheyhavemastered

toenhancetheir

learningefficiency.

Forthoseknowledgepointsthattheyhavenotkeptinmindorthepartsthataredifficulttounderstandin

class,

they

arecapabletowatchthispartofthecontentagaininorderto

firm

whattheyhavegainedinclass.

5.

TheConcreteApplicationofFlippedClassroominTeachingEnglishReadingfromthePerspectiveofConstructivism5.1BeforeClass--

TeachersandStudentsFinishtheTasksRespectively

Constructivismlearningtheoryholdsthatstudentsarethecenteroflearningandtheactiveconstructorsofmeanings.

It

doesmeanthat

teachersareonlysupportstoinfavorofstudentstoformtheirowncomprehensionofknowledge.

Basedonthis,students'abilitytoindependentthinkandlearnshouldbecultivated.

ParticipantsofEnglishreadingclassaremainlyteachersandstudents.

InEnglishreadingteaching,

teachersandstudentsshouldthereforecompletedifferenttasksbefore

class,soastoensuretheorderlyprocessofflippedclassroomandtheimprovementofteachingquality.

5.1.1Teacher’stasks

Constructionistsbelievesthat

teachers,asthesupportersshouldstressstudentslearningincontext.

Basedonthis,itisnecessaryforustochangeconventionalformofclasswhichiscenteredonteacher,classroomandbook.

So,

theroleof"assistance"

ofateachercan

berealized.

Theflippedclassroomisusedtodesignlearningscenariostoprovidestudentswithrichlearningmaterials,

broadentheirhorizons,

buildtheconnectionbetween

new

informationandstudents'originalinformation,andbetterrealizethe"assimilation"ofstudents'privateknowledge.

Therefore,

teachersneedtocompletethefollowingstepsbeforeclass:

First,

beforemakingtheteachingvideo,

Inordertoformulatethecorrectandproperteachingtarget,

teachingcontent,

teachersshould

carefully

analyzetheteachingtarget,

teaching

difficulties

andvitalcontentofthecourse,aswellasthestudentsofclasslevel,etc.

Onlyinthisway,

teacherswillhighlighttheproblematicpointinclassandtherelatedknowledge.

Inthemeantime,

studentsaremoreeasytograspthelanguagepoints,

immersedinlearningthroughtheprocessoflearningandteaching.

What

isnoteworthy

isthatthecontentoftheselectedmaterialsshouldhighlightthekeypoints,butnotbetoohardandbeyondtheactuallevelandreadingabilityofstudents.

Otherwise,

thiswill

donotcontributeto

studentstofullyactivatetheircurrentknowledgesystemtodigestthevideocontent,andconstantlyimprovestudents'readingability.

Second,

makingvideos.

Firstofall,

theamountofinformationcarriedbytheteachingvideoshouldnotbetoomuch,

itshouldbe

short

butlogical,andthetimeshouldbecontrolledwithin8-15minutes.

Theteachershould

considerhowtoexplain

aknowledgepointthoroughlyandclearlyinashorttime.

Secondly,

theentrypointandpresentationofteachingcontentshouldbeasnovelaspossible.

Teacherscansearchforrelevantpictures,

textsandvideoontheInternetto

active

studentsfrommultipleangles,soastodrawstudents'attentionandarousetheirinterestinlearning.

Finally,

teacherscanassignafewquestions

toendthis

partofcontent.

Teachersshouldfocusonthedifficultyoftheproblemwhenarrangingtheproblemtoensuretheseproblemscanarousethelearninginterestofstudentsandgivestudentsadefinitesenseofachievement,

soas

topreparefor

thefollowingclassroomteaching.

Forexample,

whenlearningEnglishlesson-

TheOlympic

Games,

teacherscansetthefollowingquestionsaboutTheOlympicGamesatthebeginningoftheclass

studentstoguess.（1）What

isthenameof

thecountrywheretheOlympicGamesbeganinancienttime.

Greece.

（2）Whocompeteswithanotherorothers.

Competitor.

（3）WhatkindofsentencestakenastheguidingruleinTheOlympicGames.

Motto

（4）WhatkindofthingsgiventothetopthreepeopleineacheventinTheOlympicGames.

Medals

（5）Insports,

who

participatesin

thegame.

AthleteInthisprocess,

studentscanclearlyknowtheirownproblems,

andmay

havetheopportunitytocommunicatewith

teachersorotherpeersinclass,soastosolvetheirpeculiardoubtstimely.

Inthemeantime,

teachersshouldunderstandstudents'

learningstatusandrespondtostudents'

problemstimely,

sothatteacherscanimprovetheirEnglishteachingabilityandstudentscanboosttheirEnglishreadinglevel.

AccordingtoConstructivismlearning

theory,wecaninferthatstudentslikea“buildingworker”takingtheinitiativetobuildtheirownknowledgebuilding.

Theyarenotpassivebutactive.

Hence,

teachersgivestudentsthefreedomtostudyindependentlyandavoidtoomuchinterferenceintheirlearning.

Studentsshouldtimelywatchvideospostedbyteachersontheirgroup,

likeQQ,

WeChat,

andcompleteaccordingexercises,

sothattheywouldbefamiliarwith

knowledge.

Inaddition,

studentsshouldlearnintimeaftertheteacherpublishestheexercises.

Theyshouldhaveacertainunderstandingofthe

key

pointsintheteachingvideoduringthelearningprocess,andtimelyrecordtheirdoubtsorisdifficulttounderstandintheprocessofwatching.

Finally,

studentsshouldfinishthecorrespondingexercisesintimeafterwatchingthevideo.

Asthesayinggoes,

“practice

isthebestwaytocheck

whatyouhavelearned”.

Studentsshouldsummarizethewrongquestionsafterdoingthem,

soas

tointeractwith

teachersinclass,solveproblemstogetherandimprovethequalityoflearning.

Flippedclassroom

istherightway

oflearning.

Thesameisthesubstanceoflearning.

Onlybycompletingaseriesoftasksbeforeclass,

canstudents

ensure

theimplementationofflippedtheclassroomandimprovethequalityofclassroomlearning.

5.2InClass--

TeachersShouldFocusonExplanationandCarryoutClassDiscussionConstructivismtheoryadvocatesthecombinationofstudents’

independentexplorationintheoceanofknowledgeandteachers'

help.

Teachersasthesupporterandmentorofstudents'

knowledgeconstruction,

shouldfreethemselvesfromtheconventionalmind,

guidingstudentsinactivelyopendiscussions,

andgivingstudents

affirmationandencouragementaftertheyansweraquestion.

Afterdoingthat,

apositive

interaction,anequalcommunicationamongstudentscanbebuilt.Also,

theyshouldarouse

students’

curiosity

toexploreknowledgeandfocus,deepentheunderstandingofknowledge,jointlycontributedtothecompletionofreadinggoals(ZhangLixia,2010:548-549)

5.2.1TeachersShallFocusonTheExplanationofKnowledge

Asweknow,

thesuccessoflearningknowledgecan’tbeachievedinonestep,

sometimesstudentsneedto

consider

repeatedlytounderstandtheknowledgepoints,andteachersneedtoexplainagaintosolvethestudents'currentconfusion.

Beforeclass,

studentshavewatchedthevideoandpreliminarymasteredthelanguageofthe

relevant

knowledge,butnofurtherabsorbedintotheirownknowledge,intotheirownlearningsystem.

So,

teachersshouldpredict

difficult

pointsinvideoaccordingtothelevelofthestudents.Therebytheobstaclesin

students'

learning

canbefurtherexplained,

andthestudentwillhave

better

viewofthedifficultpoint,internalizingthenewknowledge.

Forinstance,

whenstudentslearnthetext-

TheOlympicGamesinThefirstyearofhighschool,

theymayencounterdifficultiesinsuchthefollowinglonganddifficultsentences.

(1)Pausanias,

whowasaGreekwriter2,000yearsago,

hascomeonamagical

jouney...tofindoutaboutthepresent-dayOlympicGames.

(2)

Ilivedinwhatyoucall“AncientGreece”

andIusedtowrite

AbouttheOlympicGamesalongtimeago.

(3)

YoumustbeinterestedintheOlympicGames,

whichattract

athletes

fromallthecountries.

Here

let's

knowaboutthehistoryoftheOlympicGames.

(4)

Accordingtohistoricrecords,

thefirstancientOlympicGamescanbetracedbackto776B.C.

They

werededicatedto

theOlympianGodsandwerestagedontheancientplainsofOlympia.

Many

sportsgameswerebasedonancientGreekmyths.

Thoseproblemsmaynotbesolvedbysimplyrelyingonthestudentstolearnbythemselvesinthevideoafterclass,

sotheteachershouldfurtherexplainthesesentencepatternsandsetcorrespondingquestionstotest

students'

mastery

ofthissentencepattern.

5.2.2TeachersShouldGuideStudentstoDiscussKeyIssuesinClass

Constructivismlearningtheoryadvocatesthemodeloflearner-centeredlearningmode.Butitdoesn’tmeanthatitonlyemphasizesthecognitivesubjectroleoflearners,

italso

values

thesignificanceofteachers(ZhangJuan,2007:69-73).

Beforeclass,

thestudentswatchedthevideoandinitiallymasteredtheknowledgepoints,

whichgreatlycutthetimefortheteacher

toexplain

theknowledgepoints.

Therefore,

it

isnotnecessaryfor

theteachertowastevastvaluableclasstimeinrepeatingtheexplanationofthewidespreadknowledgepoints.

Thosevaluabletimeofclass,

however,

canbeleftforpeoplein

theclass

todiscussandcomeupwithnovelideas.

Teachersshouldputstudentsinanaccessible,

cooperative,

discussionlearningenvironment,

guidingstudentstoexploreknowledge,

findproblemsandsolve

problems,whichcaninspirestudents'mind,developtheirthinkingability,dothemasteroflearning.For

example,inclass,Teachercansetupadiscussionbasedonaspecifiedtopic,suchasfollowing.

InBeijing,

the29thOlympicGame

have

beensuccessfullyhosted.

Itmust

seemtohave

alotofprestigenotonlytoourcountry,but

alsototheChinesepeople.

CanyoulistsomebenefitsaboutTheOlympicGames.

Ifyoudo

notagreeatall,youCantellussomeabouttheOlympicGames.

Teacherscangroupstudentsfordiscussion,

andstudentsineachgroupcanlisttheirmistakesinthevideoonpaperforgroupdiscussion.

Meanwhile,

teacherscanshowsomeproblemswiththehigherrorrateinthebackgroundonthePPT,

andguidegroupmembe