摘要：建构主义认为，学习是在学习者与环境互动过程中积极建构内部心理表征 的过程。知识是在社会文化背景下的意义建构，通过其他辅助手段，利用必要的 学习材料和学习资源获得的。然而，我国的中学英语教学与建构主义英语教学理 论所提供的学习风格还很不相称。本文系统阐述了建构主义学习理论，它以建构 主义知识观，建构主义学习观，建构主义学生观和建构主义教师观为基础，为中 学生英语学习提供有益的帮助。新课程改革倡导课程现代化，强调培养学生的自 主学习能力和探索合作能力。作为新课改背景下的教师，应确立学生在英语教学 中的主体地位，尊重学生现有的知识和经验，增强学生主动性意识，使学生了解 学习是新知识与旧体验相互作用的过程，也就是学生进步与发展过程。

综上所述，运用建构主义英语教学观对提高英语教学质量，深化教学改革有 着重要意义。

关键词：建构主义;中学英语教学;新课程改革

Contents

摘要

Abstract

1.  Introduction.1

2.  Literature Review1

2.1The definition of constructivist learning theory.2

2.2The  development  of  constructivism 2

3.Constructivist Perspectives on English Teaching.5

3.1Emphasis  on  the  dynamics  of  knowledge.5

3.2Emphasis on the activeness and constructiveness 5

3.3Emphasis  on  students’ existing  knowledge  structure6

3.4The reposition of teachers’ roles as helpers and cooperators 6

4.How to Cultivate Middle School Students’ Constructivist Abilities 7

4.1Analysis on English learning of middle school students7

4.2Teaching modes under constructivist perspectives.7 4.2.1Anchored Instruction.8

4.2.2Scaffolding Instruction . .9

4.2.3andom Access Instruction. .10

4.2.4ognitive apprenticeship . . 12

4.2.5ultivation of learning community .  .12

4.3A teaching case for illustration.13

4.4Cultivation of autonomous learning abilities.15

4.4.1Cultivation of students' problem awareness .15

4.4.2Encouragement for students to exploring15

4.4.3Guidance for students to solve the problem16

4.4.4Activation of students' curiosity16

5.The Compatibility Between Constructivism and the New National Curricula in Basic Education17

5.1The curricula conform to the current situation and cognitive characteristics of Chinese middle school students.18

5.2The curricula call for the constructivist perspective of learning.19

5.3The  curricula  call  for  the  constructivist  perspective  of  teachers’ roles20

5.3.1Teachers are the facilitators of student learning.20

5.3.2Teachers are the researchers of English education.21

5.4The curricula call for the constructivist perspective of teaching.21

5.5The curricula call for the constructivist perspective of assessment.22

6. Conclusion22

References. 25