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Abstract
With the gradual depth of the new round of curriculum reform in senior high school, more and more English workers begin to pay attention to senior high school English teaching, thinking about how to make senior high school English teaching more helpful for the development of students. Senior High School English reading teaching is a vital part of English teaching and is also the main way to cultivate the reading competence and English learning and application competence of students. For a long time, influenced by traditional teaching, there are some problems in teaching and learning of senior high school English reading teaching.In order to solve these problems, new teaching theory and method are needed; constructivism is a more perfect theory perspective.This thesis aims at exploring how to use the constructivism in senior high school English reading teaching by stating the theory of constructivism.Further it introduces the study results of senior high school English reading teaching at home and abroad and its practical application in senior high school English reading teaching.The conclusion is that the constructivism is worthy studying further.
Key words: Constructivism Learning Theory; Senior High School English ;
Reading Teaching
Content
摘要：
Abstract:
Chapter 1: Introduction1
1.1 The significance of this thesis1
1.2 The reformation necessity of English reading teaching
in Senior High School .2
Chapter 2: Literature Review 2
2.1 The researches of English reading teaching abroad2
2.2 The researches of English reading teaching domestically .3
2.3 The Basic Thoughts of Constructivism 3
2.3.1 The Learning View of Constructivism 3
2.3.2 The knowledge View of Constructivism 4
2.3.3 The View of Students and Teachers of Constructivism 5
2.3.4 The Learning Methods View of Constructivism .6
2.3.5 The Teaching View of Constructivism .6
Chapter 3: The Practical Application of Constructivism in Senior High School
English Reading Teaching .7
3.1 The Teaching Design of Constructivism 7
3.2 The Usage of Constructivism .7
3.2.1 The Leading-in of New Lesson 7
3.2.2 Classroom Questioning Skills.8
3.2.3 Group Discussion.8
3.2.4 Reading Skills 9
Chapter 4 Conclusion .10
Bibliography 11
Acknowledgments .12