A Study On The Application Of Constructivist Learning Theory In The Teaching Of English Reading In Senior Middle Schools

The teaching of reading is the core of English teaching in Senior Middle schools and the main channel to develop students' reading ability as well as their language learning competence and linguistic competence. This thesis tries to discuss the main views of constructivist learning theory and explore how to apply it to the teaching of English reading in senior middle schools.To start with, the thesis analyzes the present condition of the teaching of English reading in senior middle schools and the necessity of innovation. The author points out that only when the students' personal participation is brought into full play, can their reading ability and their overall quality be improved. After reviewing its origins and developments, the author gives an exhaustive introduction of constructivist learning theory. The theory holds the view that learning is not the passive acceptance of knowledge. It's an active process in which learners construct their own meaning. The constructivist approach changes the focus of the classroom from teacher- centeredness to student-centeredness, which requires teachers to relinquish their role as a sole information-dispenser and assist the students in developing new insights. Situation, cooperation, conversation and meaning construction are the four elements in the constructivist learning settings. Only the qualities and the functions possessed by the multimedia technology and Internet networks can reflect the above four elements. The author considers the information technology is the premise when constructivism is applied to the teaching. Then, the author discusses the constructivist teaching models. They are scaffolding instruction, anchored instruction and random access instruction. Also the thesis mentions the deviations of the instruction design in the constructivist setting. The author proposes that instructors should critically assimilate the reasonable views and form our own teaching theory to promote teaching reform.After that, the author argues the principles of the instructional design in English reading in the constructivist settings, including the stress of student-centeredness, the important roles that situation and cooperative learning play in meaning construction, the design of learning environment, the application of various information resources and the final aim of learning process - constructing meaning. And then, the thesis explores the application of constructivist learning theory in the teaching of English reading.Finally, the author draws the conclusion that it promotes the teaching of English reading greatly employing a constructivist teaching approach. However, there still exist some problems for further research. The instructors should look on constructivism dialectically and assimilate its reasonable views so as to form the teaching methods that suit the English teaching practice of our country.