Research On Application Of Constructivism-based Teaching Philosophy In College English Teaching

With the growing enthusiasm about constructivism in educational field in China, many related researches were carried out, especially in English teaching field. Most of these articles and researches are remain in theoretical level, mainly discussing theoretical significance of constructivism to English teaching, while empirical researches are quite limited.Considering the researching status of constructivism-based philosophy in college English teaching, the writer investigates English teachers and college students of the following four universities, Guangxi Normal University, Anhui University, Anhui Agricultural University and Hefei University of Technology. With the help of investigation and analysis of survey data, the writer expects to find out:first, the application of constructivism in college English teaching; second, how constructivism-based philosophy was embodied in class; third, whether students accept the constructivism-based teaching models; fourth, whether constructivism-based teaching philosophy has positive effects upon English teaching; fifth, limitations that constructivism-based teaching philosophy come across in college English teaching, and how to solve those problemsAccording to collected data from the study, the writer summarizes the following major findings:Fist, based on the study data collected from the above four universities, about 34.3% college English teachers employs constructivism-based teaching philosophy in class.Second, constructivism-based teaching philosophy is mainly embodied in case introducing, design of classroom activities, combination between learning task and course content, interactions between teachers and students and students themselves.Third, constructivism-based teaching philosophy improves students'interests and enthusiasm for English language learning. To certain content, this shows that constructivism-based teaching philosophy is accepted by students, and has positive effects for English learning.Fourth, there are also some problems of constructivism-based teaching philosophy in college English teaching. Subjective problems:lack of autonomous learning abilities of students, theories of constructivism-based teaching philosophy are limited and need to be improved. Objective problems:large number students in English classroom, insufficient use of multi-media teaching facilities, and pressure of passing rate of CET-4.This study employs empirical researching methods to investigate the application of constructivism-based philosophy and teaching models in college English teaching. Through analysis of survey data, to get a clear idea of the actual status, and to find out the advantages and limitations of constructivism-based teaching philosophy and models in college English teaching, and to explore the implications of constructivism-based teaching philosophy and models to college English teaching.