A Study Of English Teaching Model In Application-oriented Colleges And Universities From The Perspective Of Constructivism

With the further reform of college English teaching, a number of teaching models have been applied to college English teaching. This thesis, based on constructivism theory, studies the application of constructivism-based teaching models in application-oriented colleges and universities. Constructivism stresses learners’ centre role, collaborative learning, situation creation and meaning construction in real learning environment.This thesis adopts empirical research methods. Two parallel classes of non-English major sophomores in Huangshan University, which is one of the representative application-oriented universities in Anhui Province, are chosen at random as the subjects in this research. One of the classes is the control class and the other is the experimental class, both of which are made up of50students. Three instruments of this experiment have been applied, which are tests (pre-test and post-test), questionnaire and interview respectively. Based on experimental investigation and data analysis, this thesis is expected to find out:(1). Whether constructivism-based teaching model has positive effects on students’ improvement of English scores;(2). Whether students in application-oriented colleges and universities are willing to accept constructivism-based teaching model;(3). Whether there exists a correlation between the application of constructivism-based teaching model and students’ improvement of English scores;(4). What factors in constructivism-based teaching model will exert effects on students’ English learning?After one semester’s experimental research, the experimental data of two parallel classes have been collected, analyzed and processed with the aid of SPSS. The author finds out:(1). Constructivism-based teaching model has positive effects on students’ improvement of English scores.(2). Most of the students of the experimental class in Huangshan University hold positive attitudes to constructivism-based teaching model. (3). There exists a positive correlation between the application of constructivism-based teaching model and students’ improvement of English scores.(4). Among the factors of constructivism-based teaching model, four factors (discussion-based teaching, encouraging students’ reflections, meeting students’ needs and the practicability of teaching based on real situations) can play significant roles in improving students’ English scores.This thesis promotes the application of constructivism-based teaching model and the reform of college English teaching in application-oriented colleges and universities. Its results provide effective experimental evidence for the relationship between the application of constructivism-based teaching model and students’ improvement of English scores. This teaching model can effectively contribute to the improvement of students’ comprehensive abilities to apply English. Besides, during the process of the application of this teaching model, the teacher should attach more importance to the roles and effects of the four factors in English teaching, which are discussion-based teaching, encouraging students’ reflections, meeting students’ needs and the practicability of teaching based on real situations respectively so that this model can further optimize the current English teaching.At last, it is hoped that this experimental research can offer a unique point of view and inspiration for the present teaching reform of college English.