Preliminary Study Of The Introduction Of Constructivist Learning Theory In Language Teaching

The thesis introduces the basis of the constructive learning theories with emphasis on the difference with the behavioral learning theories regarding to the way of treating students, the study process as well as knowledge. It also explains the possibility and necessity of introducing the constructive learning theory to the Chinese language teaching. Today the research in the students-centered study, research-oriented learning as well as the development of activity-based curriculum has laid solid foundation for the introduction of the theories; meanwhile, constructive learning theories are applicable to the deep-level learning which language learning is attributed to, thus it is an inevitable trend for the learning of language to apply the constructive learning theories in its teaching practice. The thesis also presents some experiments and research done by some researchers. And in its conclusion, it points out that the constructive learning theories must be treated in a relative and developmental point of view.The author believes that constructive learning theories can solve some of the problems that exist in the language teaching to a certain extent. First learning at different levels must be under the guidance of different theories. The constructive learning theories is a powerful tool for the deep-level learning while behaviorist theories are more suitable for the learners at less deep level. Second, in comparison to other types of learning, language learning belongs to the type at deep level. Last, the behaviorist theories will bring many problems in the language learning while the constructive learning theories will bring effective solutions to these problems.The thesis is based on the extensive research on the current resources as well as the experience of the author.