On The Construction Of The Language Classroom Activities

Man's cognition of objective things originates from its natural activitiesinvolved with nature. Activities are sources of cognition and foundation forcreative thought. All truth and creation root in practice. However, the mostdreadful flaw in traditional teaching methods is that students' activities areoverlooked, further more they are confined to a state of silent is constrained.Obviously, the out-of-date, rigid teaching modes must be deserted to render anopportunity for students to develop in a more sound ways and construct astudent-centered class-teaching pattern to enable them to explore andexperience in activities.The first part of this essay is to state the connotation pant and researchsignificance of construction of Chinese-class-teaching activity, and stresses fullimportance should be attached to activity which plays a role in knowledgemastering and ability development, thus activity is regarded as a base forstudents' construction of knowledge and ability.The second part of the essay offers theoretical basis for the above purposeby learning from American educator, Dewey's study and teaching theory onactivity education and construction.The third part puts forward some basic principles in language activityconstruction teaching, namely, reconstructing class and activity formation,opened-teaching and process-organization. Class reconstruction includes thefollowing: first, teachers are required to activate students' life experienceobtained;second, teachers should make efforts to promote combination ofknowledge learned from text books with learners' real life;third, teachers areadvised to help students to form a reasonable life construction for future life.Activity construction means colorful theme activities theme activities enterclassroom to replace the old, monotonous and passive activity pattern. Attentionshould be paid to creating a favorable atmosphere and necessary conditions forstudents' self-reliance activity construction. Open teaching contains openobjectives, open contents, open space, open approaches, openproblem-designing and mind-opening of students. Process formation implies anopen teaching process jointly conducted between lecturers and learners.Formation indicates learners' active acquiring knowledge and developingthemselves in their process development in class. There are three aspects to beemphasized: first, teaching process is stressed;second, affection and emotion inteaching process are to be headed;and third, attention should be paid toproblems arising from formation process.The fourth part of the essay gives detailed steps in carrying languageactivity construction teaching, they are classified as the following five kinds,reading, achievement-exhibiting, appreciating-experiencing, exploring andseminare activities. Reading aloud activity in terms of poems and refinedpoetry is to conduct through construction of repeated activities in an all-roundway. Achievement-exhibiting activity is to be achieved by studentscommunicating or presentating their saticfacrory methods in class. Appreciationor experience for literature activity concerns much about students emotionalthought during the course of studies. Experiencing awareness consists ofmulti-dimentional reading activity, creative coriting and reading activity,compiling and acting-out activity based on passage form course-books, andmovie or Tv programme appreciation activity. Exploration and seminar activityconcerns a lot about the originating of a problem so that students are able toexplore it themselves in accordance with the problem. This includes explorationinto the important and difficult points of the text and into small topic-discussionclass. Topic-discussion class is to designate colorful topics which is closelyrelated to students' daily life do ad to foster them with fine emotion, attitude andvalues, and each activity is supported by specific cases.