Theory Of Constructivism And Chinese Reading Classes

Since 20 years, Chinese instruction has made the full extend of reform in aspect of teaching theory research and teaching practice with a little achievement. But we take a broad view of the situation, we will find that the deficiency in the teaching of Chinese reading still exist and that it is preset to us as the following. First, the trend of exam-oriented text reading in reading instruction and formalization of classroom instruction;Second, simplification and more-explanation of understanding the topic of the article;Third, the teacher's teaching idea drop behind;Forth, the student's ability of self-reading is poor and the reading quantity of them is little. A few differences in the guidance idea of the reading instruction is the essential one of the above reasons. Then constructivism teaching theory which has risen since 1990s come into our sight. Constructivism theory think that learners obtain the knowledge not though the teacher's instruction but though construction of the meaning in virtue of the others' help (includes teachers and pals) and the required study material on the background of social culture. The purpose of the text reading is catching the information by the reader's understanding. The process of comprehension is the process of the learner's constructing present meaning in the basic of texts and his own cognitive structure. Constructed-learning mode which is advocated by constructivism learning theory according to the core of situation, dialogue, cooperation and meaning construction provides a concrete way to the reform in Chinese classroom teaching. This is a type of teaching theory which accords with the Chinese characteristic and can help us to carry out the standard of course. Certainly, we should consider that the constructivism theory is not perfect recently and application to Chinese teaching practice need be more explored. We should know everything has its good and bad sides and combine it with our past helpful experience.