Constructivist Theory To Guide Research And Practice Of The Junior High School History Teaching

In the recent several years, constructivism starts to disseminate rapidly and fashionably around the whole world. it emphasized that the viewpoint to the theory of cognition, the knowledge of humanity is not pure objective; the knowledge of the student isn't obtained by the teacher, yet is constructed by oneself; The knowledge isn't formed alone, taken from process which interactived with the external environment; the student is the principal part of learning, but isn't inculcated. This text proceeds from the theory of new curriculum and the concept of modern teaching, according to practice of history in Junior Middle School, and has expounded that constructivism is conformed to the students of the rule of cognition.This text divides into three parts: It is of great significance for history's teaching of the junior middle school to be utilized to constructivism in the first part, on the basis of the malpractice of traditional teaching concept. Firstly, it introduces the meaning and the origin of constructivism, then elaborates the advantage of constructivism, relatively to the traditional teaching: the center is changed to the student from the teachers transformated about the status between the teachers and the students; in addition, the model and the method of the teaching is innovated, through introducing the advanced teaching method, such as,"Scaffolding Instruction","Anchored Instruction","Random Access Instruction", and so on. In the second part, it is improtant to tell us that the key point to the design research in the junior middle school history's teaching and the practice of the teaching which directed by constructivism. By the center of student in the teaching design, constructivism will emphasize to the student emphatically, about variously carries on the analysis and the structure, such as,"the learning environment","the studding strategy", as well as"the studding appraisal". Constructivism should stimulate the students' experience to original related history , and activate the students' high level the thinking activity, transfer the function between the new and the old knowledge experience. By getting up with the new knowledge, It promotes the student to complete the significance of construct the construction, in the basic of the original experience. And it has been confirmed feasibility and the validity, throughing the example about applying to the teaching in the practice by myself. In the third part, It tells us about some reconsidering, appling constructivism to the realistic teaching. Later, It is analysed which is inappropriate in teaching, in according with some teacher's using constructivism blindly, as well as the limitations itself and , and gives free rein to the function of the instruction on constructivism, freely, and lets it development rationally and healthly in the reform of the teaching.