The Study Of Oral English Teaching In Vocational School Based On Constructivism Theory

Along with the deepening of Reform and Opening-up, china has more and more opportunities to trade with other countries. As a necessary communication tool, English is becoming more and more important. For the most graduates of the vocational schools, they have no interest in English, adopt a bad attitude to English, and have no good methods to learn English. All these lead to the graduates’worse oral English level. As first-line teachers, we must explore the better oral English teaching methods to help students change the situation. The author thinks that, using the teaching method the constructivist learning theory advocated, can effectively improve vocational school students’interest in learning English, especially oral English level.The first chapter is the introduction part; it introduces the articles’ research background, research purpose and meaning, and the thesis’structure. The second chapter is the literature review part; the paper introduces the general situation of the research at home and abroad, and the research direction of this paper. The third chapter firstly outlines the basic concepts of constructivism learning theory, analyzes the teaching status quo and the cause of the current vocational school oral English, and then discusses whether the constructivism learning theory can adapt to the oral English teaching in vocational English teaching, and put forward the specific requirements for students and teachers and the promoting teaching process.The thesis used the questionnaire investigation and contrast experiment analysis, and had one term’s teaching experiment in the vocational school the author taught in. From the questionnaire of the students and teachers before the experiment, we can see that most of the students and teachers have interest in the teaching methods that the constructivism advocated. From the data of the students’tests before and after the experiment, the experimental class’s and the comparison class’s test scores have obvious differences:the experimental class’s results improved obviously after the experiment, especially in the free talk.At last, the paper points out the limitation of the teaching methods the constructivism advocated in the process of implementation and the future research direction. The author hopes this research can make the teaching methods the constructivism advocated can get attention and provide some experience for further research.