Research On The Constructivism Learning Theory’s Applying To Training The Initiative Of The Students In Learning Spoken Chinese

With the deep research with the law of human-learning cognitive process ofpsychologists, constructivism learning theory, as an important branch of cognitivelearning theory, is increasingly popular, and continuously plays a role in the field ofteaching. In recent years, with the status of Chinese language gradually improve in theworld and the development of Teaching Chinese as a Second language, there are quite afew scholars introduce the constructivism learning theory to this subject.And this theorygradually shows its theoretical and practical significance. Based on this background, thispaper introduces the constructivism learning theory into Teaching Chinese to improveoverseas students’ oral Chinese in the oral Chinese teaching, and through the guide oftheory, cultivate students’ oral Chinese learning initiative in order to further promote thelevel of spoken Chinese and presentation skills. In the process of discussion, on the basisof summarizing the research achievements of predecessors, the author demonstrates thesignificance of cultivation of oral Chinese initiative, feasibility and concrete teachingpractice, which by using the constructivism learning theory, and through a series ofteaching data support, proves that the feasibility and scientific nature of using theconstructivism learning theory to cultivate the initiative of the students’ oral English.This article is divided into six parts, including4main chapters.The first part is the introduction. In this part, the author introduced the researchbackground and significance of this paper, and made the related review of theconstructivism learning theory in oral English teaching and the cultivation of initiative inboth domestic and abroad. At the same time, the author shows the research methods inthis article.The first chapter is the observation and thinking of the present situation of foreignstudents’ initiative in oral Chinese Teaching. We make this discussion from these threeaspects: First, the methods and basis to enhance learning initiative in of TeachingChinese; Second, the analysis and thinking of the role of teachers and students in spokenChinese teaching; Third, the significance of improving students’ oral Chinese learninginitiative.The second chapter is the feasibility analysis of the constructivism learning theory applied to cultivate students’ initiative in oral Chinese teaching. In this chapter, the authorintroduces the origin, content and main ideas of the constructivism learning theory, anddiscusses the Inner link between psychological mechanism of oral Chinese learning andthe constructivism learning theory, and explore the feasibility of the theory applied toimprove oral Chinese learning initiative from the aspects of theories.The third chapter is the application of using the constructivist learning theory in thewhole process of oral Chinese teaching to cultivate learners’ learning initiative. Thediscussion is proved by these four aspects: teaching design, preparation before class,class-teaching and review after class.The fourth chapter is to reflect the effect of using the constructivism learning theoryto cultivate students’ initiative. This chapter demonstrates the teaching examples and thedata about the example and analyzes these.The sixth part is the conclusion.