摘要
建构主义学习理论认为,语言形式和语言意义的获得都是一种自我建构过程。学习者主要通过同化与顺应逐步建构知识,并在“同化—顺应—平衡”的循环中得到不断的丰富、提高和发展。其间,学习者的元认知能力发挥着关键作用。依据建构主义阅读模式,教师可通过丰富学生元认知知识,诱发元认知体验,增强自我评价能力,指导学生在阅读过程中运用方向、进程、监控等策略,发展学生的元认知阅读能力。
According to the Constructivist Learning Theory, learners construct knowledge for themselves-each learner individually (and socially) constructs meaning as he or she learns. Learning consists both of constructing forms and constructing systems of meaning. The development of new cognitive structures will be the result of three different mental processes: assimilation, accommodation, and equilibration. Meanwhile, learners’ metacognitive ability plays an important part in the learning cycle. Based on the constructivist model of reading, teachers can not only build up students’ self-evaluation ability by enriching their metacognitive knowledge and bringing out their metacognitive experience, but also can instruct students to develop their metacognitive reading ability by applying strategies of direction, progression and monitoring in the course of reading.
出处
《江苏科技大学学报（社会科学版）》
2005年第2期60-63,共4页
Journal of Jiangsu University of Science and Technology(Social Science Edition)
基金
江苏省教育厅高校哲学社会科学研究指导项目(编号03SJD740024)
