句容碧桂园学校小学部杨老师是PYPG3D英语教师兼班主任，十年英语教学经验，剑桥口语考官，TKT证书持有者，IB官方培训证书持有者。

建构主义教学理念

Teaching theory of Constructivism

相信大家对建构主义已有所耳闻。建构主义源自关于儿童认知发展的理论，由于个体的认知发展与学习过程密切相关，因此利用建构主义可以比较好地说明人类学习过程的认知规律，即能较好地说明学习如何发生、意义如何建构、概念如何形成，以及理想的学习环境应*含哪些主要因素等等。

I believe everyone has heard about constructivism. Constructivism is derived from the theory of children's cognitive development. Since the individual’s cognitive development is closely related to the learning process, the use of constructivism can better explain the cognitive laws of the human learning process, that is, it can better explain how learning occurs, how meaning is constructed, how concepts are formed, and what are the main factors that an ideal learning environment should include, etc.

建构主义使用的教学设计原则对我的教学片断设计有很大的指导作用，下面将一一进行阐述。

The instructional design principles used by constructivism have a great guiding effect on my instructional fragment design, which will be explained one by one below.

教学片段选自《Super minds 3 》

本次公开课教学片断使用的教材是《Super Minds3》，教学内容为Unit2 The picnic的语法一：

The textbook used in the teaching fragment of this open class is Super Minds3, and the teaching content is grammar 1 of Unit2 The picnic:

很容易得出该教学片段的教学重点是：some和any在there be句型中的运用。同时依据以往的教学经验和学生的学习经验，提炼出该教学片段的一个教学难点是：there be句型中is和are的语用。经分析得出主要的教学目标后，教学设计便围绕这一教学目标，依据建构主义的教学设计原则展开设计。

It is easy to conclude that the key point is: the usage of some and any in the sentence pattern of ‘there be’. At the same time, based on the previous teaching experience and the learning experience of students, one of the teaching difficulties is: the pragmatics of is and are in ‘there be’. After analyzing the main teaching goal, the teaching design will focus on this teaching goal and develop according to the principles of constructivism.

建构主义使用的教学设计原则

Instructional design principles used by constructivism

①强调以学生为中心

②强调“情境”对意义建构的重要作用

③强调“协作学习”对意义建构关键作用

④强调对学习环境(而非教学环境)的设计

⑤强调利用各种信息资源来支持“学”

这些原则表达了建构主义认为：教师承担的是导师的角色，通过教学设计(*括利用真实情境、使学习者与周围环境产生交互作用、使学生可以利用各种工具和信息资源来达到学习目标以及为学习者提供各种类型的教学媒体和教学资料)来引导学生学习、鼓励学生思考提问，从而使学习者能利用自己原有认知结构去同化和索引当前的新知识，从而赋予新知识以某种意义。

① Emphasize student-centered

② Emphasize the important role of "context" in meaning construction

③ Emphasize the key role of "collaborative learning" in meaning construction

④ Emphasize the design of the learning environment (not the teaching environment)

⑤ Emphasize the use of various information resources to support "learning"

These principles express the constructivism view: teachers assume the role of mentor, through instructional design (including real situations, interaction between learners and the surrounding environment, students use various tools and information resources to achieve learning goals and provide learners with various teaching media and materials) to guide students to learn, encourage students to think and ask questions, so that learners can use their original cognitive structure to assimilate their current new knowledge, thereby giving new knowledge a certain meaning.

对教学设计的思考

Thoughts on teaching design

参照这些原则，并基于对它们的理解，我希望通过回答问题、课堂讨论、小组合作等形式来激发学生的能动性以达成“以学生为中心”;希望结合我校特有的自助餐模式来与“真实情境”融合;希望在“协作学习”方面突出communication skills 即交流技能;希望使用创新教具，辅助达成学习目标;同时也希望突出交互式电子白板这一教学媒体来支持“学”。

With reference to these principles, and based on my understanding of them, I hope to stimulate students’agency by answering questions, class discussions, and group cooperation to achieve "student-centered"; I hope to combine the unique buffet mode of our school to integrate with the "real situation"; I hope to highlight communication skills in "collaborative learning"; I hope to use innovative teaching aids to achieve learning goals; At the same time, I hope to highlight the interactive whiteboard as a teaching medium to support "learning."

主要的课堂实施

Main classroom implementation

学校社团可分为综合社团和专业社团。综合性社团是素质教育的第二课堂，它提供了同学们全面发展自己的机会。使同学们全面了解与专业知识及学术研究的前沿动态。

活动一Activity 1

通过思维导图引导学生复述单词，通过对已学词汇的回顾，引出主题。

Guide students to repeat words through a mind map, and draw out the topic through reviewing

通过名词解释引导学生归类，一来加深学生的概念性理解，二来便于学生归纳总结，块状记忆。

Guide students to classify through glossary. On the one hand, it deepens students' conceptual understanding, on the other hand, it is convenient for students to summarize through categories.

活动二Activity 2

先设定餐馆点餐的情境，让学生理解目标句型的使用情境;再结合学生在校自助点餐的情境，设计对话活动，操练句型。

First set the context of restaurant ordering so that students can understand the context of using the target sentence pattern; then combine the situation of students ordering buffet meals at school to design a dialogue activity and practice sentence patterns.

活动过程：两两一组，学生一先从教具中挑选好自己的食物，学生二通过问Is there any …….?和Are there any …….?复制学生一的餐盘，最终查看两人餐盘内食物是否一致。并请学生上台重现对话过程。

Activity process: Pair work. Student1 chooses his favorite food from teaching aids and paste them on a plate, student2 asks ‘Is there any …….?’ and ‘Are there any …….?’to pick the food chosen by student1, then check whether the food on the two plates is the same. At last, teacher asks a couple of them to present the conversation.

活动的实施要点：

① 教具中的食材应兼顾可数和不可数名词， 且种类不宜过多

Key points:

① The ingredients in teaching aids should take into account both countable and uncountable nouns, and the types should not be too many

②将目标句型呈现在板书上，便于学生模仿，特别是视觉型学习者的学习。

② Present the target sentence pattern on the blackboard, which is convenient for students to imitate, especially for the learning of visual learners.

③考虑细节： 为避免餐盘中食材图片掉落，或产生垃圾影响课堂秩序，可以给相关教具贴上软磁铁，提升课堂效率。

③Details: soft magnets can be attached to relevant teaching aids to improve classroom efficiency.

活动三Activity3

利用双面手举牌，检测全体学生的理解。

Use double-sided hand holding boards to test the understanding of all students.

活动四Activity4

利用网络上学习来的互动白板制作技巧，采用“快速开关灯”的活动，激励学生应用目标句型。从课堂效果和听课老师的反馈中了解，该活动反响很好。

Use the interactive whiteboard production skills learned on the Internet, and use the activity of "quickly turn on and off the lights" to encourage students to apply the target sentence pattern. The activity received a good response from the feedback from the students and teachers.

总结

以建构主义为理论指导，结合我校探究课特色，采用探究6循环的步骤，由旧知引新知，以语法点--语法句型--语法片段为教学思路，辅以classroom rules的引导和“珍惜粮食，杜绝浪费”的价值观传递，形成了最终的教学设计。

With the theoretical guidance of constructivism, combined with the characteristics of our school's inquiry class, adopt the 6 steps of inquiry, introduce new knowledge from old knowledge, use grammatical points-grammatical sentence patterns-grammatical fragments as the teaching process, supplemented by the classroom rules and the values of "cherish food and eliminate waste", the final teaching design has formed.

当然，在实际的教学实施过程中，有未尽事宜，我将继续学习研究建构主义并加以完善。

Of course, there are unfinished matters in the actual teaching process, and I will continue to study constructivism and improve my teaching design and class implementation.

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