作 者：万晴[1] WAN Qing;Ganzhou Technology College; 机构地区：[1]赣州师范高等专科学校 出 处：《海外英语》2017年第3期28-29,31共3页Overseas English 基 金：2017年度赣州市社会科学探讨课题《基于建构主义理论的二外日语教学模式探讨》(编号为14153)的探讨成果 摘 要：当前,我国高校二外日语课堂教学多以教师为中心,采用"传授—强化—记忆"为过程的"填鸭式"教学模式,老师与学生以及学生与学生之间的互动性不强,课堂效果不够理想,究其根源在于忽视了学习者的主体影响和创造潜能。建构主义学习理论强调以学生为中心的互动教学,对改进当前高校二外日语课堂教学近况具有借鉴意义。应从学习与教学、学生与教师两方面,通过情境创设与合作学习,在师生互动、生生互动以及学生和教学内容的互动中完成意义建构,发挥学生在学习过程中的能动影响,有效提高学生的日语应用能力和课堂教学质量。At present, the teaching of Japanese as a second foreign language in China colleges is still the teacher centered, adopt?ing“cramming method of teaching”, and because of lacking interaction, the classroom atmosphere dull, This single, passive mod?el of teaching is fundamentally ignored the learner's initiative and creativity .This paper from two aspects(students&teachers and learning&teaching) analyzes the constructivism learning theory, and use it as a basis to explore the interactive teaching model in Japanese as a second foreign language. This teaching model mainly by creating situations, cooperative learning, interaction be?tween teacher-student、student-student、students and teaching content to complete the construction of meaning. And this teach?ing model emphasizes the dynamic role of students in the learning process, can effectively improve the quality of students lan?guage knowledge construction. 关 键 词：建构主义学习理论 高校二外日语教学 互动模式 分 类 号：H36[语言文字—日语] ，日语论文题目，日语毕业论文 |
