浅谈最近发展区理论在英语教学中的应用_英语论文

Proximate Development Theory in English Teaching

摘要

当前在我国传统英语教学模式的影响下，中小学英语教学中存在很多问题。比如学生的听说读写能力处在不同的水平线上。对于英语教师而言，提高学生的英语综合能力已成为最主要的任务，同样改进教学方法也迫在眉睫。这里将介绍维果斯基的最近发展区理论，此理论主要介绍了在教育的过程中，教学如何最大限度的发挥作用，这里阐述了它与学生发展的一种辩证关系。最近发展区是一种成熟的教学方法，它从建构主义模式发展而来。如何有效激发学生学习潜能成为该理论最主要的任务。最近发展区的附属理论支架教学也是本篇论文的讨论对象，主要阐明如何将二者与英语教学相结合，用此方法来有效激发中小学生学习英语的兴趣，从而提高他们的英语的综合能力，使其听说读写能力得到最有效的发展。

关键词：最近发展区理论；英语教学；中学；教育

Abstract

In our country, English teaching in middle schools occupies a very important position. However, under the influence of traditional English teaching model, there are many problems in the present English teaching process. Therefore, how to improve students’ English ability and the teachers’ English teaching method effectively has become an important task. As we all know, Proximate development is one of the most mature methods of teaching that developed from the constructionist teaching mode. The theory of "Proximate development"(CPD) by Trotsky creatively clarified the dialectical relationship between instruction, education and development. So this paper is aimed to combine the Proximate development theory with English teaching in teaching middle school students to simulate their interests and their English writing and speaking ability.

Keywords: Proximate Development Theory ;  English Teaching;  Middle School;  Education

Contents

1 Introduction 1

2 Views on How to Improved English Ability 1

2.1 Present Situation of English Teaching 1

2.2 Different Points of View on How To Improve English Ability 2

3 The Zone of Proximate Development Theory and Scaffolding 3

3.1 Trots Concept of The “Zone of Proximate Development” 3

3.2 Enlightenment of Proximate Development Theory on Primary School Students' English Teaching 5

3.3 Trots Concept of The “Scaffolding” 6

3.4 Relationship Between Scaffolding and Proximate Development Theory 6

3.5  Concept of Manifolded Instruction 7

4 Application of Proximate Development Theory and Scaffolding in English Teaching 7

4.1 Debate in Oral English Teaching 7

4.2 Build “Scaffold” in the Effective Interaction between Teachers and Students 8

4.3 Remove “Scaffold” When Student’s Ability Improved 9

Conclusion 11

Bibliography 12