建构主义学习理论论文建构主义学习理论指导下的非英语.doc

建构主义学习理论论文：建构主义学习理论指导下的非英语专业学生跨文化交际能力的培养【中文摘要】认知学习理论的一个重要分支建构主义学习理论,最早是由瑞士心理学家皮亚杰提出的。建构主义学习理论认为,学习是获取知识的过程,是在一定的情景下,借助他人的帮助来实现知识建构的过程。本文就如何结合该理论来培养非英语专业学生跨文化交际能力的问题进行探讨。论文的首先论述了当代外语教学中跨文化交际能力培养的重要性以及我国目前大学英语教学中文化教学的现状、建构主义在语言教学中的意义和研究跨文化交际能力培养的意义和,最后指出文章的写作结构。接着作者介绍了与本论文相关的理论和研究,包括跨文化交际能力的相关概念和本文的理论基础建构主义学习理论,并概述了国内外有关跨文化交际能力培养方面的研究成果,以及如何用建构主义学习理论来指导跨文化交际能力培养的相关研究。为了提出符合非英语专业学生的文化教学模式,作者采用了王振亚的社会文化测试试卷和Chen和Storasta的跨文化敏感度量表对目前重庆师范大学非英语专业学生英语教学中文化教学的现状进行了调查。此外,还结合问卷了解了非英语专业学生对英语教学中文化教学实施的建议和意见。根据调查结果,作者提出通过建构主义学习理论指导下的教学模式和一些具体的教学策.【英文摘要】Constructivist learning theory (CLT) is an important branch of cognitive learning theory, which was first proposed by Swiss psychologist, Piaget. CLT defines learning as a process of acquiring knowledge in certain situations with the help of others. The present study mainly focuses on how to cultivate non-English majors intercultural communication competence (ICC) from the perspective of CLT.First of all, the present paper discusses the importance of cultivating ICC, current cultural?teaching practices.【关键词】建构主义学习理论 非英语专业学生 文化教育 跨文化交际能力【英文关键词】constructivist learning theory non-English major culture teaching intercultural communicative competence【目录】建构主义学习理论指导下的非英语专业学生跨文化交际能力的培养中文摘要5-6ABSTRACT6Chapter 1 Introduction9-141.1 The Importance of Developing ICC in College English Teaching9-101.2 The Current Situation of Culture Teaching in College English Teaching10-111.3 The Great Impact of CLT on Foreign Language Education111.4 The Purpose and Significance of the Present Study11-121.5 Thesis Structure12-14Chapter 2 Theoretical Perspectives and Literature Review14-252.1 Overview of Intercultural Communicative Competence (ICC)14-162.1.1 Definition of Intercultural communication142.1.2 Definition of ICC14-152.1.3 Components of ICC15-162.2 Theoretical Basis: Constructivist Learning Theory16-202.2.1 Constructivism16-172.2.2 Development of Constructivism17-192.2.3 Constructivist Views of Knowledge, Teaching and Learning19-202.3 Researches on ICC20-242.3.1 Researches on ICC Abroad21-222.3.2 Researches on ICC at Home22-242.4 Summary24-25Chapter 3 Empirical Study of Current Non-English MajorsICC25-353.1 Objectives of the Research253.2 Participants25-263.3 Instruments26-273.4 Procedure27-283.5 Research Analysis28-333.5.1 Analysis of the Results of the Social-culture Test28-293.5.2 Analysis of the Results of the Intercultural Sensitivity Scale29-313.5.3 Analysis of Results of the Open Questionnaire31-333.6 Research Findings and Implications33-343.7 Summary34-35Chapter 4 Cultivating Non-English MajorsICC Based on CLT35-474.1 The Significance of Constructivism to Students ICC Development35-364.2 Constructivist Models on Cultivation of ICC36-434.2.1 Teachersand Students sRole in Constructivist Models36-374.2.2 Cooperative Model37-414.2.3 Task-based Model41-434.3 Other Related Methods43-464.3.1 Activating StudentsMotivation43-444.3.2 Creating a Democratic and Interactive Environment444.3.3 Designing Various Culture-related Activities44-454.3.4 Making Full Use of Multimedia and Online Resources45-464.3.5 Developing StudentsAutonomous Ability464.4 Summary46-47Chapter 5 Conclusi