词汇教学;学习策略;建构主义;乐高教育

摘要在21世纪的今天，英语已经成为了一门与世界交流的重要语言，儿童英语教育也是教育界人们不断在探索的一个问题。学习英语是大多数中国小朋友的难题，单纯的背单词抄单词，只能应付简单的卷面考试。1966年，皮亚杰的“以学生为中心，强调学生对知识的主动探索、主动发现和对所学知识意义的主动建构”为核心的建构主义理论受到了教育界的肯定与支持，成为如今国内外英语教育深化教学改革的指导思想。乐高教育，1980年成立于丹麦。其课程研发所遵循的4C原则，以建构主义理论为基础，为儿童创造适合学习的情境，帮助他们主动构建知识。通过让孩子自己设计搭建与自己所处世界密切相关的作品过程来完成对知识的学习和理解，引导孩子从原有的知识经验中生长出新的知识，并通过探索、实践来发挥想象力和创造力。本论文从皮亚杰的建构主义理论角度出发，探讨以4c原则下乐高英语教育对我国少儿英语词汇教学的可参照之处以及它们的契合点。提高3-6岁年龄段的孩子对英语词汇学习的兴趣和主动性。作者通过包括观察和测试等方式在内的教学实验,证明了基于建构主义的教学策略的有效性。在对待学龄前儿童的英语教学上，教师应该把培养孩子的学习兴趣及创造学习情境作为重点，而基于建构主义的乐高英语课堂很好的运用了这两点。关键词：词汇教学;学习策略;建构主义;乐高教育AbstractInthe21stcentury,Englishhasbecomeanimportantlanguagetocommunicatewiththeworld,andchildren’sEnglisheducationisalsoanissuethatpeopleinthefieldofeducationareconstantlyexploring.LearningEnglishisadifficultproblemformostChinesechildren.TheycanonlycopewithasimplePapertestbymemorizingwordsandcopyingwords.In1966,JeanPiaget’sthe“student-centeredtheory”，whichdeliveredbyJeanPiaget，emphasizesstudents’activeexploration,activediscoveryandactiveconstructionofthemeaningofwhattheyhavelearned.ThiswasaffirmedandsupportedbytheEducationalCommunity;ithasbecometheguidingideologyfordeepeningtheteachingreformofEnglisheducationathomeandabroad.LEGOeducation，foundedinDenmarkin1980,wasbasedonthetheoryofconstructivism.Itfollowedthe4Cprincipleofcurriculumresearchanddevelopmentcreatessuitablelearningenvironmentforchildrenandhelpsthemtoconstructknowledgeactively.Learningandunderstandingofknowledgeisaccomplishedbyallowingchildrentodesignandbuildprocessesthatarerelevanttotheworldtheylivein,andtoguidechildrentodevelopnewknowledgefrompreviousknowledgeandexperience.Andthroughexploration,practicetoplayimaginationandcreativity.Thisthesis,fromtheperspectiveofJeanPiaget’sConstructivismTheory,exploresthereferentialvalueofLego’sEnglisheducationtoChinesechildren’sEnglishvocabularyteachingundertheprincipleof4Candtheirjointpoints.Toimprove3-6yearsoldChildren’sinterestandinitiativeinEnglishvocabularylearning.Theauthorprovesthevalidityoftheteachingstrategybasedonconstructivismthroughtheteachingexperimentincludingobservationandtest.IntheteachingofEnglishforPreschoolChildren,teachersshouldfocusondevelopingchildren’sinterestinlearningandcreatinglearningsituations,whicharewellappliedinLegoEnglishclassesbasedonconstructivism.Keywords:vocabularyteaching；learningstrategies；constructivism；LegoeducationI.Introduction1.1ResearchBackgroundWiththedevelopmentandneedofsocialeconomy,Children’sEnglishenlightenmentismoreandmoreimportant.Childreninthisperiodareinalargenumberofinputstage.Accordingtoa40-yearstudybyHarvard'sleadinglanguageexperts,BROCA'sarea,apartofthebraindevotedtolearninglanguage,workstoitspeakbetweentheagesofthreeandseven.ifchildrenareexposedtoEnglishinthisperiod,itishelpfulforthemtoformcorrectEnglishexpression,becausetheyarelessinfluencedbytheirmothertonguewhentheylearnasecondlanguage,sotheycanlearnmoreeasily.VocabularyisanimportantpartofEnglishteaching.Itisespeciallyimportanttoarousechildren’sinterestinEnglishbecauseitisaspecialage.Preschoolchildrenareactive,lovingtoshowoffandgoodatimitation.Theyareinterestedinsomeconcrete,direct,outstandingandpracticalactivities,buttheirattentionisnotfocusedandtheyareeasilydisturbedandinfluencedbytheoutsideworld.InChina,mostoftheearlyeducationinstitutionswilllistentoEnglishnurseryrhymes,dogames,readingEnglishstoriespicturebooksandsoontocultivatechildren’sinterest.InordertohelpstudentstolearnEnglishvocabulary,itisnecessarytoexplorethebestlearningstrategies.1.2SignificanceoftheStudyInChina,mostfamiliesvaluetheirEnglishlearning.ThisstudydemonstratesthefunctionandsignificanceofEnglishvocabularylearningstrategiesbasedonConstructivism.Undertheguidanceofconstructivism,theauthorhopestofindmoreinterestingandactivewaystolearnvocabularythroughtheinterestingandvividvocabularylearningstrategiesinthe4cprocessofLEGOEducation,andtocultivatechildren'sinterestinEnglish.1.3ResearchQuestionsInthepastdomesticandforeignresearch,thelanguagelearningandteachingmethodsbasedonconstructivismhaveattractedmuchattention.However,thefieldofEnglishvocabularyenlightenmentforyoungchildrenandLegoEnglishclassesarenotabundant.ThispaperaimstoexplorethecurrentsituationofEnglishvocabularyteachingforyoungchildrenandexploretheapplicabilityofconstructivistlearningintheLegoEnglishclassroom.Andtriedtofindtheanswertothefollowingquestion.1.Isconstructivismconducivetochildren'sEnglishvocabularylearning?2.WhatisthedifferencebetweenLegoEnglishteachingandtraditionalEnglishteaching?3.WhataretheadvantagesanddisadvantagesofLEGOEnglishteachinginvocabularymastery?4.Howdoteachersguidestudentstolearnvocabularybasedonconstructivisttheory?II.LiteratureReview2.1ASurveyofConstructivism2.1.1PreviousstudiesonconstructivismabroadAsaphilosophyoflearning,constructivismcanatleastbetracedbackto"thephilosopherVicointheNapoleoniceraofthe1stcentury.Heoncepointedoutthatpeoplecanonlyclearlyunderstandwhattheyhavebuiltthemselves.Sincethenmanypeoplehaveworkedwiththisresearch.Thiscenturyhasmadeimportantcontributionstothedevelopmentofconstructivismandappliedittoclassroomsandchildren'slearninganddevelopment,mainlyDewey,PiagetandVygotsky.(Pengwennian,2002)In1966,Herbartproposedateachingprinciple:studentsshouldbeaskedquestionsaboutthecontentofthesubject,Inthiswaytohavecuriosityaboutknowledge,beeagertoknow"why",explorewithproblems,findanswers,solvetheirownunderstanding.Theconflictsthroughthisprocessenablestudentstoconstructanunderstandingofknowledge.Asageneralizedapproach,problem-basedlearningoriginatedinthemedicaleducationofthe1330s.Sincethen,ithasbeenpromotedandrevisedinmorethan42medicalschools.Thisapproachisnowbeingadoptedinmoreandmorefields,includingbusinessschools,collegesofeducation,andarchitecture,engineering,socialworkcolleges,andsomehighschools.(JiaGuoying,2002)2.1.2PreviousstudiesonconstructivismathomeTheconstructivisttheory,whichemphasizesstudents'activeexplorationofknowledge,activediscovery,andactiveconstructionofthemeaningofwhattheyhavelearned,hasbeenaffirmedandsupportedbytheeducationcommunity.Inthe1980sandearly1990s,ChinesephilosophicalcirclesoncerecognizedAfterthediscussion,mostpeopleacknowledgedtheconstructionprincipleofcognition.Togetherwiththeprincipleofunderstandingsubjectivityandtheprincipleofinteractionbetweensubjectandobject,itconstructedaconceptualbreakthroughinthestudyofepistemologyinChina.Theconceptofconstructivismwillreplacetraditionalideasandbecomethedominantconceptofteachingactivitiesforcurriculumdevelopment.ManyscholarsinChinaalsotrytoexplorethecombinationofconstructivismandvariousfieldsfromdifferentaspects.Suchas"thecombinationofconstructivistteachingtheoryandEnglishteachingreform"(FanLing,2003);InterpretationofHappyPhysicalEducationTeachingThoughtfromthePerspectiveofConstructivism.(DuFang,2013).Inthestudy,FanLingpointsoutthatoneoftheinspirationsofConstructivismtoEnglishteachingisthattheprocessoflearningisaprocesstobesolvedbyadvancedthinkingactivities.Theteacherpresentsthecoursecontentintheformofaproject,witheachprojectfocusingonanilluminatingquestion.Learnersanalyzeproblems,collectinformation,andsolveproblemsthroughcooperationanddiscussion.Throughproblem-solving,studentscandeeplyunderstandwhattheyhavelearned,notonlymasterlanguageforms,butalsoacquirethepurposeofusinglanguageproperlyinactualsituations,thatis,acquiringcommunicativecompetence,thusestablishingagoodknowledgestructure.Butitrequiresinstructionaldesignerstoprovidenecessaryguidanceandstrongsupportforlearners'thinkingandproblem-solvingactivities,includingtheuseofthinkingtoolsandstrategiesandsocialsupport,soitisnoteasytoimplement.(FanLing,2003:31)Insummary,today'sconstructivistshavemadenewinterpretationsoflearningandteaching.ThisisanothersynthesisoflearningandteachingtheoriesbasedontheideasofDewey,Vygotsky,Piaget.Greatdevelopmentisanotherboldattempttoreformtraditionalteaching.Aseriesofnewideasputforwardbyconstructivistsforlearningandteachingareofgreatsignificanceforreformingtraditionalteaching.2.2ASurveyofEnglishVocabularyLearning2.2.1PreviousstudiesonEnglishvocabularylearningforeignLinguistshavebeentryingtofindteachingmethodssuitableforforeignlanguageteaching.Theresultsoftheireffortsincludegrammartranslation,listeningandspeaking,situationalteaching,andcommunicativeteaching.Intheirsurvey,Huang&Hatch(1978)andWongFill-more(1976)foundthattheirresearchobjects-kindergartenchildrenwillsoonusesomevocabularyphrasestocommunicatewithpeople,althoughtheydonotknowwhatitmeanstoformasinglevocabulary.Thisisbecausethesephrasesarestructurallycompleteandhavenogrammaticalerrors.Learnerscanobserveandimitate.(WongFill-more,1960,Huang&Hatch,1998).Somelinguistshavefoundthatasmallnumberofwordsinpeople'sdailycommunicationaccountforalargeproportionofpeople'sdailycommunication.Therefore，theybelievethatforeignlanguageteachingshouldbebasedoncorpusstatistics,themostcommonlyusedwordsinthelanguage,thecoreusageofthesewordsandthetypicalcombinationofthesewords(Sinclair&Renouf,1988).Insummary,ChinesescholarsarepayingmoreandmoreattentiontothestudyofEnglishteachingbyconstructivism,butfurtherresearchisneededonthedepthanddetailsoftheresearch.Inaddition,withtheriseofsomenewteachingmodes,suchastheflat-panelclassroom,andthegeneralizationofEnglishteachingage,theapplicationofconstructivismtotheloweragesremainstobestudiedindepth.2.2.2PreviousstudiesonEnglishvocabularylearningdomesticInZhangBaicheng’sstudyPresentationinEnglishVocabularyTeaching,heinvestigatedandtestedthedifferenteffectsofdifferentpresentationinEnglishVocabularyTeaching.Inthisresearch,ZhangBaichengshowedthatanextremelyimportantfactorinthescientificEnglishvocabularyteachingpresentationistheexamplelink.Bywayofexample,learnerscanbefreedfromsimplemechanicalrepetitionandrotememorization,increasingtheinterestofvocabularylearning,enhancinglearningconfidence,andimprovingvocabularylearningefficiency.(ZhangBocheng,2004).Inresponsetothese,thispaperattemptstoexplorethecombinationofLEGOeducationandchildren'sEnglishvocabularyteachingundertheconstructivisttheory.III.TheoreticalFramework3.1ConstructivistViewofLearning3.1.1ViewofknowledgeConstructivismbelievesthatknowledgeisnotapurelyobjectivereflectionofreality,butaninterpretationoftheobjectiveworld,andthatthisinterpretationisadvancingwiththetimesandvariesfrompersontoperson.Althoughlanguagegivesacertainexternalformofknowledgeandgainsamoregeneralrecognition,thisdoesnotmeanthateachlearnerhasthesameunderstandingofthesameknowledge.Theunderstandingofknowledgealsorequiresindividualstoconstructbasedontheirownknowledgeandexperience,andalsodependsonthelearningprocessinaspecificsituation.Forlearners,theymaynotbeabletochoosethecontentoftheirownlearning,buttheycandecidetheirownlearningstyleandunderstandingandabsorptionofwhattheyhavelearned.Thisalsomeansthatlearnersareinadominantpositioninthelearningprocessandmustbeself-motivated.3.1.2ViewofstudentsAccordingtoconstructivistlearningtheory,weshouldputstressonthelearnerinsteadofthesubjecttobelearnedwhenwediscussteachingandlearning.(GeorgeE.Hein,1994)Learningistheprocessbywhichstudentsconstructtheirownknowledge.Insteadofsimplyacceptinginformationpassively,studentsactivelyconstructthemeaningofknowledge.Learningistheactiveselection,processingandprocessingofnewknowledgebylearnersbasedontheirownexperiencebackgroundanddailylife.Interpretingtheinformationreceivedgeneratesapersonalmeaningoranunderstandingofoneself.Toputitanotherway,theamountofknowledgegaineddependsonthelearner'sabilitytoconstructknowledgeaboutthemeaningoftheknowledgebasedonhisorherownexperience,withoutrelyingonthelearner'smemoryandtheabilitytorecitetheteacher'scontent.3.1.3ViewofrolesofteachersandstudentsInconstructivistteaching,teacherscan'tsimplyinstillknowledgeandtellchildrenaconclusion.Wecangeneralizetheclassroomundertheconstructivistmodelas:“Student-centered,theroleoforganizers,instructors,helpers,andfacilitatorsthroughouttheteachingprocess,usingcontextualfactors,collaboration,conversation,etc.Givefullplaytostudents'initiative,enthusiasmandinitiative,andfinallyachievethepurposeofenablingstudentstoeffectivelyrealizethemeaningconstructionofthecurrentknowledge."(HeKeqiang,1997)3.1.4ViewoflearningenvironmentsTheconstructivistlearningenvironmentconsistsoffourelements:situational,collaborative,conversational,andmeaningconstruction.Classroomprocedurescanbedividedintosixparts:"CreatingSituations-AskingQuestions-BuildingBridges-OrganizingCollaboration-ShowingResults-RethinkingProcess".Teachersshouldcreateavarietyofinterestingandinterestingsituationsforstudentsinteaching,whichwillarousestudents'interestinlearning.Intheclassroom,whentheteacherexplainstheeventsandconversationshewantstosay,hemustovercomethatformalismandbureaucracy.Iftheclasscancreateanatmosphereofexchangeofideas,thechildrencanbringtheirvariousimpressionsandfeelings,doubtsandproblemstotheclassroom.Teacherscanguideandjointheconversation,expresstheiropinions,andreceivetheexpectededucationalresults.3.2TheAdvantageofConstructivisminVocabularyLearning"Intrinsicmotivationinvolvesmaintenanceofcuriosity"(Ellis,2000).Thecoreoftheconstructivistlearningapproachislearningfor“understanding”.Inthecontextofconstructivistlearning,studentsaretheinitiatorsofnewknowledge.Teachersaretheinstructorsandhelpersinthelearningprocess.Unliketraditional“cramming”vocabularyteaching,vocabularyteachingunderconstructivismisakindof“production”.Itis“Outofstyle”learningStudents'understandingofvocabularyisnotonlyasimpleobjectiveimpression,butalsoasubjectivecolorunderstanding,whichismoreconducivetothememoryanduseofvocabulary.Thefocusintheconstructivistclassroomistocreatelearningcontexts.ThetraditionalEnglishclassroomcanexplainthelistening,speaking,readingandwritingofanEnglishvocabulary.Itlacksinterestandvividness,anditisdifficulttoattractstudents'attention,whichmakesitdifficultforlearnerstoconstructthemeaningofknowledge.Constructivismbelievesthatlearningisalwaysassociatedwithacertainsocialandculturalbackground,namely“situation”.Learningintheactualcontextenableslearnerstousetherelevantexperienceintheiroriginalcognitivestructuretoassimilateandindexcurrentlearning.Newknowledgegained,thusgivingnewknowledgeacertainmeaning.3.3LegoEducationBasedonConstructivistTheory3.3.1ThetheoreticalsupportofLegoeducationLEGOEducationcombinesPiaget's"constructivism"theoryandBruner's"discoverylearning"teachingmodeltoformitsunique4Cteachingmodel,whichiscontact-build-reflection-continuation.ThephilosophyofLEGOEducationislearningbyplaying;learningbydoing.Manypeoplewillmisunderstandthis"play".Inlife,weoftenhearparentscomplainthattheirchildrenareaddictedtoplayandnottolearn.Intheireyes,"playing"isalessseriousmatter.Especiallytoday,thepressureofcompetitionissogreatthatsomeparentsareworriedaboutthefutureoftheirchildren,sothattheyareworried.Is“playing”reallysomeaningless?Ofcoursenot,thekeyisthewayof"playing".Aninstructiveplayingstyleismeaningfultochildren,inspiringtheirbrainsandexpandingtheircognitive,social,emotional,linguistic,andathleticskills.3.3.2The4CRuleofLegoEducationThe4CrulesofLegoeducationareasfollowed.Inthe“Connect”stage,thechildrenareguidedtolinkthecontenttheywilllearninclasswiththeirpreviousobservationsandunderstandingsofreallife,andtoconnectwiththeknowledgeandskillstheyhavelearnedinthepasttostimulatetheircreativity.Inthe"Construct"stage,itisthe"learningbymiddleschool"stage.Throughhands-ondesign,childrenconstructreal-worldmodels,combinethemintheirminds,andcreatenewknowledgestructures.Thechildrensolvetheproblembyplanningandcooperatingtocompletethetask.Inthe“Contemplate”stage,educatorsguidechildrentodiscuss,reflect,anddeepentheirunderstandingofsolutionstoproblemsthroughopenthinkingandflexiblemethods.Inthe“Continue”stage,basedonthechildren’sstrongsenseofaccomplishmentandeagertosolvemoreproblems,theywillbegivenfurthermoderatechallengesandguidethemtoseektolearnmoreknowledgeandskillssothattheycanriseinaspiral.Surpassyourselfintheprocessofbreakingtheclock.3.3.3TheAdvantageofLegoEducationinChildren’sStudyLEGOEducationopposesthetraditionalone-wayindoctrinationandopposestheuseoflanguageasashortcuttogainknowledge.Itbelievesthateducationistocreatemorepossibilitiesforchildrentocreateanddiscover.EducationistocreatealearningcontextforchildrenandhelpchildreninLearningandgrowingintheinteractionofpeople,things,andthingsinthesituation.Inspirechildren'scuriosityandinterestintheworldaroundthem,stimulatechildren'simaginationandcreativity,andpromotethecomprehensivedevelopmentofchildren'slanguageexpressionability,hand-eyecoordinationability,naturalobservationability,spatialperceptionability,logicalthinkingabilityandcooperativecommunicationability.IV.AnExperimentalStudy4.1ObjectivesInthepastyears,manyresearchershaveconductedaseriesofexperimentsonEnglishvocabularyteaching,butmostoftheresearchsubjectsarecollegeormiddleschoolstudents.ForChildren'sEnglishvocabularyteaching,thisareaisrelativelyrare.InJeanPiaget'scognitivedevelopment,childrenbetweentheagesof3to6arePiaget'stheoryofcognitivedevelopment.Atthisstage,childrendevelopsymbolicrepresentationSchemathroughlanguage,imitation,imaginationandsymbolicgames.inschool,thetraditionalmethodofrememberingwordsdoesnotworkforthem,willmakethemtiredofEnglish.However,interestinglearningmethods,suchaslisteningtoEnglishnurseryrhymesandspeakingEnglishpicturebooks,canonlyputchildreninEnglishsituations,anditisdifficultforthemtolearnandrememberwordsinthisway.Legoeducationgivesussometeachingthoughtsaboutsolvingtheseproblems.SohowcanwefindwaystostimulatetheirinterestinlearningvocabularyinlightofLegoeducationundertheguidancetheconstructivism?Basedontheabovebackground,thisexperimentwillattempttodemonstrate:1.IsConstructivismconductivetochildren'sEnglishvocabularylearning?2.WhatisthedifferencebetweenLegoEnglishteachingandtraditionalEnglishteaching?3.WhataretheadvantagesanddisadvantagesofLegoEnglishteachinginvocabularymastery?4.2SubjectsInthisexperiment,12studentsfromShenzhenLittleBearLegocreativecenterweretested(Legoclassissmallclassteaching,oneclassisfor6students,thusthereweretwoclassestobetested.).ClassAwaschosenastheexperimentalgroup,andClassBasthecontrolgroup,with12students.Thestudentsinbothclassesareaboutfouryearsold,regardlessofgender.TheirownmothertongueismandarinChinese.Theexperimenttookaboutfourweeks,andthetwoclassesbeganparticipatinginthestudyinNovember2018,withtwoclassesaweek.4.3InstrumentsInordertomakesureoftheefficiencyofconstructivistvocabularyteaching,weadoptedafewinstrumentstoconducttheexperiment.Theyconsistofapretestquestionnaire,apretestofvocabularyandaposttestofvocabulary.4.3.1PretestandposttestAttheverybeginningoftheexperimentwemadeallthestudentsfrombothgroupstakeapretestofvocabulary.Inaddition,afterthe4weekexperiment,theyalsotookaposttestofvocabulary.Weaskedstudentstodoinordertoseewhethertherewasanyimprovementmadebythesubjectsaftertheexperimentornot.The12testerswereallstudentswhohadnottakenLegoEnglishclassesbefore.Beforetheysignedupandstartedformalclasses,theywereaskedtoconductavocabularytest.Theywerethensubjectedtoan4weektestcycleofonehoursaweek.Attheendofthetime,theyweretestedtheirvocabularyaccumulationandrecordedtheirpost-testscores.Comparingthetworesultsbeforeandafter,youcanseewhethertheeight-weekcoursehasaneffect.Thepretestitemswererandomlyselectedfromthe"transportation"vocabularylistof5,namelycar,bus,train,plane,taxi.Fromthe"animal"vocabulary,fivewererandomlyselected,namelydog,monkey,bird,elephant,giraffes.Thesetenwordswereusedaspicturestoobservethechildren'scognitivelevelofvocabulary.IntheFirstClass,twelvestudentsareaskedtoreadoutthewordsbylookingatthepictures.Theresultsshowedthatthe12childrenhadanaveragemasteryof30%ofthetestedvocabulary.(a)Read26capitalletters.Thereare26uppercaseEnglishlettersonthetestvolume,whicharereadinorder.(b)LookatthepicturetoreadEnglish.Studentsarerequiredtoobservethefollowingpicturesandreadthewordscorrespondingtothepictures.(c)Listentotheinstructionsanddotheaction.Studentsarerequiredtomakecorrespondingactionsinbodylanguageaccordingtotheimperativesentencesbelow.(d)Oraldialogue.Studentsarerequiredtoanswerthequestionsraisedbytheteacherseriously.Inthisway,wedesignedvocabularytestpaperstoassessthecomprehensiveabilityofthesubject'svocabularyproficiency.Itincludesidentifyingletters,spellingandwordusage.Basedontheresultsofthetwotests,wecanfindouthowwellthesubjectsinthetwoclassesunderstandthevocabularytheyhavenotlearnedinEnglishtraining.4.4While-experience4.4.1TeachingmethodsofExperimentalGroupThereareseveralprinciplestobefollowedinLegoEnglishclass1.Knowledgeisconstructive!Letstudentsdotheirownactivitiestohelpthemconstructtheirownknowledge.2.Generalinstructionisteacher-centered,andpracticeteachingneedstobestudent-centered.3.Letstudentsshowwhattheyhavelearnedindifferentways,notjustonwrittentests.Theclassdemonstrationoftheexperimentalgroupisasfollows1.LookatthepictureandfeelthenameoftheAnimalPleaselookatthepicture,listentoEnglish,letthechildinitiallyfeelandunderstandtheEnglishnameoftheSmallAnimal2.Thegame:SEEWHOCANLIFTFASTAskThechildrentoholdupthecorrespondingsmallanimals(therearevariouskindsofanimalmodelsinthelegoblocks).3.SETUPAskthechildrentochooseananimaltobuild.Beforetheconstructionbegins,theteacherwillaskthechildtodescribewhatanimalhewillbuildandwhatfeaturesitwilllooklikeLetthechildnametheanimalinhismindtocreateastory.Thechildcanaddhisownimaginationtothework,suchastheelephanthasapairofwings,oritsnosecanbeanexcavator4.PresentationAskthechildrentousecompletesentencestointroducetoyou.“Hello,mynameisxx,Iam4yearsold.Ibuiltanelephanttoday.ItsnameisFili.Ithasalongnoseandbigears.Thankyou.”4.5StatisticsanalysisInthefourthweekofthesummaryClass,thechildrenlearnedthefirstthreeweeksofthevocabularyorintheformofapicture,letthechildrenoralanswers.PretestPosttestStudentaExperimental15Studentb27Studentc05Studentd36Studente26Studentf16StudentaTraditional13Studentb14Studentc35Studentd24Studente25Studentf03V.ThePracticalApplicationofLegoEnglishTeaching5.1TheCreationofSituationstoArouseStudents'InterestinLearningAtthebeginningoftheclass,theteacherneedstocreatethesituationinavarietyofinterestingways.Forexample,inthethemeof"Park'',keywordssuchastreeandflowerwillbeextracted.Andthenintheformofapicture,postedineverycorneroftheclassroom,theteacherinvitedthechildren,intheformofasmalltraintogotothepark,tobringthechildrenintothesituation.5.2TheprocessofassemblingnewknowledgeinthemindInthethemeof"Thepark,"aftercreatingagoodlearningsituation,thechildrenbegantobuildalink,canbuildtheirownpark,canalsoworktogethertobuild.Theteacherwillremindthechildrenthatthereareflowers,trees,anamusementpark,etc..Butthespecificimageisdesignedbythechildrenthemselves,thereisnolimit.Atthistimechildrenwillgivefullplaytotheirimaginationandcreativity,inthevocabularyofobjectiveunderstanding,coupledwiththechildren'soriginalsubjectiveimpression,coupledwiththeirownimaginationyearningdesign,oftenappearalotofsurprises.Children'sunderstandingofvocabularyisnotuniform,throughthehands-onprocessofbuilding,deepeningtheunderstandingofvocabulary.Inthisexperiment,thefollowingmethodswereused.Theexperimentalmethodwasdesignedbasedonthe4CprincipleofLegoeducation.Method1:UseLegobrickstobuildletters,theteachercandrawortakephotosprintedout,madeintocards,donotforgettowriteontheletterofthestandardprint.Letthechildplay5-8atatime.Repeatthesoundsoftheletterwiththe