XÂY DỰNG KHUNG LÝ LUẬN VỀ DẠY HỌC KIẾN TẠO TRONG GIÁO DỤC PHỔ THÔNG: NGUYÊN TẮC VÀ NGỤ Ý DÀNH CHO GIÁO VIÊN DẠY TIẾNG ANH

0 Người đánh giá. Xếp hạng trung bình 0

Tác giả: Thị Kiều Oanh Phạm

Ngôn ngữ: vie

Ký hiệu phân loại:

Thông tin xuất bản: Tạp chí Khoa học và Công nghệ - Đại học Thái Nguyên, 2023

Mô tả vật lý: tr.45727

Bộ sưu tập: Metadata

ID: 339496

Thêm vào giỏ Liên kết toàn văn

Constructivist teaching upon the principles of constructivism theory given by Piaget, Vygotsky and other theoreticians has been prominent in recent research on English language teaching and has provided a basis for recent English education reform efforts. Although there are different views on what constructivism is, there is a common agreement that constructivism has played a crucial role in teaching English in Vietnam. This article, therefore, aims to discuss constructivism learning theory as a paradigm for teaching. Specially, the purposes of this paper are to give out a brief description of the history of constructivism, analyze five guiding principles of constructivism, and distinguish traditional views of teaching and constructivist teaching (CT), thus providing a theoretical framework of constructivist teaching in secondary education. Systematic Literature Review, a kind of the descriptive method, was utilized as a primary tool to select and review the previous research with the aim to explore the issues related to constructivism and CT. Results indicated that five dimensions of CT, twelve characteristics of a constructivist teacher and several implications of constructivism for teaching were designed and analyzed systematically.Dạy học kiến tạo dựa trên các nguyên tắc của lý thuyết kiến tạo do Piaget, Vygotsky và các nhà lý thuyết khác đưa ra đã trở lên nổi bật trong nghiên cứu gần đây về giảng dạy tiếng Anh và đã tạo cơ sở cho những nỗ lực cải cách giáo dục tiếng Anh gần đây. Mặc dù có những quan điểm khác nhau về thuyết kiến tạo, nhưng có một thống nhất chung rằng thuyết kiến tạo đã đóng một vai trò quan trọng trong việc giảng dạy tiếng Anh ở Việt Nam. Do đó, bài viết này nhằm mục đích thảo luận về lý thuyết học tập theo thuyết kiến tạo như một mô hình cho việc giảng dạy. Đặc biệt, mục đích của bài báo này là mô tả ngắn gọn lịch sử của thuyết kiến tạo, phân tích năm nguyên tắc đường hướng của thuyết kiến tạo, phân biệt quan điểm truyền thống về dạy học và dạy học theo kiến tạo, từ đó cung cấp một khung lý thuyết về dạy học kiến tạo ở giáo dục trung học. Tổng quan tài liệu - một loại phương pháp mô tả - đã được sử dụng như một công cụ chính để lựa chọn và xem xét các nghiên cứu trước với mục đích khám phá các vấn đề liên quan đến thuyết kiến tạo và dạy học kiến tạo. Kết quả là năm khía cạnh của dạy học kiến tạo, mười hai đặc điểm của giáo viên kiến tạo và một số hàm ý của việc dạy học kiến tạo đã được thiết kế và phân tích tỉ mỉ, chi tiết.

1. Đọc trực tuyến

1. Đọc trực tuyến

Tạo bộ sưu tập với mã QR