从教育心理学理论和教学实践重新探讨大学英语网络学习  

On E-learning of College English from both psychological and practical perspectives

作　　者：孙晓丽[1] 

机构地区：[1]山东工商学院大外部,山东烟台264005

出　　处：《宜春学院学报》2010年第9期178-180,共3页Journal of Yichun University

摘　　要：网络教学的提倡者认为网络教育体现了两种深层次的教育理论:建构主义理论和人本主义理论。事实上,建构主义认为过于结构化的材料会弱化学生参与的程度,极大制约了学生的创造力和想象力;针对大学英语的网络学习也没有满足建构主义所倡导的"真实性"和"社会性"。网络学习不仅没有提供人本主义所倡导的学习者所需的安全感和真诚的人际关系,而且导致学生的焦虑感。此外,为学生提供自主学习机会的网络学习必须以学生能够自主学习为前提,在现实中难免遇到诸多问题。From both psychological and practical perspectives,E-learning of college English has something in contradiction with the pedagogic theories of Constructivism and Humanism.Constructivism is against over-structured knowledge as in E-learning for its limiting the students＇ creativity and imagination and E-learning does not provide the real and cooperative learning environment as Constructivism advocates.Moreover,E-learning cause the learners＇ anxiety which is against Humanism and the students have to be able to learn autonomously if they want to participate in E-learning.

关 键 词：建构主义 人本主义 网络学习 

分 类 号：H319[语言文字—英语]