社会建构主义认知理论视域下外语教师的角色探析  

An Analysis of the Foreign Language Teacher’s Roles within the Framework of Social-constructivism

作　　者：于华[1] 

机构地区：[1]辽宁对外经贸学院外语系,辽宁大连116052

出　　处：《齐鲁师范学院学报》2011年第6期102-106,共5页Journal of Qilu Normal University

摘　　要：社会建构主义以认知心理学、建构主义、人本主义为理论基础,赞同全人教育的观点,强调要使学习有效地发生,教师在教学中必须做到将认知和情感两方面有机地结合起来。这一理论对外语教学带来了多方面的影响,其中之一便是教师角色的变化。外语教师作为学生和目的语之间的中介者,在学生知识建构的过程中,教师应当摒弃对学生进行语言灌输的旧观念,而更加关注学生的情感需求,营造合适的人文学习环境,促进学生的健康发展。Social constructivism, based on cognitive psychology, constructivism, humanism and social interationism, embraces the concept of whole-person education, emphasizing that in order for some effective learning to take place, affect factors as well as cogni- tion must be integrated as a whole in teaching. This theory has brought about profound influence on foreign language teaching, one being the change of the teacher＇s roles. As the mediator between students and the target language, the teacher should discard the old notion of teaching language only, but pay more attention to students＇emotions and feelings, create some appropriate learning atmos- phere for students. The ultimate goal is to facilitate the development of the whole-person education process in the students.

关 键 词：社会建构主义 教师角色 情感因素 中介作用 

分 类 号：G447[哲学宗教—心理学]