美国中小学汉字教学的建构主义特色  

Constructivist features in the teaching of Chinese characters in American K-12 schools

作　　者：林秀琴[1] 

机构地区：[1]首都师范大学国际文化学院,北京100089

出　　处：《云南师范大学学报（对外汉语教学与研究版）》2016年第4期12-16,共5页Journal of Yunnan Normal University(Teaching & Studying Chinese as a Foreign Language Edition)

摘　　要：建构主义认为,知识的获得是一种建构活动,其活动主体是学习者,因此教学环境的设计应以学习者为中心,应有利于知识建构活动。美国中小学汉字教学体现了建构主义教学的基本理念,它遵循认知规律,重视汉字知识图示的构建;它创设利于知识建构的良好环境,重视学生间的交流与协作,引导学生在积极主动的探究中完成汉字的知识建构。如果能更加重视教学目标的分析,建立适当的反馈检测机制,教学效果将更上层楼。According to constructivism, acquiring knowledge is a kind of constructivist activity, whose subject is the learners, and therefore, the construction of the teaching environment should center on the learners themselves to ensure the construction of knowledge. The teaching of Chinese characters in American K-12 schools reflects the fundamental teaching theories of constructivism in two aspects. First, it abides by the cognitive law and emphasizes the construction of the knowledge schema of a Chinese character. Second,it creates a teaching environment good for knowledge construction by encouraging peer communication and coordination and guiding the learners to fulfill knowledge construction during their active studies. If clearer teaching objectives could be made and more proper measurement and feedback involved, the teaching effect would be even better.

关 键 词：建构主义 美国 中小学 汉字 教学 

分 类 号：G633.3[文化科学—教育学]