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关键词：热身活动，建构主义，任务型教学法
CONTENTS
Acknowledgements i
Abstract ii
摘要. iii
1 Introduction.. 1
2 Theoretical Framework 3
2.1 Constructivism 3
2.2 Task-based Language Teaching.. 4
3 Warming-up Activities in Intensive Reading Course for English Majors. 6
3.1 Functions of Warming-up Activities in Light of Constructivism Learning Theory 6
3.2 Classifications of Warming-up Activities. 6
3.3 Warming-up Activities Based on TBLT. .7
4 A Case Study. 11
4.1 Basic Information. 11
4.2 Procedure 11
4.3 Data Collection and Analysis. 12
4.4 Results and Discussion. 13
5 Conclusion. 16
Bibliography 18
1 Introduction
As the saying goes, “Well begun is half done.” Teachers usually begin lessons with warming-up activities. Warming-up, as a crucial part of classroom teaching, means the proper preparations and lead-in of lessons, lasting just 5 to 10 minutes at the beginning of lessons. Warming-up in teaching is of great importance. For one thing, proper warming-up activities create a positive classroom atmosphere. For another, warming-up plays an important role in the cultivation of students’ innovative thoughts and cooperative spirits as the platform of the combination of theory and practice. But through investigation, it is found that warming-up activities have not been used or organized properly in EFL (English as a Foreign Language) classes in China. It’s a pity that the design of the teaching programs does not take the interaction of teachers and students into full account and teachers can not set the rational situation to let students participate and experience the process. The present paper is to take an in-depth look at and have a thorough discussion on the function of warming-up activities on the Constructivism learning theory, and it would be helpful for teachers to design various kinds of activities elaborately in line with the contents of the class and the level of students.
Introduced first by Swedish psychologist J.Piaget in the 1960s, constructivism is a sub-branch of cognitive studies, which is a further development of cognitive learning theory since behaviorism. “Constructivism emphasizes the construction of knowledge system on the basis of learners’ existing knowledge, experience and inner cognitive mechanism. It advocates learner’s initiative, situational learning and interaction.” (于玉星, 2010:15) As an important component of foreign language teaching (FLT), teaching pedagogy is gaining more and more popularity among the researchers. With the constant exploration of the approaches and methods by many researchers and the development of some subjects, such as Linguistics, Pedagogy and Psychology, foreign language teaching has developed into different schools based on different theories. They are Grammar-Translation Approach, Direct Method, the Oral Approach and Situational Language Teaching, Audio-lingual Method, Communicative Language Learning, Natural Approach and so on. The New Curriculum Syllabus for English Language Teaching, published in 2001, advocates the use of task-based approach. It is a modern language teaching approach for second language learners used around the world. Task-based language teaching emphasizes “studying in activities”. According to the theories, if an English teacher can design “warming-up” activities under the guidance of the Task-based Language Learning, he or she can efficiently arouse the students’ deep thinking, and further their understanding of the lesson. Intensive reading is the main course in college English major instruction, which includes not only vocabulary and grammar teaching but also skills training of listening, speaking, reading, writing and translating. As the key courses of English major students, the intensive reading course for English majors is aimed at encouraging students to use English so as to convey feelings and emotions and communicate with others freely. So the experiments of this paper would be conducted mainly in intensive reading course so as to get the typical, efficient and effective results of warming-up activities.