Constructivism can be traced back to Piaget in Switzerland. He is the most influential psychologist in the field of cognitive development, and the school of children's cognitive development he founded is called Geneva School. The following is a brief talk about the application of constructivism in foreign language teaching, for reference only, hoping to help you.

Paper Keywords: constructivist foreign language teaching autonomous learning

Abstract: This paper first expounds the content and characteristics of constructivism theory, emphasizing the application of constructivism theory in foreign language teaching, emphasizing student-centered, supplemented by teacher teaching, stimulating students' autonomous learning potential and the construction of their own knowledge level, and ultimately cultivating students' autonomous learning ability.

Introduction: The newly formulated Requirements for Trial Implementation of College English Curriculum (hereinafter referred to as the Requirements) describes the objectives of college English teaching as follows: "The teaching objective of college English is to cultivate students' comprehensive English application ability ... at the same time, enhance their autonomous learning ability and improve their comprehensive cultural quality to meet the needs of China's economic development and international exchanges. "College English teaching has invested a lot of manpower, material resources and time for this goal for many years, but compared with the input, our output is obviously insufficient. Obviously, the current English teaching mode, which focuses on teachers' lectures and students' listening, can no longer meet the requirements of the new era. Therefore, in recent years, the Ministry of Education has focused on reforming the current English teaching model. Specifically, in the process of foreign language teaching, students' learning is changed from passive to active, with students as the center and teachers' teaching as the supplement, so as to stimulate students' autonomous learning potential and achieve the ultimate goal of improving students' comprehensive application ability. Therefore, constructivism theory is very applicable in this key link.

I. Constructivism Theory

Constructivism can be traced back to Piaget in Switzerland. He is the most influential psychologist in the field of cognitive development, and the school he founded on children's cognitive development is called Geneva School. Piaget's theory is full of materialist dialectics, and he insists on studying children's cognitive development from the perspective of interaction between internal and external factors. In his view, it is necessary to emphasize the cognitive subject role of learners, but not to ignore the guiding role of teachers, who are helpers and promoters of meaning construction, rather than imparting and inculcating knowledge. Students are the subject of information processing and the active constructor of meaning, not the passive receiver and indoctrination object of external stimuli. Students should become active constructors of meaning, which requires students to play the main role in the learning process from the following aspects:

(1) To construct the meaning of knowledge by exploration and discovery;

(2) In the process of constructing meaning, students are required to actively collect and analyze relevant information and materials, and put forward various assumptions about the problems they have learned and verify them;

(3) Try to connect what is reflected in the current learning content with what you already know, and seriously think about this connection. "Contact" and "thinking" are the keys to meaning construction.

Second, the use of constructivism theory to cultivate students' active learning ability

Under the guidance of constructivism theory, teachers play the role of tutoring students in the teaching process, and students should become the "protagonists" in the classroom, allowing students to learn independently, discuss, ask questions and summarize, and cultivate their autonomous learning ability.

(A) Emphasis on student-centered.

Defining "student-centered" is of great guiding significance for teaching design, because starting from "student-centered" or "teacher-centered" will lead to two completely different design results. As for how to embody student-centeredness, constructivism thinks that giving full play to initiative, externalizing knowledge and realizing self-feedback can be said to be three elements to embody student-centeredness.

(B) Emphasis on "collaborative learning."

Constructivism holds that the interaction between learners and their surroundings plays a key role in the understanding of learning content (that is, the construction of knowledge meaning). This is one of the core ideas of constructivism. Teachers can prepare topics for students to discuss in class before class. Classroom discussion can effectively develop students' ideas, brainstorm and learn from each other's strengths, and at the same time, it can also enhance communication between students and between teachers and students. After the discussion, the students will make a report. This can not only enhance students' comprehensive ability, but also enable the whole study group to complete the meaning construction of what they have learned.

(C) Emphasis on "meaning construction"

The traditional teaching mode aims at teaching objectives, and all teaching links and processes are carried out around the teaching objectives. In order to meet the requirements of teaching objectives, teachers teach a lot of knowledge in class, so they more or less ignore students' ideas and make students lose interest more or less. This is the crux of the stagnation of students' English learning. Constructivism believes that in the learning environment, "teaching goal" is replaced by "meaning construction", and teaching design usually starts from how to create a situation conducive to students' meaning construction. The whole teaching design process is closely around "meaning construction", whether it is students' independent inquiry, collaborative learning or teachers' guidance. In short, all activities in the learning process should be subordinate to this center, which is conducive to completing and deepening what you have learned.

Conclusion: The learning mode advocated by constructivism learning theory is student-centered learning under the guidance of teachers. Constructivism learning environment includes four elements: situation, cooperation, dialogue and meaning construction. In this way, we can summarize the teaching mode suitable for the constructivist learning theory and the constructivist learning environment as follows: "Students are the center, teachers play the roles of organizer, director, helper and promoter in the whole teaching process, and make full use of the learning environment elements such as situation, cooperation and conversation to give full play to students' initiative, enthusiasm and initiative, and finally achieve the goal of enabling students to effectively construct the meaning of what they have learned at present. "

References:

[1] Nan Chengyu. Applying Constructivism Theory to Cultivate Students' Innovative Ability [J]. Foreign Language Education Research, 20 1 1( 1).

Wang Ping. Constructivism on Foreign Language Teaching and College English Teaching [J].2008(24).

[3] Zhao. Using Constructivism Theory to Cultivate Students' Initiative in English Learning [J]. Education and Vocational Education, 2007(2).

[4] Zhao Yingxian and Yu Ying. Critical thinking is the essence of innovative thinking —— On the cultivation of innovative ability of college students [J]. Contemporary Education Forum, 2009, (12):88-89.

Piaget, Guerder, England. Child psychology [M]. Translated by Wu Fuyuan Beijing: Commercial Press, 1986.

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