兒童英語學(xué)習(xí)的研究（四）

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繼續(xù)上一期的，上期我們說了語言的意義，這幾同樣繼續(xù)看就知道了......

　　四，讓孩子成為學(xué)習(xí)過程中的積極參與者，學(xué)習(xí)是一種積極的認(rèn)知發(fā)展過程。孩子們不應(yīng)該再被看作是等待的空罐子，而是作為語言和思想的積極追求者。如上所述，孩子有多種能力，這是建立新的能力建設(shè)的基石。巴尼斯（Barnes）介紹了建構(gòu)主義的論點(diǎn)：“我們每一個(gè)人都要通過不斷的理解什么是在我們周圍，我們就能實(shí)現(xiàn)我們的學(xué)習(xí)目標(biāo)，建立我們自己的世界。”（Norman1992:123）Fisher（1990）認(rèn)為，注重學(xué)生的解題活動(dòng)為核心，使他們積極參與在探索意義和回答的語言。對(duì)于那些能夠從認(rèn)知角度積極參與學(xué)習(xí)過程的孩子來說，他們需要挑戰(zhàn)和風(fēng)險(xiǎn)。如果所做的任務(wù)或活動(dòng)不一定具有挑戰(zhàn)性或危險(xiǎn)性，那么孩子將永遠(yuǎn)無法獨(dú)立，甚至停滯不前，失去學(xué)習(xí)的動(dòng)力。但這些挑戰(zhàn)也必須有教師或?qū)W生適當(dāng)?shù)闹С�，和新的知識(shí)，符合 近發(fā)展區(qū)理論必須對(duì)孩子的發(fā)展、區(qū)域內(nèi)的“ 近發(fā)展區(qū)”。積極參與第二語言學(xué)習(xí)過程的重要性不言而喻。任務(wù)型教學(xué)法把學(xué)習(xí)過程作為“做中學(xué)”，學(xué)生的語言系統(tǒng)的形成發(fā)展的學(xué)習(xí)過程中，主要通過實(shí)際參與。”（Skehan,inWillis&Willis,1996:20）

        Four, let the child become an active participant in the learning process, learning is a positive cognitive development process. Children should no longer be treated as empty jars of waiting, but rather as active seekers of language and thought. As mentioned above, the child has a variety of abilities, which are the cornerstones of building a new capacity building. Barnes (Barnes) describes constructivism as an argument: "each of us has to build our own world by constantly understanding what is around us so that we can achieve our learning goals."." (Norman 1992:123) Fisher (1990) believes that focusing on children's problem-solving activities at the core can enable them to actively participate in and explore the meaning and answer of language. For children who can actively engage in the learning process from a cognitive perspective, they need challenges and risks. If the task or activity given is not necessarily challenging or risky, the child will never be able to stand alone, or even stagnate, and lose the motivation to learn. But these challenges must also have the appropriate support of teachers or students, and the new knowledge that conforms to the ZPD theory must be within the area of the child's development, the "zone of proximal development". The importance of active participation in this second language learning process is self-evident. The task-based teaching approach regards the learning process as the process of "learning by doing" - the development and formation of the student language system, mainly through actual participation." (Skehan, in, Willis&Willis, 1996:, 20)