【正文】 期的測試成績相結(jié)合，試圖探求本文提出的研究問題：在對外漢語聽力課堂教學(xué)中運(yùn)用建構(gòu)主義理論的拋錨式教學(xué)模式是否能有效協(xié)助外國學(xué)生完成漢語聽力的學(xué)習(xí)？ “拋錨式教學(xué)模式”的效果本研究在實(shí)際教學(xué)過程中采用了“拋錨式”教學(xué)模式，收到了良好的教學(xué)效果。學(xué)生們從培訓(xùn)開始之前的聽不太懂教師提出的問題或是即使聽懂了教師提出的問題也不知道該如何表達(dá)的狀態(tài)，逐步過渡到能聽懂教師正常語速下的問題并能夠自然流暢地回答教師提出的問題，在一定程度上表達(dá)自己的觀點(diǎn)和看法。學(xué)生們話時(shí)應(yīng)有的鎮(zhèn)靜、從容和自信。這點(diǎn)從培訓(xùn)前和培訓(xùn)后的訪談中可以直觀地看出，培訓(xùn)前，大部分學(xué)生都不敢表達(dá)，說話支支吾吾，也聽不清教師課上的提問，與教師溝通的話輪較少；但培訓(xùn)后，幾乎所有的學(xué)生都能暢所欲言，他們對教師的問題對答如流，此時(shí)，與教師交流的話輪大幅提高，不僅如此，他們還能自如地在聽力課堂外的社會大課堂，與中國人大膽地交流。說是建立在聽的基礎(chǔ)之上的，學(xué)生敢說，會說，說得恰當(dāng)準(zhǔn)確必然說明了他們已經(jīng)聽懂并且正確理解了對方的 講話內(nèi)容。故而，筆者由此可以得出結(jié)論，學(xué)生的聽力水平得到了提高。本人在實(shí)際教學(xué)過程中采用了“拋錨式”教學(xué)模式，對提高學(xué)生漢語聽力水平起到了一定的作用。具體表現(xiàn)為：學(xué)生在做聽力理解時(shí)，不再糾結(jié)于個(gè)別詞匯和語法，而是能夠做到棄小部分，而抓整體，從文章的核心主題層面上來把握聽力材料。綜合上述測試的統(tǒng)計(jì)結(jié)果，學(xué)生在經(jīng)歷了培訓(xùn)前、中、后期三段不同時(shí)期的測試后，成績有了明顯的提高。具體詳見表 。表 培訓(xùn)前中后期測試學(xué)生成績對比表由表 不難看出，將實(shí)驗(yàn)班和對照班兩個(gè)班培訓(xùn)后較之于培訓(xùn)前學(xué)生的聽力水平都有了提高，但是實(shí)驗(yàn)班的學(xué)生成績提高得比較明顯，無論是在最高分，最低分還是平均分的提高上，實(shí)驗(yàn)班較之于對照班都有明顯的優(yōu)勢。 “拋錨式教學(xué)模式”的實(shí)施步驟改進(jìn)與完善筆者在教授來自泰國法政大學(xué)大二的學(xué)生的長達(dá)一個(gè)半月的暑期強(qiáng)化班中的對外漢語聽力課過程中，在不斷與學(xué)生的磨合以及自我改進(jìn)中，筆者形成了適合學(xué)生學(xué)習(xí)的聽力教學(xué)方法。首先在教授詞匯時(shí)，最好是（側(cè)重于）采取情景教學(xué)的方法，而且必須是最貼合學(xué)生實(shí)際情況或者學(xué)生最感興趣的話題教學(xué)，譬如，筆者在教授”尷尬”這個(gè)詞時(shí)，在 PPT上放了一張圖片，圖片的內(nèi)容大致是一位女明星上臺領(lǐng)獎(jiǎng)時(shí)，不慎摔倒了，她的臉上露出了尷尬的笑容。通過老師對圖片的簡單講解，學(xué)生迅速地了解了尷尬這個(gè)詞的意思，這比直接介紹詞典里尷尬的意思給學(xué)生的印象要深很多。但是，由于筆者課時(shí)有限，為了控制課程時(shí)間，筆者在教授詞匯時(shí)，都是自己設(shè)置的情境，讓學(xué)生自己理解，并沒有給很多時(shí)間讓學(xué)生舉一反三的時(shí)間。其次，教師要及時(shí)鞏固練習(xí)學(xué)生已掌握的內(nèi)容，并且復(fù)習(xí)方式要輕松活潑有趣，比如，看出現(xiàn)很多已學(xué)過的詞匯的電影，聽中文歌曲說歌詞，等等。（這些都是以輕松活潑的情景讓學(xué)生融入所學(xué)內(nèi)容的方法）在教學(xué)過程中，學(xué)生認(rèn)為平時(shí)的課堂模式相對枯燥，如若教師可以通過更加輕松活潑地方式幫助學(xué)生復(fù)習(xí)已經(jīng)學(xué)過的知識，會更受學(xué)生親睞，學(xué)生學(xué)習(xí)的積極性也會有所提高。另一篇文章前言:(1)文獻(xiàn)法 在查閱文獻(xiàn)的基礎(chǔ)上，了解國內(nèi)外建構(gòu)主義拋錨式教學(xué)發(fā)展現(xiàn)狀，構(gòu)建適合中專學(xué)生的拋錨式化學(xué)教學(xué)模式。(2)實(shí)驗(yàn)法 中?；瘜W(xué)建構(gòu)主義拋錨式教學(xué)對學(xué)生化學(xué)學(xué)習(xí)和發(fā)展的影響研究，主要采用實(shí)驗(yàn)法。通過對我校一年級同一層次的園林10級1班(對比班)和林業(yè)10級3班(實(shí)驗(yàn)班)一個(gè)學(xué)期的教學(xué)，在實(shí)驗(yàn)班實(shí)施拋錨式教學(xué)模式，對比班實(shí)施傳統(tǒng)教學(xué)模式，比較實(shí)驗(yàn)班和對比班學(xué)生的學(xué)習(xí)水平、學(xué)習(xí)傾向、學(xué)習(xí)能力發(fā)展情況 研究對象為齊齊哈爾林業(yè)學(xué)校不同專業(yè)一年級八個(gè)班中的兩個(gè)班，其中林業(yè)1的班為實(shí)驗(yàn)班，入校人數(shù)33人，園林101班為對照班，入校人數(shù)31人，由于入校學(xué)生為初中畢業(yè)生或初中未畢業(yè)的學(xué)生，有些學(xué)生未接觸過化學(xué)，所以沒有對他們的入學(xué)成績進(jìn)行比較，而是運(yùn)用問卷調(diào)查的方法對他們的學(xué)習(xí)基礎(chǔ)和學(xué)習(xí)興趣進(jìn)行比較。調(diào)查結(jié)果統(tǒng)計(jì)后列于表1。 實(shí)驗(yàn)班和對照班的歷次考試成績及同質(zhì)性檢驗(yàn)，采用分析統(tǒng)計(jì)軟件Excel進(jìn)行t檢 驗(yàn)和Z檢驗(yàn)處理。我對校本教材化學(xué)的教學(xué)內(nèi)容進(jìn)行了全面梳理，重點(diǎn)選取了“物質(zhì)的量”及“離子 反應(yīng)”二個(gè)教學(xué)內(nèi)容進(jìn)行了“拋錨式”教學(xué)法的嘗試?！拔镔|(zhì)的量”的“拋錨式”教學(xué)法教學(xué)實(shí)踐過程 教學(xué)題目:物質(zhì)的量 教學(xué)重點(diǎn):另外一篇論文：However, in traditional teaching, the class is still teachercentered, the students have little chance for expressing ideas and lack of interest in writing and they do not know how to leads to the students’ writing petence is poor, and they can not do effective written order to change this present situation, motivate students’ learning interest andimprove the writing ability, anchored instruction is introduced into English writing class bythe anchored instruction model is based on the theory of on situating the learning in realistic problems, to make students have they learn autonomously and collaborate with group members to solve can innovate on the traditional teachercentered teaching model and it can help toset up the studentcentered teaching model which lays stress on acquiring the directexperience, on solving the problems, on developing students’ initiatives and the anchored instruction is consistent with the New English Curriculum Standard(2005).Anchored instruction is developed by the Cognition amp。 Technology Group at Vanderbilt(CTGV)under the leadership of John application of anchored instruction hasbeen to elementary language arts and mathematics the research on the applicationof anchored instruction hasn’t been widely carried out, especially in English writing in seniorhigh present paper is intended to show that the application of anchoredinstruction has a positive effect on English author intends to testify the following hypothesis:Is the model of anchored instruction superior to the traditional model in students’writing performance? Can this model help students’ to promote cooperative learning? The period of the study lasts one semester: from September, 2010 to January, was carried out in class 65(experimental class)and class 66(control class)ofYongnian Senior High Schoola rural anchored instruction was implemented inexperimental class, which the traditional model was implemented in control , theresearcher conducted a pretest to show the students’ writing ability in two classes is parallel,then collected the information of the students’ English writing situation by carrying , the researcher implemented the anchored instruction in theexperimental , the researcher testified the effect of the anchored instruction byanalyzing the post test scores, and the results show that the anchored instruction is superior tothe traditional model, it can create a relaxed and interactive learning atmosphere, arouse thewriting interest, form the positive attitude to English writing, help students learnautonomously, enhance the confidence in writing, promote their collaborative abilities andimprove their writing Theoretical Basis: Constructivism Constructivism is a learning theory that has its foundations in psychology, philosophy aswell as anthropology(Brookes amp。 Brooks, 1993).The basic premise of the learning theory isthat the knowledge is not transmitted from the external world to memories of isconstructed by an individual through her or his interactions with the , thelearner is an active information processor, and she or he tends to interpret the world in her orhis way with the support of her or his exiting knowledge.(Williams amp。 Burden, 2003).Constructivism has many Tynjala put it, “In recent literature, at least thefollowing branches of constructivist thought can be found: radical or cognitive constructivism。social constructivism。the sociocultural approach。symbolic interactionism。and socialconstructionism.” These branches are mon in that knowledge is constructed byindividuals to social branches differ in the emphaseseither theindividual factor or the social factor plays a more important role than the other during thelearning in this thesis mainly introduce two of them which are closely related tothis are cognitive constructivism and social Cognitive Constructivism The theory of constructivism’s formalization is generally attributed to Swisspsychologist Jean Piaget(18961980)whose works are grounded of cognitive articulated mechanisms by which knowledge is internalized by ’s stage theory of cognitive constructivism describes everyone’s developmentexperiences four successive stages