【正文】 of personal meanings to their worlds.建構(gòu)主義是認(rèn)知心理學(xué)的一個(gè)分支。它把對(duì)于人的大腦工作的原理的認(rèn)知嘗試提高到了另一個(gè)高度。建構(gòu)主義尋求解決的問(wèn)題是：人的個(gè)體是如何按照個(gè)人的知識(shí)背景建立/建構(gòu)新的知識(shí)意義。According to constructivism, learners build up knowledge for themselves as they study. Thus, the learner is considered as an active partner with relevant contribution to make to the teachinglearning process.Social constructivism is a branch of constructivism which holds that knowledge and reality are created by social relationships and interactions. That is, learners try individually to make their own sense of the world around them, but they do so within a given social context and by socially interacting with others. Williams and Burden (1997:43) have developed the social constructivist model below to illustrate this learning relationship.CONTEXT(S)TEACHER LEARNERTASK根據(jù)建構(gòu)主義，學(xué)習(xí)者在學(xué)習(xí)過(guò)程中對(duì)知識(shí)進(jìn)行自主構(gòu)建。因此，學(xué)習(xí)者主動(dòng)參與教與學(xué)的過(guò)程，被認(rèn)為是課堂教學(xué)的積極參與者。社會(huì)建構(gòu)主義是建構(gòu)主義的一個(gè)分支，它認(rèn)為知識(shí)與現(xiàn)實(shí)是通過(guò)人與人之間互戶作用所形成的。也就是說(shuō)，學(xué)習(xí)者是由個(gè)人對(duì)周圍的世界形成自己的認(rèn)知，但這種認(rèn)知是通過(guò)給定的社會(huì)情景和與他人之間的相互作用所生成的。William和Burden (1997:43) 通過(guò)以下社會(huì)建構(gòu)主義的學(xué)習(xí)模式來(lái)闡述這種學(xué)習(xí)關(guān)系的。情 境教師 學(xué)生任 務(wù)The factors interact with each other.216。 The task serves as a link between the teacher and the learner. 216。 The teacher selects the task and administers it to the learners.216。 Learners interpret the task in ways that are meaningful and personal to them.216。 The choice of tasks and the teachers’ actions in class will reflect their beliefs about learning.216。 Learners’ response is affected by their individual characteristics and the feelings the teacher conveys to them. 216。 The environment plays an important part in shaping the teaching learning process 216。 The environment includes the emotional, the physical, the school system, the social, political and cultural setting. A change in one or more parts will influence the others.以上因素相互作用：216。 任務(wù)作為鏈鎖維系教師和學(xué)生216。 教師選擇任務(wù)并布置給學(xué)生216。 學(xué)生按照自己個(gè)人的意義對(duì)人物進(jìn)行理解216。 任務(wù)的選擇和教師在課堂上的行為反映了其本人關(guān)于學(xué)習(xí)的理念216。 學(xué)習(xí)者對(duì)此做出的反應(yīng)受其本人特點(diǎn)和老師傳輸給他們的情感的影響216。 環(huán)境在教與學(xué)的過(guò)程中起著重要的作用216。 情境包括情緒的、身體的、學(xué)校體制的、社會(huì)的、政治的和文化的因素一個(gè)或多個(gè)的變化將會(huì)對(duì)其它因素造成影響。HUMANISM1. A system of thought that centers on humans and their values, capacities, and worth. 2. Concerned with the interests, needs, and welfare of humans. Humanism, like constructivism, places a lot of emphasis on an education that is aimed at developing the whole person. Education should be personalized to reflect the individual goals and aspirations of learners. The humanistic teacher seeks to understand the learners as individuals with distinct personalities and tries to understand them instead of imposing his/her own views on them. The humanistic teacher should216。 Create a sense of belonging216。 Make the subject relevant to the learner216。 Involve the whole person (cognitive, emotional, and social)216。 Encourage a knowledge of self216。 Develop personal identity216。 Encourage selfesteem216。 Involve the feelings and emotions216。 Minimize criticism216。 Encourage creativity216。 Develop a knowledge of the process of learning216。 Encourage selfinitiation216。 Allow for choice216。 Encourage self evaluation216。 Help learners develop a strong sense of personal values. (Williams and Burden 1997:38)人本主義是一種致力于人類及其價(jià)值、能力等觀念的研究關(guān)注興趣、需求和人類的身心健康人本主義同社會(huì)建構(gòu)主義一樣，致力于關(guān)注全人教育的研究。它認(rèn)為教育應(yīng)該根據(jù)學(xué)習(xí)者個(gè)體的目標(biāo)和需求更加個(gè)性化。人本主義的教師尋求把學(xué)生作為具有明顯個(gè)性的個(gè)體來(lái)理解他們，而不是把個(gè)人的觀念強(qiáng)加于他們。因此，人本主義的教師應(yīng)該：216。 創(chuàng)造一種歸屬感216。 在學(xué)科與學(xué)習(xí)者中建立聯(lián)系216。 使學(xué)習(xí)者完全參與（包括認(rèn)知、情感和社會(huì)的）216。 鼓勵(lì)學(xué)習(xí)者自主學(xué)習(xí)216。 張揚(yáng)個(gè)性216。 提倡自尊216。 發(fā)揮情感作用216。 把批評(píng)減少到最小程度216。 倡導(dǎo)創(chuàng)作216。 發(fā)展過(guò)程學(xué)習(xí)能力216。 鼓勵(lì)自我創(chuàng)設(shè)216。 允許自主選擇216。 提倡自我評(píng)價(jià)216。 幫助學(xué)習(xí)者形成較強(qiáng)的自我價(jià)值Section 4 TOPMEDIATIONFeuerstein, the Israeli educationist suggests that cognitive (thinking, thought), social and emotional development in a child are inseparably linked to each other. These aspects are shaped by the way the child interacts with the world and people around him. Right from birth significant adults intervene in the child’s learning. These intervening adults are called mediators, their action is known as mediation and the experiences they provide are known as mediated learning experiences.At first the mediators are parents, and later include teachers when the child starts schooling. The mediators select and organize appropriate stimuli, shape and present them in a way that is sure to provide the best positive oute. How does the role of the teacher as mediator differ from the traditional role of the teacher as disseminator of information?216。 The mediator is concerned with helping learners to acquire the knowledge and skills which they need for further learning, to tackle problems and to fit and function well in the society. 216。 The mediator helps the learners to take control of their own learning strategies with the aim of enabling them to bee independent thinkers and problem solvers. To achieve this learner autonomy, the mediator needs to guide the learners until they bee fully selfdirected. 216。 There’s also the importance of reciprocation*. Learning is viewed as a giveandtake activity with learners as active participants. 216。 The learner must reciprocate the mediators’ intentions. Reciprocation can occur when the learner responds by showing an acceptance and willingness ply with the mediators’ intentions.216。 Reciprocation: 1: the act of making and return or doing something in return。 2: mutual interaction。 the activity of interchanging or reciprocating [synonym: interchange, giveandtake]介入以色列教育學(xué)家弗因斯坦認(rèn)為兒童的認(rèn)知（包括思維、思想）、社會(huì)和情感方面的發(fā)展與其他人是密不可分的。這些方面是由兒童與他人相互作用過(guò)程中形成的。從他們出生起，兒童的學(xué)習(xí)就一直受到他們認(rèn)為重要人物的左右。這些對(duì)于他們產(chǎn)生支配或影響的成年人被稱為介入者，這種行為被叫做介入，他們所提供的這種經(jīng)歷被叫做被介入式的學(xué)習(xí)經(jīng)歷。最早的介入者應(yīng)該是兒童的父母，然后等他們上學(xué)后就是他們的老師。他們學(xué)習(xí)的介入者會(huì)采用適當(dāng)?shù)拇碳?，?duì)他們進(jìn)行塑造并給他們提供一種肯定會(huì)有益于他們積極成長(zhǎng)的方式。在信息傳播中教師作為介入者與傳統(tǒng)的教師角色有什么不同？216。 介入者致力于幫助學(xué)習(xí)者獲取他們所需要的知識(shí)和技能，以便于進(jìn)一步進(jìn)行學(xué)習(xí)、解決實(shí)際問(wèn)題、適應(yīng)社會(huì)并充分發(fā)揮其作用216。 介入者為了培養(yǎng)學(xué)生養(yǎng)成獨(dú)立思考和解決問(wèn)題的能力，會(huì)幫助他們對(duì)自己的學(xué)習(xí)策略進(jìn)行調(diào)控。為了達(dá)到這種自主學(xué)習(xí)的目的，介入者需要對(duì)他們進(jìn)行引導(dǎo)，一直到他們能夠完全進(jìn)行自我引導(dǎo)216。 強(qiáng)調(diào)互動(dòng)的重要性。學(xué)習(xí)被看作是互動(dòng)的過(guò)程，學(xué)習(xí)者應(yīng)該是積極的參與者216。 學(xué)習(xí)者應(yīng)該對(duì)介入者的意圖產(chǎn)生互動(dòng)；當(dāng)學(xué)習(xí)者在對(duì)于介入者的意圖表現(xiàn)出接受和樂(lè)意按要求去做的時(shí)候，這種互動(dòng)才會(huì)發(fā)生MEDIATION IN THE TEFL CLASSROOMFeuerstein came