Volume 3,Issue 5
The Usage of Social Constructivism to Improve Contemporary College English Curriculum
The contemporary college English curriculum is a core curriculum for English major students to learn in university to emphasize the importance of intensive reading. Although this curriculum has a lot of inspiration, it still contains some perceived problems. This essay aims to briefly introduce the perceived problems and improve the curriculum under the guidance of social constructivism.
1. Al-Zube AFM (2013) The Difference between the Learner-centred Approach and the Teacher-centred Approach in Teaching English as a Foreign Language. Educational Research International, 2(2): 24–31.
2. Leeds-Hurwitz W (2009) Social Construction of Reality, in Encyclopedia of Communication Theory. Sage Publications, California, 892–895.
3. Yang LM (2010) Contemporary College English. Foreign Language Teaching and Research Press, Beijing.
4. Brown JS, Collins A, Duguid P (1989) Situated Cognition and the Culture of Learning. Educational Researcher, 18(1): 32–42. https://doi.org/10.3102/0013189X018001032
5. Gray A (1997) Constructivist Teaching and Learning (No. 97–07). SSTA Research Centre, https://saskschoolboards.ca/wp-content/uploads/97-07.htm
6. Wood T (1995) From Alternative Epistemologies to Practice in Education: Rethinking What it Means to Teach and Learn, in Constructivism in Education. Lawrence Erlbaum Associates, New Jersey, 331–340.
7. Dangel JR (2011) An Analysis of Research on Constructivist Teacher Education. Education, 17(2): 87–113. https://doi.org/10.37119/ojs2011.v17i2.85
8. Cannella GS, Reiff JC (1994) Individual Constructivist Teacher Education: Teachers as Empowered Learners. Teacher Education Quarterly, 21(3): 27–38.
9. Jadallah E (1996) Reflective Theory and Practice: A Constructivist Process for Curriculum and Instructional Decisions. Action in Teacher Education, 18(2): 73–85. https://doi.org/10.1080/01626620.1996.10462835
10. Fosnot CT (1996) Teachers Construct Constructivism: The Center for Constructivist Teaching/teacher Preparation Project, in Constructivism: Theory, Perspectives, and Practices. Teachers College Press, New York, 175–192.
11. Richardson V (1997) Constructivist Teacher Education: Building a World of New Understandings. Falmer Press, London.
12. Zeichner KM (1983) Alternative Paradigms of Teacher Education. Journal of Teacher Education, 34(3): 3–9. https://doi.org/10.1177/002248718303400302
13. Kroll L, Black A (1993) Developmental Theory and Teaching Methods: A Pilot Study of a Teacher Education Program. The Elementary School Journal, 93(4): 417–441. https://doi.org/10.1086/461732
14. Mosenthal JH, Ball DL (1992) Constructing New Forms of Teaching: Subject Matter Knowledge in Inservice Teacher Education. Journal of Teacher Education, 43(5): 347–356. https://doi.org/10.1177/0022487192043005004
15. Chen S (2001) Constructing a Constructivist Teacher Education: A Taiwan Experience, in New Teacher Education for the Future: International Perspectives. Kluwer Academic Publishers, Norwell, 261–290.
16. Loughlin OM (1992) Engaging Teachers in Emancipatory Knowledge Construction. Journal of Teacher Education, 43(5): 336–346. https://doi.org/10.1177/0022487192043005003
17. Shunk DH (2000) Learning Theories: An Educational Perspective (3rd ed.). Prentice-Hall, New Jersey.
18. Larsen-Freeman D, Anderson M (2011) Techniques and Principles in Language Teaching (3rd ed.). Oxford University Press, Oxford.
19. Ali SS (2019) Problem-Based Learning: A Student-Centered Approach. English Language Teaching, 12(5): 73. https://doi.org/10.5539/elt.v12n5p73
20. Ramsden P (1998) Improving learning: New perspectives. Kogan Page, London.
21. Mory EH (2004) Feedback Research Revisited, in Handbook of Research on Educational Communications and Technology (2nd ed). Lawrence Erlbaum Associates Publishers, New Jersey, 745–783.
22. Knight P, Yorke M (2003) Assessment, Learning and Employability. Open University Press, Buckingham.
23. Van Houten R (1980) Learning through Feedback. Human Sciences Press, New York.