Proceedings of the 2015 International Conference on Education Technology and Economic Management

Modern Chinese Course Teaching Practice under Guidance of Constructivism Learning Theory

Authors
Weilin Zou
Corresponding Author
Weilin Zou
Available Online March 2015.
DOI
https://doi.org/10.2991/icetem-15.2015.11How to use a DOI?
Keywords
constructivism learning theory; modern Chinese; teaching context; project teaching method
Abstract
The modern Chinese is an important course to improve language quality of students majoring in broadcasting and hosting, and radio and television editing, etc.; however, it is unable to realize the teaching goal under traditional teaching mode. The constructivism learning theory provides a beneficial reference for teaching reform of modern Chinese; it fundamentally changes teaching concept and provides effective teaching mode, and emphasizes students’ subjectivity in learning activity; the teachers become the organizers and guiders in learning activity; according to students’ existing knowledge experience, the teachers create teaching context close to reality, and adopt the project teaching method which emphasizes on coordination to guide students to realize the meaning construction of knowledge they have learnt.
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Proceedings
2015 International Conference on Education Technology and Economic Management
Part of series
Advances in Social Science, Education and Humanities Research
Publication Date
March 2015
ISBN
978-94-62520-49-3
ISSN
2352-5398
DOI
https://doi.org/10.2991/icetem-15.2015.11How to use a DOI?
Open Access
This is an open access article distributed under the CC BY-NC license.

Cite this article

TY  - CONF
AU  - Weilin Zou
PY  - 2015/03
DA  - 2015/03
TI  - Modern Chinese Course Teaching Practice under Guidance of Constructivism Learning Theory
BT  - 2015 International Conference on Education Technology and Economic Management
PB  - Atlantis Press
SP  - 61
EP  - 66
SN  - 2352-5398
UR  - https://doi.org/10.2991/icetem-15.2015.11
DO  - https://doi.org/10.2991/icetem-15.2015.11
ID  - Zou2015/03
ER  -