论PBL教学模式与“认知心理具身”关照下的口语教学

PBL教学模式是一个信息的获取以及使用操作时的认知过程,也是学习者主动的认知心理过程。在实际的口语教学中应充分考虑到学生的认知心理问题。＂认知心理具身＂是一种抽象的空间关系的表征,实际上包含着认知技能和＂心理具身＂两个层面。有效的口语教学需要教师和口语学习者通过空间联系、行为意识和诊断效度3个要素加强认知技能和＂心理具身＂的有效结合。因此在实际的口语教学过程中,只有加强这些要素的有机结合,才能更有效地促进学生口语能力的提高。

On the Oral English Teaching Driven by PBL Mode and Cognitive Psychology Embodiment

PBL teaching mode is considered as a process of receiving and dealing with information from the outside world, which undoubtedly would involve learners＇ cognitive psychology. The study puts forward a theo- retical prototype ＂cognitive psychology embodiment＂, which is embodied in the oral English teaching. The study proves that, driven by the PBL teaching mode and the ＂cognitive psychology embodiment＂, the learners can reach the communicative goal more easily, through making use of the stimulants and promoting the combination of ＂cognitive ability＂ and ＂psychology embodiment＂.