Abstract: This article first introduces an overview of what the PAD-based class is, as well as the initiation of the PAD-based class in the English learning of Chinese college students. Then it mainly focuses on the theoretical perspectives towards the initiation of the PAD-based class among modern Chinese college students’ English learning.
Key words: the PAD-based class; modern Chinese college students’ English Learning; a theoretical perspective
I.Overview of the PAD-based Class
The PAD-based class has emerged and developed along with the high voice of education reform and teaching reform in the domain of education in recent years in China, breaking through the traditional classroom teaching mode, acting as a knowledge transferring medium and becoming an innovative teaching mode in college students’ English learning and in college teachers’ English teaching.
II.Initiation of the PAD-based Class among Modern Chinese College Students’ English Learning
The initiation of the PAD-based class in China originates from two aspects in general. One refers to Chinese college students’ English learning habits and problems; the other includes the pretty low efficiency of English education phenomenon, especially English writing teaching in class. Fortunately, the phenomenon of low efficiency of English writing teaching in Chinese colleges and universities has aroused widespread concern in academic circles of English education.
III.Theoretical Perspectives towards the Initiation of the PAD-based Class among Modern Chinese College Students’ English Learning
Concerning about the acceptance and effectiveness of the PAD-based class teaching mode in college students’ English learning in China, combined with research questions mentioned above, the current study is enlightened mainly by the following theories: theory of constructivism, theory of cognitivism.
(I.)Constructivism
Constructivism (Piaget, 1964) emphasizes that learning is a meaning building process, which cannot be separated from a specific social environment and cultural background, and it needs to be coordinated with others to complete. The constructivism theory advocates the “centre” status of learners, the “subject” status of cognition, and the “active builder” status of meaning; in contrast, the role played by teachers should be the “helper” and “guidance” of learning. Teachers should initiate and maintain students’ motivation and increase students’ self-control ability (Piaget, 1964).
Constructivism believes that the opportunity to manage the learning process should be more reserved for the students themselves but not the teachers; the role of the teachers should be to grasp the degree of the opportunity to satisfy the famous “zone of proximal development” of Vygotsky. Correspondingly, the PAD-based class teaching mode highlights the “centre” status of learners, the “subject” status of cognition, and the “active builder” status of meaning, which coincides with the constructivist learning theory, making the PAD-based class teaching mode regard it as an important theoretical basis.
(II.)Cognitivism
Cognitivism (Bruner, 1962), as a learning theory, believes that learners store and organize various materials through cognitive processes to form a cognitive structure. Cognitivism emphasizes that the process of learning is the process of “cognition” forming and evolving. Bruner also claims that, after encountering the “problem situation”, learners will explore knowledge through careful thinking and integration of materials. The bridge between the outside “stimulus” and the inside “reaction” of the learner itself plays a non-negligible role in the process of “cognition”.
In a word, this article turns the above theoretical considerations into an investigation of the relationships and interactions among the application of the PAD-based class teaching mode, college students’ learning attitudes English learning and factors influencing their English learning proficiencies and achievements.
References:
[1]Bruner, J. S. (1962). Toward a Theory of Instruction. Cambridge, Massachusetts: Harvard University Press.
[2]Piaget, J. (1964). Science of Education and Psychology of the Child. New York: Orion Press.
[3]Zhang, X. (2016). The PAD Class: The New Wisdom of Chinese Education. Beijing: Science Press.
作者简介：
苏华南（1987—），男，广东揭阳人；学位：硕士；研究方向：英语教学法。
About the Author:
Huanan Su, male, born in 1987, is a university lecturer in China; he is also a doctoral student in the Faculty of Languages and Communication at Universiti Pendidikan Sultan Idris, Malaysia. Su is from Puning city of Guangdong province. As a university lecturer, his interest is Teaching of English as a Second/Foreign Language (TESL/TEFL).