Reflection on Constructivism


I feel that reflection is something that an effective educator does instinctively for themselves. If you are not the type of individual who automatically spends time considering the how and why success or failure of your time with students in the classroom then perhaps teaching is not for you.

Hong Kong is a competitive society. Keen competition can be particularly revealed by the Hong Kong Education System. In many time, we believe that there is competition, there is progress. So we love comparing, ranking, appreciating or censuring students.
In fact, the more competition in the society, the more collaboration is needed and constructivism does help in teaching and learning. Though this sounds like a paradox, from my teaching experiences this year, in particular the practicum, I found that constructivist teaching is effective to assist myself as a teacher for professional development to help my students learn better in Chinese Language. In this paper, I am going to argue that Constructivism   can be a good facilitator in helping students   improve their reading strategies in tackling Chinese passages.

Traditional Chinese Teaching in Reading Strategies   V.S.   Constructivism

Traditional Chinese Language Teaching focuses on training students' capability in four aspects including: reading, speaking, listening and wrting. Pedagogic approaches used by most Chinese teachers remains still on teacher-centered classrooms and the use of rote-memory strategies. Students are expected to acquire higher proficiency through more reading and reciting .   In fact, Hong Kong Chinese teachers seldom teach students about reading strategies.(謝錫金, 2003) Most researches focused only on the ability of students to aquire certain reading strategies(蕭炳基與蘇月華, 1997), not to metioned if students can learn to learn.

The theory of constructivism by Vygotsky( Gao, 2010, P1-9) suggests that we learn by the construction of new knowledge based on our prior knowledge in the...