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Reflective thinking on piaget’s cognitive theory and Bandura’s theory                                                                                                                🎈Oral English course - Clear consonant turbid phenomenon🎈.A.Description: When we talk about the clear consonant turbid phenomenon, we will follow these steps.First, asking students to talk about what voiceless consonants and voiced consonants are and make a list of unvoiced consonants and their corresponding voiced consonants.Secondly, give some words that include clear consonant turbid phenomena such as: sport, star, student, water, happiness, meeting.Third, ask students to discuss the regularity of the phenomenon in their own groups.Fourth, invite a group or two to share their opinions and discuss in class.Finally, draw a conclusion. B. Analysis:Firstly students are provided with tasks(Talking about what voiceless consonants and voiced consonants are and make a list of unvoiced consonants and their corresponding voiced consonants) at an optimal level of difficulty. The tasks are not so difficult that they’re too challenging but not so easy that they’re require no accommodationSecondly ,students are provided an opportunity to discuss with partner.( Piaget’s Theory)Students will listen to the words which related to the knowledge they will learn,and to find the regulars of these words, then try to pronounce the words that include clear consonant turbid phenomena.(Bandura’s theory).C. Outcomes:Through teaching, students master the law of clear consonant turbidity and can pronounce it well     

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Reflective thinking on piaget’s cognitive theory and Bandura’s theory                                                                                                                🎈Oral English course - Clear consonant turbid phenomenon🎈.A.Description: When we talk about the clear consonant turbid phenomenon, we will follow these steps.First, asking students to talk about what voiceless consonants and voiced consonants are and make a list of unvoiced consonants and their corresponding voiced consonants.Secondly, give some words that include clear consonant turbid phenomena such as: sport, star, student, water, happiness, meeting.Third, ask students to discuss the regularity of the phenomenon in their own groups.Fourth, invite a group or two to share their opinions and discuss in class.Finally, draw a conclusion. B. Analysis:Firstly students are provided with tasks(Talking about what voiceless consonants and voiced consonants are and make a list of unvoiced consonants and their corresponding voiced consonants) at an optimal level of difficulty. The tasks are not so difficult that they’re too challenging but not so easy that they’re require no accommodationSecondly ,students are provided an opportunity to discuss with partner.( Piaget’s Theory)Students will listen to the words which related to the knowledge they will learn,and to find the regulars of these words, then try to pronounce the words that include clear consonant turbid phenomena.(Bandura’s theory).C. Outcomes:Through teaching, students master the law of clear consonant turbidity and can pronounce it well     

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Reflective Writing on Vygotsky’s Zone of Proximal Development (ZPD)

1. Scaffolding is significant in language learning process.

Reflect on my teaching experience. I have found that Vygotsky’s ZPD is quite applicable. On the one hand, it can not be denied that each of us, not only the students, but the teachers, is confined to our own limitations, world view, knowledge bank, and so on. While on the other hand, there are individual differences. Aptitude of everyone may vary, more or less. Some are highly creative and knowledgeable with wider range of experience and skills, etc. Others may not have access to. Therefore, guided participation with advanced peers or well-informed teachers can actually break through the personal barriers of the students or development stages presented by Piaget, which enable learners to see the world differently and develop cognitively with certain amount of social interactions. Such scaffolding is of great importance to help students do what they may initially assume they can’t. That also indicates the significance of group work, which encourages students to learn from one another.

2. Mediation of language is especially prominent in a language class.

Language is actually a carrier of a culture. Learning a foreign language is studying another culture, another expression, another mindset or thinking pattern, which would shape learners’ understanding and perceptions. There is one anecdote that I still remember. There was a news report about a Chinese senior citizen who had a  stroke and lost her capability of speaking Chinese, while she could speak English, which surprised all the  doctors and nurses and later on the reason was unlocked. This frail old lady used to be an English teacher. I always cite this example to joke with my students and let them be aware of the benefits of learning a foreign language. It is a very good instance to show that language is closely related to thoughts. It is a mediation or tool to express ideas, etc. Therefore, during my class, I push my students to speak English all the way and try to create  a language environment where they can speak and think with the language.

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Reflective thinking on Piaget's cognitive theory

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Reflective thinking on Piaget's cognitive theory

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1） The teaching content should adapt to the cognitive development level of students

Piaget divides children's cognitive development into four stages. He believes that each stage has its cognitive characteristics, and the development of the latter stage should be based on the development of the previous stage. Therefore, I pay attention to the selection of teaching content and curriculum design in the process of teaching. I do not give students materials that obviously exceed their development level and artificially accelerate their development. The content and difficulty of teaching should conform to the cognitive development level of students. So for my students, the contents and materials fit them well. Students benefit a lot from the classes and enjoy the atmosphere during the class.

（2） Attach importance to the main role of students

Piaget's cognitive development stage theory explains the process of students' cognitive development. As the main body of learning, students' cognition has been continuously developed through the interaction between the body and the external environment. This shows that the development of students' cognition is an active process. What we need to do is to constantly stimulate them externally. So, in my class I always adhere to the dominant position of students and cultivate their abilities in all aspects. I encourage students to explore the class contents by themselves and give full play their potentials.

（3） Pay attention to the individual differences of students

There are individual differences in students' cognitive development. In the teaching process, the cognitive development level of each class is very different. In the teaching process, I correctly understand the individual differences of students and teach them according to their aptitude according to their different cognitive levels.

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Reflective thinking on Bandura's theory 

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Reflective thinking on Bandura's theory 

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Bandura's theory includes interactive determinism, observational learning and self-efficacy. Physical education is an activity aimed at strengthening physical fitness and improving health by guiding learners to exercise in reasonable ways and methods. So how to effectively apply Bandura's theory to physical education teaching? We can integrate psychology theory and practice teaching to better serve the teaching activities. Physical education teachers can use the observational learning theory of Bandura theory to carry out practical teaching activities, so that students can learn from the demonstrator through four aspects: attention, maintenance, replication and motivation process.

1. Use the teaching method of "attention process" to guide students to learn

Take advantage of the fact that observers are more likely to observe people who are similar to themselves or who are considered good, approachable role models. Teachers' behavior, way of thinking, emotions and values are all likely to be unintentionally or intentionally imitated by students. Therefore, in the teaching process, teachers should make full use of the teaching method of "attention", strictly regulate their own behavior, and play their role of example and demonstration.

2. Create a stable learning environment in the "retention process.

In the process of maintaining the language interpretation in accordance with the psychological discourse, promote students to understand and identify with the exemplary behavior. Teachers should be good at summarizing teaching experience and adopting various teaching methods acceptable to students according to the learning status and characteristics of different individual students, so as to maintain a dynamic balance between teachers' professional development and students' learning development.

3. Guide students to establish the correct learning style in the "replication process"

Correctly instruct students to "copy" the good behavior of the model. In the teaching process, teachers should set up role models suitable for students' individual growth, especially pay attention to providing positive energy role models, so that students can realize their own moral quality growth in the rich atmosphere of positive learning role models.

4. Guide students to acquire a sense of self-efficacy in the "motivational process"

In the process of motivation, students themselves play a positive role of substitute reinforcement and self-reinforcement. Self-efficacy refers to students' subjective judgment on whether they can complete the task before the course learning. Improving the sense of self-efficacy is an important factor to obtain ideal teaching goals, as well as a key link for individuals to realize moral growth and ensure the stable development of teaching activities.

Therefore, bandura theory is applied to the whole process of physical education teaching, so that students always adhere to the active and serious attitude and full cognition of sports related exercise. Teachers lecture contest, for example, introducing the theory of sports teaching, make good sports teacher or a student to show itself to the whole teaching pattern, let the audience feel the atmosphere of physical education teaching, students by observing the performance of the teachers and students, summarizes whether oneself also has the same problem, timely make up for the deficiencies to improve their own teaching level.

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The Vygotsky scaffolding theory tries hard to make the educational process under the leadership of the learner and not the teacher. The teacher here only stands as the mentor and supervisor.  It seeks to instil a spirit of educational cooperation among the learners and raise the volume of awareness  of the necessity  for classroom participation and integration  with colleagues  to obtain an appropriate and accurate understanding of the lesson. I personally, think that this theory aims indirectly to make students have sense of creativity in the process of learning. Vygotsky scaffolding theory plays a central role in building the concept of dependency and self-study in learning indirectly. Engaging students with content is one of the targets that this theory also aims to achieve in the process of learning, the thing which reflects the main role that learner can play in learning.  Moreover, this indirectly tells that learner that he/she should contribute mainly in highlighting the objectives of lessons and deciding the procedures and steps of lessons.