A Study on the Application of Six Elements of Constructivist Learning Design in Undergraduate English Teaching

Abstract

Traditional English teaching has long adopted lecture-based teaching models, generally suffering from excessive knowledge indoctrination and insufficient focus on language application. Classroom activities are dominated by teachers’ lectures, leaving students in a passive learning state with hardly any opportunity to take the leading role. This mechanical teaching mode ignores the communicative and practical nature of language learning. Students lack room for active thinking and inquiry, resulting in weak autonomous learning capabilities. They fail to convert textbook language knowledge into pragmatic competence applicable to real-life scenarios, which cannot meet the requirements of modern English-oriented talent cultivation. Against this backdrop, this paper takes the six elements of constructivist learning design as the core theoretical framework. Closely aligned with the communicative and practical attributes of English courses, it systematically explores concrete application paths and practical value of the six elements in English classroom teaching. Combined with teaching surveys and classroom case practices, this study sorts out actionable strategies tailored to real English teaching scenarios. It aims to optimize rigid traditional classroom modes, fully highlight students’ principal position in learning, improve learners’ comprehensive English proficiency and independent inquiry competence, and provide feasible practical references for the reform and innovation of undergraduate English teaching.