Abstract
The paper intends to demonstrate a Mosaic model in teaching intensive reading in TESOL class on the basis of constructivist theory of learning and teaching. Mosaic is an abbreviation for the following teaching procedure: making use of academic content, organizing information, scaffolding instruction, activating prior knowledge, interacting with others, cultivating critical thinking. The paper attempts to apply the Mosaic model to the intensive reading of Katherine Mansfield’s A Dill Pickle at three levels: literal, critical and affective.
Highlights
IntroductionKnowledge can neither serve as key to solving all problems, nor define the universal principles
Cultivating critical thinking: What are the narrative features of Katherine Mansfield? 1) The focus of narration “A Dill Pickle is published in the New Age on October 4, 1917” (Norburn, 2002: p. 44)
This short story is about male-female relationships as seen through women’s eyes written by Katherine Mansfield, who enjoys the reputation of being an English Chekhov
Summary
Knowledge can neither serve as key to solving all problems, nor define the universal principles. People have to reconstruct and recreate knowledge according to specific problem. It is the conviction of the constructivists that knowledge takes on importance only if it is integrated into the knowledge system of human beings. On this theoretical basis, constructivists advocate that the learning of new knowledge of the Ss should be regarded as reconstruction and recreation of acquired knowledge; teachers should lead the Ss to build up knowledge under
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