构建主义学习理论

      建构主义源自教育学，是作为改进教学而提出的学习理论，主要的目的在于了解发展过程中的各式活动如何引发孩童的自主学习，以及在学习的过程中，教师如何适当的扮演支持者的角色。

        但建构主义早已在哲学、社会学和政治学上广泛延伸，国际关系理论中，建构主义（又称社会构成论）已是主要的学派之一。

Constructivism orientation has not been properly evaluated in the past. This is because it is widely believed that the process of playing seems aimless and not important in the child's learning process. But Piaget disputes this traditional view. He believes that games are an important and necessary part of a child's cognitive development process. In order to show the credibility of the views, Piaget also supported his theory with the results of empirical research. Constructivism is a philosophical concept developed from cognitivism. On this basis, the learning theory is very different from the previous theoretical mode of behaviorism, which adopts the philosophical standpoint of non-objectivism. Constructivism believes that the world exists objectively, but the understanding and meaning given to the world are determined by everyone himself. We build reality based on our own experience, or at least explaining reality. Our personal world is always created with our own mind. Because our experience and belief in experience vary, our understanding of the outside world is also different, so constructivism is more concerned about how to build knowledge based on the original experience, psychological structure and beliefs.

  The core of constructivism is a sentence: taking students as the center, emphasizing the initiative of learners, and believing that learning is a process in which learners generate meaning and construct understanding based on the original knowledge and experience, and this process is often completed in the social and cultural interaction.

          1. Let's talk about its historical origin first

          In the last century, the stimulation of behavior-reaction theory is quoted on the teaching, led to the teacher teach students to listen to the formation of the teaching mode, then we found this model is very inflexible, teach students innovation is not enough, so we began to criticize and looking for a new teaching idea. At this time, Piaget's theory (theory of schema, assimilation, adaptation, balance) was discovered, And then it drew a lot of research, Kolberg made further research on the nature of cognitive structures and the conditions under which their development, Stenberg and Katz explore how individual initiative in cognitive processes, At this time, Vygosky founded the "Theory of Cultural History development", The "recent development zone" (that is, there are two levels of learning, One is the level that the students can reach by themselves, The other is the level that students can reach with the help of others, These two levels are the nearest development zone.) This concept has greatly developed the constructivism. Therefore, in the 1980s and 1990s, constructivism was very popular. It was spread to China in the 1990s. Many scholars have done research on constructivism and compared how to resist. And in 2003, China's curriculum reform was ninety, with constructivism theory as the guiding theory.

      2. Theoretical content

       ① View of knowledge (knowledge is not the final expression of the real world, which means that there is no end to knowledge exploration. Do you think that the knowledge you know now is the absolute truth? No, the geocentric theory has been overturned.)

    ② Student view (students are not empty head into the classroom, of course, also with the knowledge learned before ah!）

   ③ Learning view (learning four elements: situation, collaboration, conversation, meaning construction, translation is to combine the actual situation, and then group study to discuss and study, and finally let the students understand the essence of things. Do you think learning from the unification of Qin Shihuang is just to let you understand his tyranny and the achievements of the Qin Dynasty? No, in fact, the teacher also wants you to develop historical materialism, the concept of time and space, historical evidence, historical interpretation, national feelings of literacy ah)

    ④ Teaching view (teaching should be based on students, play their active construction, the teacher as long as the guidance, hit the line.