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Constructivism is a learning theory that emphasizes the active role of learners in building their own understanding. Rather than passively receiving information, learners reflect on their experiences, create mental representations, and incorporate new knowledge into their schemas. This promotes deeper learning and understanding.(建构主义是一种学习理论，强调学习者在建立自己的理解方面的积极作用。学习者不是被动地接受信息，而是反思他们的经验，创造心理表征，并将新知识纳入他们的图式中。这促进了更深层次的学习和理解。 )
Constructivism is a learning theory that emphasizes the active role of learners in building their own understanding. Rather than passively receiving information, learners reflect on their experiences, create mental representations, and incorporate new knowledge into their schemas. This promotes deeper learning and understanding.(建构主义是一种学习理论，强调学习者在建立自己的理解方面的积极作用。学习者不是被动地接受信息，而是反思他们的经验，创造心理表征，并将新知识纳入他们的图式中。这促进了更深层次的学习和理解。 )
Knowledge is constructed rather than innate, or passively absorbed. (知识是建立起来的，而不是天生的，也不是被动吸收的.)
Constructivism’s central idea is that human learning is constructed, that learners build new knowledge upon the foundation of previous learning.(建构主义的中心思想是人类的学习是建构的，学习者在以前学习的基础上建立新的知识.)
This prior knowledge influences what new or modified knowledge an individual will construct from new learning experiences (Phillips, 1995).这种先验知识会影响个体从新的学习经验中构建新的或修改过的知识(Phillips, 1995)。
Learning is an active process.学习是一个主动的过程。
The second notion is that learning is an active rather than a passive process.第二个概念是学习是一个主动而不是被动的过程。
The passive view of teaching views the learner as ‘an empty vessel’ to be filled with knowledge, whereas constructivism states that learners construct meaning only through active engagement with the world (such as experiments or real-world problem-solving).被动的教学观点认为学习者是一个装满知识的“空容器”，而建构主义则认为学习者只有通过积极参与世界(如实验或现实世界的问题解决)来构建意义。
Information may be passively received, but understanding cannot be, for it must come from making meaningful connections between prior knowledge, new knowledge, and the processes involved in learning.信息可以被动接受，但理解不能被动接受，因为理解必须来自于在已有知识、新知识和学习过程之间建立有意义的联系。
John Dewey valued real-life contexts and problems as an educational experience. He believed that if students only passively perceive a problem and do not experience its consequences in a meaningful, emotional, and reflective way, they are unlikely to adapt and revise their habits or construct new habits, or will only do so superficially.约翰·杜威把现实生活中的情境和问题视为一种教育经验。他认为，如果学生只是被动地感知问题，而不是以有意义的、情感的和反思的方式体验问题的后果，他们就不太可能适应和改变他们的习惯或建立新的习惯，或者只会肤浅地这样做。
All knowledge is personal.所有的知识都是个人的。
All knowledge is personal.所有的知识都是个人的。
Each individual learner has a distinctive point of view, based on existing knowledge and values.基于现有的知识和价值观，每个学习者都有自己独特的观点。
This means that same lesson, teaching or activity may result in different learning by each pupil, as their subjective interpretations differ.这意味着同样的课程、教学或活动可能会导致每个学生的学习结果不同，因为他们的主观解释不同。
Learning exists in the mind.学问存在于头脑中。
Learning exists in the mind.学问存在于头脑中。
The constructivist theory posits that knowledge can only exist within the human mind, and that it does not have to match any real-world reality (Driscoll, 2000).建构主义理论认为，知识只能存在于人类的头脑中，而不必与任何现实世界的现实相匹配(Driscoll, 2000)。
The constructivist theory posits that knowledge can only exist within the human mind, and that it does not have to match any real-world reality (Driscoll, 2000).建构主义理论认为，知识只能存在于人类的头脑中，而不必与任何现实世界的现实相匹配(Driscoll, 2000)。
Learners will be constantly trying to develop their own individual mental model of the real world from their perceptions of that world.As they perceive each new experience, learners will continually update their own mental models to reflect the new information, and will, therefore, construct their own interpretation of reality.学习者将不断尝试从他们对现实世界的感知中发展他们自己对现实世界的个人心理模型。当学习者感知到每一个新的经历时，他们会不断更新自己的心智模型来反映新的信息，因此，他们会构建自己对现实的解释
Learners will be constantly trying to develop their own individual mental model of the real world from their perceptions of that world.As they perceive each new experience, learners will continually update their own mental models to reflect the new information, and will, therefore, construct their own interpretation of reality.学习者将不断尝试从他们对现实世界的感知中发展他们自己对现实世界的个人心理模型。当学习者感知到每一个新的经历时，他们会不断更新自己的心智模型来反映新的信息，因此，他们会构建自己对现实的解释
Types Of Constructivism Typically, this continuum is divided into three broad categories: Cognitive constructivism, based on the work of Jean Piaget; social constructivism, based on the work of Lev Vygotsky; and radical constructivism.
Types Of Constructivism Typically, this continuum is divided into three broad categories: Cognitive constructivism, based on the work of Jean Piaget; social constructivism, based on the work of Lev Vygotsky; and radical constructivism.
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