constructivism

简明释义

英[kənˈstrʌktɪvɪz(ə)m]美[kənˈstrʌktɪvɪzm]

n. 构成主义；构成派

英英释义

单词用法

同义词

反义词

例句

1.The cognition foundation of imitation is constructivism and memorial psychology.

模仿的认知基础是建构主义和记忆心理学。

2.Opposing Rawls's constructivism, MacIntyre insists a mode of contextualism on the research of justice.

在反对罗尔斯的建构主义基础上，麦金太尔提出了语境主义的正义探究模式。

3.Further inspiration comes from 1920s and '30s constructivism.

更深入的灵感源于十九世纪二三十年代的建筑。

4.Now there is another argument against this position which might be called radical constructivism.

还有一个反对这个观点的主张，这个主张可以被称作是彻底的解构主义。

5.This paper summarizes the theory of constructivism and discusses the teaching methods of chemistry under the guide of it.

本文概述了建构主义理论，论述了以建构主义理论为指导的化学教学方法。

6.Until now, Korean architecture has been led by insubstantial abstract apparitions, such as modernism, de-constructivism, and minimalism, not by an individual.

直到现在，韩国建筑任由虚无抽象的幻影所领导，例如现代主义、解构主义和极简主义，而并非个人主义。

7.In educational theory, constructivism emphasizes the role of learners in actively constructing their own understanding.

在教育理论中，建构主义强调学习者在主动构建自己理解中的作用。

8.Teachers who adopt constructivism often use hands-on activities to facilitate learning.

采用建构主义的教师通常使用动手活动来促进学习。

9.In a constructivism classroom, students are encouraged to collaborate and share ideas.

在建构主义课堂上，学生被鼓励合作和分享想法。

10.The principles of constructivism can be seen in project-based learning environments.

建构主义的原则可在基于项目的学习环境中看到。

11.Critics of constructivism argue that it may not provide enough structure for all students.

建构主义的批评者认为它可能没有为所有学生提供足够的结构。

作文

In recent years, the educational philosophy known as constructivism (建构主义) has gained significant traction among educators and researchers. This approach to learning emphasizes the active role of learners in constructing their own understanding and knowledge of the world, rather than passively receiving information from teachers. The roots of constructivism (建构主义) can be traced back to the works of theorists such as Jean Piaget and Lev Vygotsky, who highlighted the importance of social interaction and cognitive development in the learning process.One of the key principles of constructivism (建构主义) is that learning is an active process. Students are encouraged to engage with the material, ask questions, and explore concepts through hands-on activities and collaborative projects. This contrasts sharply with traditional education models, where students often sit quietly and listen to lectures without any real engagement. By allowing students to take charge of their own learning, constructivism (建构主义) fosters critical thinking and problem-solving skills that are essential for success in today’s complex world.Moreover, constructivism (建构主义) recognizes that learners come to the classroom with their own experiences and backgrounds, which shape how they understand new information. This personalized approach means that teachers must be flexible and responsive to the needs of their students, creating a learning environment that is inclusive and supportive. For example, in a constructivist (建构主义) classroom, a teacher might facilitate group discussions, encourage peer teaching, or incorporate real-world problems into lessons to make learning relevant and engaging.Another important aspect of constructivism (建构主义) is the emphasis on social interaction. Vygotsky’s concept of the zone of proximal development illustrates how learners can achieve more when they collaborate with others who have more knowledge or experience. This highlights the importance of teamwork and communication skills in the learning process. In this way, constructivism (建构主义) not only promotes individual understanding but also prepares students to work effectively in groups, a skill that is increasingly valued in the workplace.However, implementing constructivism (建构主义) in the classroom is not without its challenges. Teachers may struggle with balancing the need to cover curriculum standards while also allowing for student exploration and discovery. Additionally, some educators may feel uncomfortable with the less structured nature of constructivist (建构主义) teaching, fearing that it could lead to gaps in knowledge or a lack of discipline among students. To address these concerns, professional development and training in constructivist (建构主义) methods can be beneficial for teachers.In conclusion, constructivism (建构主义) represents a shift in how we view education and learning. By prioritizing active engagement, social interaction, and individualized learning experiences, this approach prepares students to navigate the complexities of the modern world. As educators continue to explore and refine constructivist (建构主义) practices, it is essential to recognize the potential benefits for students, fostering a generation of critical thinkers and lifelong learners who are equipped to face the challenges ahead.

近年来，被称为建构主义的教育理念在教育工作者和研究人员中获得了显著的关注。这种学习方法强调学习者在构建自己对世界的理解和知识方面的积极作用，而不是被动地接受教师的信息。建构主义的根源可以追溯到让·皮亚杰和列夫·维果茨基等理论家的作品，他们强调了社会互动和认知发展在学习过程中的重要性。建构主义的一个关键原则是学习是一个主动的过程。学生被鼓励与材料互动，提出问题，并通过动手活动和协作项目探索概念。这与传统教育模式形成鲜明对比，在传统模式下，学生通常安静地坐着听讲座，而没有真正的参与。通过允许学生掌控自己的学习，建构主义培养了批判性思维和解决问题的能力，这在当今复杂的世界中至关重要。此外，建构主义还认识到学习者在课堂上带来了自己的经验和背景，这些经验和背景塑造了他们对新信息的理解。这种个性化的方法意味着教师必须灵活应变，以满足学生的需求，创造一个包容和支持的学习环境。例如，在建构主义课堂上，教师可能会促进小组讨论，鼓励同伴教学，或将现实世界的问题融入课程中，使学习相关且引人入胜。建构主义的另一个重要方面是强调社会互动。维果茨基的最近发展区概念说明了学习者在与拥有更多知识或经验的人合作时可以取得更大的成就。这突出了团队合作和沟通能力在学习过程中的重要性。通过这种方式，建构主义不仅促进了个人理解，还准备学生有效地在小组中工作，这一技能在职场中越来越受到重视。然而，在课堂上实施建构主义并非没有挑战。教师可能会在覆盖课程标准的需要与允许学生探索和发现之间感到挣扎。此外，一些教育工作者可能对建构主义教学的非结构化性质感到不安，担心这可能导致知识的空白或学生缺乏纪律。为了应对这些担忧，对教师进行专业发展和建构主义方法培训可能是有益的。总之，建构主义代表了我们对教育和学习看法的转变。通过优先考虑积极参与、社会互动和个性化学习体验，这种方法为学生准备了应对现代世界复杂性的能力。随着教育工作者继续探索和完善建构主义实践，认识到其对学生的潜在好处至关重要，培养出一代批判性思考者和终身学习者，使他们能够面对未来的挑战。