建构主义的澄清与反思

发布时间：2018-03-03 11:08

本文选题：建构主义　切入点：客观主义　出处：《中国电化教育》2010年01期 　论文类型：期刊论文

【摘要】：建构主义近几年影响越来越大,同时,对建构主义的批评和误解也有增无减。首先,本文追本溯源,从当代建构主义的时代背景和一般特征出发,回答了"为什么说建构主义是与客观主义或实证主义相对应的认识论"。其次,从理论发展方法的"演绎法"视角,阐释了建构主义与学习理论、教学设计的关系。最后,分析了典型案例——乔纳森的建构主义观对学习理论、教学设计的影响,以揭示建构主义给教育教学理论发展所带来的影响,反思建构主义在教育实践中的困境。本文期望通过在认识论、方法论、实践三个层面系统理清与反思建构主义,促进人们对该理论的深层次正确理解和有效运用。
[Abstract]:Constructivism has become more and more influential in recent years. At the same time, the criticism and misunderstanding of constructivism are also increasing. Firstly, this paper traces the origin of constructivism, starting from the background and general characteristics of contemporary constructivism. It answers "why constructivism is an epistemology corresponding to objectivism or positivism". Secondly, from the perspective of "deductive method" of theoretical development method, it explains the relationship between constructivism and learning theory, teaching design. This paper analyzes the influence of Jonathan's constructivism on learning theory and teaching design, in order to reveal the influence of constructivism on the development of educational and teaching theory. This paper hopes to clarify and reflect constructivism in the three levels of epistemology methodology and practice so as to promote people's deep understanding and effective application of the theory.
【作者单位】：广西师范学院计算机与信息工程学院;华东师范大学教育信息技术学系;
【基金】：教育部人文社会科学重点研究基地重大项目“新技术、媒体影响力与第三空间教育”(项目编号:2007JJD880228) 广西哲学社会科学“十一五”规划课题“分层教学设计理论研究与实践”(项目编号:06FJYX009) 新世纪广西高等教育教学改革工程“十一五”第五批立项项目“分层可视化方法理论与实践应用研究”(项目编号:2009A049)等基金支持
【分类号】：G40

【参考文献】