1) the constructive concept of learning
建构性学习观
2) concept of constructivist study
建构学习观
3) constructive learning
建构性学习
1.
From "Constructive Learning" to "Students Effective Participation"
从“建构性学习”到“学生有效参与”
2.
Modeling as a constructive learning way can engage students in understanding some phenomenon and expressing their representation to them by exploring the situation through some given objects and tools, so it can enhance students deep understanding and flexible application of knowledge.
建模作为一种建构性学习方式,可促使学习者根据先前的知识经验,使用所给与的物件和工具,来探究当前情境,建构起对当前情境的理解,并将自己的这种理解表达出来,从而可促进学生对知识的深层理解和灵活应用。
3.
Traditional learning theories emphasize learners external characteristics, while theories about constructive learning take care of learners internal characteristics, which are embodied in these four aspects: By "arousing internally", we mean needs for selfhood.
传统学习侧重关注学习者学习的外在特性, 建构性学习侧重关注学习者学习的内在特性,表现在4 个方面:①发于内——自我需求,从关注外在刺激到关注内部需要;②变于内——自主建构,从关注外部输入到关注内部生成;③束于内——自己监控,从关注外部管理到关注学习者的自我引导式学习;④成于内——自我提升,从关注外在知识技能的记忆到关注内在品性形成。
4) learning conception of constructivism
建构论学习观
5) the notion of practice
实践-建构学习观
补充资料：建构主义学习观
建构主义学习观：20世纪90年代以来在建构主义哲学思潮影响下出现的一种解释学习的理论，强调复杂学习环境和真实的任务；强调社会协商和相互作用；主张用多种方式表征教学内容；主张理解知识建构过程；主张以学生为中心的教学。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条