建构主义学习理论的困惑

The Perplexity of Constructive Learning Theory

建构主义学习理论在知识观、学生观、学习观和情境观等方面令教育工作者存在着诸多困惑,在教育实践指导中也可能出现诸多问题,我们要预防该理论在教学目标设置、教学过程实施以及教学评价等方面偏差的发生,强调知识的个体性但更应追求其普遍性,发挥学生主体作用但不该轻视教师指导,强调“意义建构”但不应排斥“意义接受”,强调“情境创设”但不应排除“抽象概括”,惟有如此,才能确保和促进教育改革沿着正确的轨道前进。

The perplexity of constructive learning theory exists in the views on knowledge, student, learning and situation, and the problems in educational practice based on constructivism are posed in this paper. Some cautions are suggested against the divergences in education objective setting, instruction practice and education evaluation, in order to accelerate our education reform effectively.