建构主义学习理论与课堂讨论

在中高级汉语教学中，由于一般还是沿袭初级阶段的教学方法，致使中高级阶段的教学任务很难切实完成。本从中高级汉语综合课的课堂讨论入手，尝试用建构主义教学模式来组织课堂讨论，以期改进中高级阶段的汉语教学方法。     

建构主义理论与大学英语自主学习中心的建设

培养大学生的自主学习能力,促进大学生的个性化学习,是大学英语教学改革的目标之一。外语学习中心是大学生实现自主学习的重要场所。建构主义学习理论为建立和建设外语自主学习中心提供了恰当的理论依据和指导。通过分析建构主义学习理论,提出了在建构主义教学环境下建设外语自主学习中心的几点原则。     

信息技术背景下的学习环境创设研究

该从环境与学习环境的概念入手，阐释了现代信息技术对学习环境的影响，进而对乔纳森的建构主义学习环境设计模型和基于Web的学习环境设计模型进行了系统的分析，并在此基础上提出了基于网络的建构主义学习环境设计。     

“生成”学习理论对建构主义的影响

“生成”学习理论吸收了当代信息加工心理学在人类认知学习方面的研究成果 ,揭示了人类学习的实质。它在解释和说明学习者内部的生成作用时 ,强调学习过程中个体主观能动性 ,重视个体与环境交互作用中知觉的作用。特别关注在多向交互作用中所建构的新知识的意义。因此 ,成为当代教育改革备受关注并具有重要影响的学习理论。     

基于网络的大学英语自主学习环境构建

教育部颁发的《大学英语课程教学要求》提出了网络化自主学习教学模式,而学习者的自主学习需要学习环境的大力支持。     

乔纳森建构主义学习环境设计理论的系统研究与当代启示

作为当代美国教学设计领域的领军人物,乔纳森提出了建构主义学习环境设计的理论与模型,对教学设计的发展产生了很大影响。本文主要针对建构主义学习环境设计模型,以及与该模型相关的研究和案例进行了系统的分析与评介,并基于对乔纳森建构主义学习环境设计理论的理解,从教学设计方法、技术观和实践三方面提出了我国教学设计研究可借鉴的新思路或新路径。     

A Study of Oral English Teaching and Learning in Vocational Collegesfrom the Perspective of Constructivism

With the increasing development of China’economy and society,the communication between China and other countries is on the rise,which contribute to the increasing demands of foreign languages especially English.As a result,oral English plays an important role in English learning and it is necessary for learners to improve their oral English.While the traditional teaching models cannot meet the teaching demand now,Constructivist learning theory(CLT),a very important branch of the cognitive theory has arisen a considerable amount of interest as a new teaching method.In the paper,the author try to apply constructivist learning theory to vocational college oral English teaching in order to explore some oral English teaching models from a constructivist perspective and hopes that this paper can provide some help to apply the CLT to vocational oral English teaching.     

Problem-Based Learning: What and How Do Students Learn?

Problem-based approaches to learning have a long history of advocating experience-based education. Psychological research and theory suggests that by having students learn through the experience of solving problems, they can learn both content and thinking strategies. Problem-based learning (PBL) is an instructional method in which students learn through facilitated problem solving. In PBL, student learning centers on a complex problem that does not have a single correct answer. Students work in collaborative groups to identify what they need to learn in order to solve a problem. They engage in self-directed learning (SDL) and then apply their new knowledge to the problem and reflect on what they learned and the effectiveness of the strategies employed. The teacher acts to facilitate the learning process rather than to provide knowledge. The goals of PBL include helping students develop 1) flexible knowledge, 2) effective problem-solving skills, 3) SDL skills, 4) effective collaboration skills, and 5) intrinsic motivation. This article discusses the nature of learning in PBL and examines the empirical evidence supporting it. There is considerable research on the first 3 goals of PBL but little on the last 2. Moreover, minimal research has been conducted outside medical and gifted education. Understanding how these goals are achieved with less skilled learners is an important part of a research agenda for PBL. The evidence suggests that PBL is an instructional approach that offers the potential to help students develop flexible understanding and lifelong learning skills.     

Determinants of Learning Outcome for Students at High School in Norway: A Constructivist Approach

A vital part of student learning is the construction of mental structures encompassing categories believed to affect learning outcome. In this study we investigate this research question through the lenses of a constructivist approach. As the first study on our research question at high school in Norway, our empirical findings make up the main contribution of this study. The data were analyzed by a grounded theory methodology. The results identify 6 dimensions of determinants of learning outcome. The dimensions: student activity, work processes and motivation to learn are manifest of the latent dimension process of learning, while the second latent dimension learning content is manifested in the 3 dimensions: correction, information from teacher and putting into context.     

大学英语教学中师生角色的转变

文章以建构主义学习理论为基础,针对大学英语教学中师生角色的定位提出了建设性意见,以激发教师和学生反思自己的教学行为,提高教学效果.     

基于建构主义学习理论的“ERP项目实施”综合实验开发

创设接近现实世界的仿真实验,让学生构建起ERP管理思想的整体观,并在模拟场景中培养学生工作能力,可以最大化的激发学生的潜能。以建构主义学习理论为指导,运用实验的方法,设计开发了ERP项目实施综合实验。结果表明,该项目提高了学生识别自身资源、有效配置自身资源的能力;培养了学生敢于挑战自我,主动磨练意志和体验自身发展的快乐。因此,充分利用现有实验资源,开发出更贴近实际的综合实验课程和实验项目,将会实现人、财、物的最优配置。     

基于脑科学视角的建构主义学习模式

近年来,脑科学的研究成果对教育产生了深刻的影响,而基于脑科学的视角认识建构主义学习模式,是在脑科学的指导下对学习进行的研究,为反思“个体差异”、“情景化”和“意义建构”等概念提供了新的理解框架,揭示了学习必须符合大脑活动的客观规律才能取得成效的道理.     

An Online Questionnaire for Evaluating Students' and Teachers' Perceptions of Constructivist Multimedia Learning Environments

The purpose of this article is to describe the development, validation and use of the Constructivist Multimedia Learning Environment Survey (CMLES). This questionnaire assesses teachers' and students' perceptions of the learning environment when students use online multimedia programs while teachers use constructivism as a referent for their teaching. The design of the questionnaire was based on a constructivist approach to learning and focused on the process of learning with the multimedia program and on the nature of that program. Before the use of the CMLES becomes widespread, it was important to determine whether it is valid and reliable. Therefore, a study involving 221 students in 12 high school classrooms into statistical validation and interpretive validation of the questionnaire was undertaken. For this sample of Grade 10 and 11 students who completed the actual and preferred forms of the questionnaire, the CMLES scales demonstrated a high degree of internal consistency reliability (with alpha reliability coefficients ranging from .73 to .82), as well as satisfactory factorial validity and discriminant validity. Therefore, the study supports the reliability and validity of the CMLES for assessing students' and teachers' perceptions of one important aspect in evaluating learning environments which promote the use of multimedia programs and constructivist learning approaches.     

建构主义学习理论与多媒体网络英语教学

建构主义学习理论为多媒体网络大学英语教学提供理论基础。作者经过为期一年的实验发现:建构主义学习理论指导下的多媒体网络英语教学模式对学生的英语听说能力有影响;教师在新的教学模式中的作用从"教"转变为"导"。本文也指出教师在全新的教学过程中出现的问题。     

浅谈基于建构主义学习理论的计算机辅助英语教学

建构主义学习理论(CLT)是对传统学习理论的批判和发展.本文从建构主义学习理论出发,探讨了基于建构主义学习理论的多媒体辅助英语教学常用的三种模式:课堂教学模式,个别化教学模式,网络教学模式.     

建构主义学习理论与现代远程开放教育

建构主义（Ｃｏｎｓｔｒｕｃｔｉｖｉｓｍ）是西方近些年来所提倡的一种学习理论，它说明了人类学习过程的认知规律，其现点对传统教学思想有很大的挑战性，因此吸引了很多教育工作者研究它的理论、探索它的应用性。现代远程开放教育是构筑知识经济时代终身学习体系的主要手段，同时也是终身教育和学习化社会的重要组成部分，用建构主义学习理论研究现代远程开放教育具有一定的实际意义。     

Initial development of the Meaningful Learning with Technology Scale (MeLTS) for high-school students

With the rapid developments in emerging technologies and the emphasis on technologies in learning environments, the connection between technologies and meaningful learning has strengthened. Developing an understanding of the components of meaningful learning with technology is pivotal, as this may enable educators to make more informed decisions about classroom interventions and pedagogies for the effective use of technologies to foster learning. The main aim of this study was therefore to address the research gap in exploring the components involved in meaningful learning with technology through the development of the Meaningful Learning with Technology Scale (MeLTS) instrument, developed to assess high-school students’ understanding of meaningful learning and the specific roles of technologies in learning. The results obtained from exploratory factor analysis and confirmatory factor analysis support the nine-factor structure of MeLTS.     

建构主义学习理论指导下的《高级日常英语》教学

建构主义学习理论是我国正在实施的新一轮基础教育课程改革的理论依据。建构主义强调以学习为中心,学习者是学习的主体。它不仅形成了全新的学习理论,也形成了全新的教学理论。本文以建构主义为指导,从为学习者提供各种信息资源,帮助学生开展自主学习、协作学习和情景教学等四方面探索了《高级日常英语》教学。     

Student Responsible Learning: Getting Students to Read Online Discussions

Designing courses for optimal level student learning is dependent upon student participation. This study examined one way to encourage further student participation in online discussions. Of specific importance was how to encourage students to read their student-colleagues' online discussion responses: not just a minimum number of responses but the majority of the responses. Results illustrate that the method utilized, Thematic Analysis, is effective in increasing reading rates among students. But possibly even more interesting are the students' reports that the use of this learning tool encouraged them to think critically and that their learning occurred primarily through many of the tenets of social constructivist theory. Furthermore, students reported enjoying this process of learning.