查询词典 constructivism

R. (1998). Constructivism: Sound Theory for Explicating the Practice of Science and Science Teaching.

促进理解之科学教学一人本建构取向观点。

The continuous maturity and development of constructivism bring new chance and challenge for computer assisted instruction, develop the computer assisted instruction software under this theory which have more practicability and is propitious to students'self-construct is necessary.

建构主义理论的不断成熟与发展为计算机辅助教学带来了新的契机与挑战，在该理论的指导下开发更具实用性、更有利于学生自我建构的计算机辅助教学系统是非常必要的。

And there are seven parts in this thesis. The first part briefly recapitulates basic viewpoints of constructivism, which are also basal standpoints penetrating the whole article.

全文共分为七个部分，第一部分简要地概括了建构主义的基本观点，也作为贯穿全文的基本观点。

In the field of Epistemology, this paper resurveyed the newly developed constructivism thoughts in the current academia at the standpoint of Cybernetics.

本文在认识论的领域内从控制论的立场重新审视了当前学术界方兴未艾的建构主义思潮。

PartⅠretrospects to the theory of the constructivism and its teaching model.

第一部分，建构主义及其教学模式的理论探源。

The present study is based on Schema, Random instruction, Scaffolded Instruction of constructivism.

第四章阐述具体的实验过程，包括实验对象，实验方法，实验步骤，实验手段等。

There are four parts in this thesis: the first mainly describes what in-service teacher education has changed in information age and the relationship between constructivism and web-based in-service teacher education; the second and the third are the main part of this thesis, mainly analyzing scaffolded instruction theory, and constructing a web-based scaffold theory model and its implementation model based these analyses, then discussing some problems those should be noticed in the development of web-based course; the fourth discusses a practical study for how to apply the model into practice.

论文分成四大部分：第一部分主要论述了在信息时代教师继续教育的变化以及建构主义理论与网络化教师继续教育的关系；第二部分和第三部分是论文的主体部分，主要针对支架式教学进行理论分析，并在分析的基础上建构了基于网络的支架模型及其实施模型，然后以此模型为指导论述了网络课程开发应注意的一些问题；然后在第四部分以前面的分析为基础进行了一个实例研究，以进一步探讨此模型的实际可行性。

Project-based Learning syncretizes many education theories. Besides Multiple Intelligences, it also includes "Learning by Doing", Project Method, Constructivism and so on.

项目学习作为一种学习方式，一种课程理念，它融合了许多教育理论，除了多元智力理论，还包括&从做中学&理论及思维五步法、设计教学法、建构主义等。

Constructivism advocates "a student-centeredlearning under the guidance of teachers". They agues that knowledge is not taught bythe teachers, but is acquired in a certain situation, that is, in the social and culturalbackground, through the Construction of Meanings by using the necessary materialsfor study, with the help by others (including teachers and learning partners). Theystress to create a variety of real language environments for the students, and pay muchattention to training the students actual ability of using the language. Its theory hasgreat inspiring and guiding significance in organizing teaching and compilingteaching materials.

建构主义提倡&教师指导下的，以学生为中心的学习&，认为知识不是通过教师传授得到的，而是学生在一定的情境即社会文化背景下，借助其他人的帮助，利用必要的学习资料，通过意义建构的方式获得的，强调为学生创设真实多样的语言环境，重视培养学实际运用语言的能力，其理论对组织教学、编写教材富有启发和指导意义。

In terms of five fundamental tenets to which social constructivism subscribes,this paper analyzes Bandura's social cognitive theory.

本文根据社会建构主义的五条基本原则，对他的社会认知理论进行了分析，分析的结果表明其主要的理论原则、论点，以及心理学构想不仅与社会建构主义思想一致，还与关于人类活动的行为主义的观点相对立。

We have no common name for a mime of Sophron or Xenarchus and a Socratic Conversation; and we should still be without one even if the imitation in the two instances were in trimeters or elegiacs or some other kind of verse--though it is the way with people to tack on 'poet' to the name of a metre, and talk of elegiac-poets and epic-poets, thinking that they call them poets not by reason of the imitative nature of their work, but indiscriminately by reason of the metre they write in.

索夫农 、森那库斯和苏格拉底式的对话采用的模仿没有一个公共的名称；三音步诗、挽歌体或其他类型的诗的模仿也没有——人们把&诗人&这一名词和格律名称结合到一起，称之为挽歌体诗人或者史诗诗人，他们被称为诗人，似乎只是因为遵守格律写作，而非他们作品的模仿本质。

The relationship between communicative competence and grammar teaching should be that of the ends and the means.

交际能力和语法的关系应该是目标与途径的关系。