查询词典 constructivism

A technique that involves attaching various materials to the surface of the artwork, collage was developed in 1912 by Pablo Picasso and Georges Braque in the context of their exploration of cubism and is also characteristic of such other early twentieth-century AVANT-GARDE movements as DADA and CONSTRUCTIVISM.

拼贴 拼贴这种技术指将各种不同的材料贴在艺术作品的表面，是巴勃罗·毕加索和乔治·勃拉克1912年在钻研立体主义时发明的。20世纪早期的先锋派运动，例如达达主义和建构主义，也呈现出同样的特点。

If, we teachers have been Confucius, Comenius, John Dewey, and other educators Suhomlinski educational thought had nourished; are multiple intelligences, successful education, humanism, constructivism and other theories before baptism; was the pre-Qin myth , poetry, and Shu Ting, Rabindranath Tagore's poetry too invasive; was Ba Jin, Bing Xin, Yu, Wen-Zhe-Wen Wang Meng and other United States and ironing clothes off ...... if you have been with a true, good and beautiful baptism off soul into the classroom, you will quote the classics, witty remarks, full of passion, to cope with.

如果，我们教师曾被孔子、夸美纽斯、杜威、苏霍姆林斯基等教育家的教育思想滋养过；被多元智能、成功教育、人文主义、建构主义等理论洗礼过；被先秦神话、唐诗宋词、舒婷、泰戈尔的诗意浸润过；被巴金、冰心、余秋雨、王蒙等美文哲文熨服过……如果，你带着一颗被真、善、美洗礼过的心灵走进课堂，你就会引经据典、妙语连珠、激情满怀、应付裕如。

S German Expressionism, Russian Constructivism, Dutch De Stijl, Dadaism, Deconstruction, and Pop Art.

中国艺术研究院，艺术学，2009年，博士

From the perspective of theoretical research, the extreme orientation of both philosophy and psychology will lead to the contradiction and breaking of knowledge teaching and students' development. Consequently, the development of all the students to be human being would be lost. From the perspective of teaching practice, both the spoon-fed teaching and experience-constructive teaching, either controlling or indulging students, as a matter of fact, lead to the lost of cultivating students to be human being. Analyzing from the perspective of ideology, Herbart's "educational teaching", Dewey's "experience" curriculum and teaching ideology and constructivism make contributions to knowledge teaching. However, they have, constraints. If we cannot understand both their advantages and disadvantages but simply support or deny them, teaching research and practice will go to an extreme.

从理论研究上看，无论是哲学的极端趋向还是心理学的极端趋向，都会导致知识教学与学生发展的对立与断裂，最终是学生发展成人的总体失落；就教学实践看，无论是&独断一灌输式&教学还是&体验一建构式&教学，要么控制学生要么放纵学生，都在事实上引发了学生发展成人的总体失落；从思想认识上分析，赫尔巴特的&教育性教学&思想、杜威的&经验&课程与教学思想、建构主义理论都有其积极贡献，但也各有范围和条件，不能正确看待它们的理论长处和局限，单纯的推崇或简单的否定，都会致使教学研究与实践走向非此即彼的极端化立场。

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。