【作者】 薛国凤；

【导师】 陈俊英；

【作者基本信息】 河北大学 ， 比较教育学， 2003， 硕士

【摘要】 建构主义教学理论于20世纪90年代左右兴盛于美国，发展较为迅速，有关该理论的研究与应用在西方乃至全球都已受到关注，并成为一种热潮。作为一种理论体系，它是对传统教学理论的批判与发展。它提出了一种新的知识观和学习理论，并对教学活动中的诸多方面做出了阐释和强调。如：它强调知识要由建构而获得；强调教学过程中学习者的中心地位和教师的促进作用；强调学习者主体能动性的积极发挥，强调教学活动中社会性、情境性以及非结构性等特征的加强。这样的教学理念对当前积极推行教育教学改革但存在重重问题的我国来说，具有很大的冲击力。因此，全面、深刻和系统地认识这一理论很有必要。 本论文主要运用比较教育学国别专项研究框架和教育社会学的因素分析法以及文献法、描述法、比较法等研究方法，并以逻辑与历史方法相统一的原则为指导，在分析传统教学理论局限性的基础上，对建构主义教学理论的基本内容、基本特征和应用效果等进行了统整与分析，特别是站在辩证唯物主义立场，对该理论进行了比较全面、客观而系统的评析。文章最后针对我国教学理论发展与教学实践现状进行了反思，提出了一些促进改革与发展的建议。更多还原

【Abstract】 The instructional theory of constructivism which prevailed in America around in 1990’s is a rapidly developed theory. Now, the research and application of it has got more and more attention and has become a trend in the west, and even in the whole world. As a theoretical system, it is a criticism and a development of the traditional instructional theory. This theory sets forth a new viewpoint of knowledge and a new theory of study, and makes interpretation to and puts emphasis on lots of aspects of instructional activities. For example, it stresses that knowledge is acquired by constructing; learner is the centre and teacher plays a promoting role in the process of teaching and learning; learner’s subjectivity of individual should bring into play positively; and some features such as sociality, contextual and non-structural character in the instructional activities should be strengthened, and so on. These ideas for our country which is carrying out new reforms while which is also facing with multitudinous difficulties in the field of education and instruction are producing great shock force. So it is necessary for us to understand this theory all-sidedly, profoundly and systematically.Based on the application of special study frame of the comparative education between nations and the factor-based analysis method of sociology of education and some other research methods such as literature method, description method and comparison method, and Guided by the method of logic and history, the dissertation, following the profound analysis to the limitations of the traditional instructional theories, makes a integration and analysis to the main content, the essential characters and the application and effects to the practice about the instructional theory of constructivism. Especially with the guide of dialectic materialism, the dissertation is to make a complete, objective and systemic evaluation to this theory. Finally, a reflection on this theory is given facing to our country’s status quo about the development of instructional theory and the practice of instruction, and some suggestions which could react on the reform and development of our instructional theory and practice are made.更多还原