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在研究儿童认知发展基础上产生的建构主义,不仅形成了全新的学习理论,而且正在形成全新的教学理论。建构主义认为,知识是认知个体主动建构的,是个人与别人经由磋商与和解建构的,而不是被动地接受或吸收的。因此,学生应由外部刺激的被动接受者和知识的灌输对象转变为信息加工的主体、知识意义的主动建构者;教师要由知识的传授者、灌输者转变为学生主动建构意义的帮助者、促进者。
Constructivism, which is based on the cognitive development of children, not only forms a completely new learning theory, but also is forming a completely new teaching theory. Constructivism holds that knowledge is constructively constructed by cognitive individuals, constructed through consultation and reconciliation by individuals rather than others, and not passively accepted or absorbed. Therefore, students should be stimulated by the external passive recipients and the object of knowledge into the information processing of the main body, the active constructor of the meaning of knowledge; teachers from knowledge transferrs, inculdes who turn into students take the initiative to construct the meaning of helpers, promoters.