2.3.2 Basic Principles of Construct

2.3.2 Basic Principles of Constructivism
Constructivism teaching theory is a study that suggests that the acquisition of knowledge can not be entirely dependent on teachers' instruction. Scholars in the field of constructivism reach an understanding that individuals construct meanings through the interactions with each other. Knowledge is thus socially and culturally constructed (Ernest 1991; Prawat and Floden 1994). In the perspective of Constructivism, the amount of knowledge and skills the learners acquire is based on their abilities to construct according to their experiences, and it is not determined by the learners’ abilities to recall their memories and recite what the teachers have taught.
In learning process, learners obtain knowledge with the help of others such as teachers and classmates. The scholars of Constructivism hold that there are four essential elements in learning, which are situations, conversations, collaboration and meaning construction. Situations, collaboration and conversations guarantee the conditions and process of learning, and the meaning construction is the final goal of the learning (Wilson, 1995).
Situations refer to a learning atmosphere that is good for the students’ understanding construction of the learning contents, which requires the teacher to consider not only the teaching objectives, but also the creation and building up of learning environment. To some extent, Constructivism regards the creation of learning environment as one of the key points in the process of making a teaching plan.
Cooperation, according to Constructivism, will take place in the whole procedures of learning, and it is of great help for the learners to collect and analyze the information, put forth and test a hypothesis and evaluate the learning results.
Conversation is a vital procedure in learning, according to Constructivism, the students should work together and have conversations and discuss on many matters such as how to set up a plan, how to carry out the proposal, who will be responsible for the certain task, etc. In a word, the process of learning is also a process of having a conversation.
Understanding construction is the final goal of the cooperative learning process. After learning, students should be able to understand the learning contents such as the core of learning material, the rules and the connections of different objects. In teaching, the instructor should help the learners construct the comprehension of the learning contents.
According to the points of view on Constructivism, learning is not a simple process in which the students absorb the outside knowledge mechanically and passively, but a process in which learners understand and generate the external knowledge and experience from the internal positively, a process that learners construct knowledge actively. The construction of knowledge is completed in the process of interaction between old and new knowledge and experience. During the course of solving problems in the learning tasks, learners should constantly focus on the current problem-solving activities to obtain information, and at the same time they should combine the existing knowledge with former experience constantly to explain the current phenomena, and then they can form new ideas and knowledge.
Constructivism reveals the concept of learning. It states that different learners see different aspects of the same object and have different understandings towards it, and they can surpass their previous thoughts thus get better knowledge via learning together. In the process of language constructing, individuals construct their own knowledge via communicating with others, and each student contribute their own understanding based on their existing knowledge and experience. Learning is a process that it is often completed in the cooperative interactions of a learning community, in which students cooperate in interactive activities and finally achieve communicative tasks.
McMahon (1997) stated that learning was a process that not only took place in human’s brains, but also a process that was shaped and constructed by the outside factors and forces. He argued that only when individuals took part in social activities, real and meaningful learning would then occur. Under that influence, people today realize that Learning contents at school must be designed in a meaningful context, and it must be linked closely and organically with the knowledge gained from the real life. In other words, Learner's learning experience in the classroom should be connected closely with the life outside the classroom. In addition, Constructivism believes that knowledge lies in some specific and contextual activities, and it is impossible to gain without learning environment which is always changing. To sum up, in grammar teaching, without offering the students a proper and authentic situation, the teachers find it difficult for the students to grasp abstract concepts and rules.

結果 (中文) 1:

2.3.2 Basic Principles of Constructivism Constructivism teaching theory is a study that suggests that the acquisition of knowledge can not be entirely dependent on teachers' instruction. Scholars in the field of constructivism reach an understanding that individuals construct meanings through the interactions with each other. Knowledge is thus socially and culturally constructed (Ernest 1991; Prawat and Floden 1994). In the perspective of Constructivism, the amount of knowledge and skills the learners acquire is based on their abilities to construct according to their experiences, and it is not determined by the learners’ abilities to recall their memories and recite what the teachers have taught. In learning process, learners obtain knowledge with the help of others such as teachers and classmates. The scholars of Constructivism hold that there are four essential elements in learning, which are situations, conversations, collaboration and meaning construction. Situations, collaboration and conversations guarantee the conditions and process of learning, and the meaning construction is the final goal of the learning (Wilson, 1995).Situations refer to a learning atmosphere that is good for the students’ understanding construction of the learning contents, which requires the teacher to consider not only the teaching objectives, but also the creation and building up of learning environment. To some extent, Constructivism regards the creation of learning environment as one of the key points in the process of making a teaching plan. 合作，根据建构主义理论，将发生在整个程序中学习，并且它是很大的帮助，学习者的收集和分析信息，提出和检验假说和评价学习结果。谈话是在学习上，根据建构主义理论的重要过程，学生应该在一起工作和进行对话，并讨论如何如何设置一项计划，这类的很多事宜进行建议，将负责某一任务，等等。总之，学习的过程也是过程的交谈。建设谅解是合作学习过程的最终目标。学习之后，学生应该能够理解学习材料、 规则和不同的对象的连接的核心学习内容。在教学中，教师应帮助学习者构建学习内容的理解。According to the points of view on Constructivism, learning is not a simple process in which the students absorb the outside knowledge mechanically and passively, but a process in which learners understand and generate the external knowledge and experience from the internal positively, a process that learners construct knowledge actively. The construction of knowledge is completed in the process of interaction between old and new knowledge and experience. During the course of solving problems in the learning tasks, learners should constantly focus on the current problem-solving activities to obtain information, and at the same time they should combine the existing knowledge with former experience constantly to explain the current phenomena, and then they can form new ideas and knowledge. Constructivism reveals the concept of learning. It states that different learners see different aspects of the same object and have different understandings towards it, and they can surpass their previous thoughts thus get better knowledge via learning together. In the process of language constructing, individuals construct their own knowledge via communicating with others, and each student contribute their own understanding based on their existing knowledge and experience. Learning is a process that it is often completed in the cooperative interactions of a learning community, in which students cooperate in interactive activities and finally achieve communicative tasks. McMahon (1997) stated that learning was a process that not only took place in human’s brains, but also a process that was shaped and constructed by the outside factors and forces. He argued that only when individuals took part in social activities, real and meaningful learning would then occur. Under that influence, people today realize that Learning contents at school must be designed in a meaningful context, and it must be linked closely and organically with the knowledge gained from the real life. In other words, Learner's learning experience in the classroom should be connected closely with the life outside the classroom. In addition, Constructivism believes that knowledge lies in some specific and contextual activities, and it is impossible to gain without learning environment which is always changing. To sum up, in grammar teaching, without offering the students a proper and authentic situation, the teachers find it difficult for the students to grasp abstract concepts and rules.

結果 (中文) 3:

建构主义的基本原则建构主义教学理论是一项研究表明，知识的获取不能完全依赖于教师的教学。建构主义领域的学者们通过相互作用的相互作用，达到理解个体建构的意义。知识是社会和文化构建的（厄内斯特1991；该和floden 1994）。从建构主义的角度看，学习者获得的知识和技能是基于自己的能力来建构的，而不是由学习者的能力决定的，他们的记忆和背诵的能力都是由学习者的能力所决定的。在学习过程中，学习者在其他人的帮助下，如老师和同学的帮助下获得知识。建构主义学习者认为，学习中有四个要素，即情境、对话、协作和意义建构。的情况下，合作与对话，保证学习的条件和过程，和意义建构是学习的最终目标（Wilson，1995）。情境是指学生对学习内容的理解的学习氛围，这就要求教师不仅要考虑教学目标，还要考虑学习环境的创造和建立。从某种程度上说，建构主义把学习环境的创设作为教学计划制定过程中的一个关键点。合作，根据建构主义，将在整个学习过程中，它是伟大的帮助学习者收集和分析信息，提出和测试一个假设，并评估学习结果。会话是学习中的一个重要步骤，根据建构主义，学生应该在一起，进行对话，讨论如何建立一个计划，如何执行这个建议，谁将负责某项任务，在一个单词，学习过程中，也有一个对话的过程中，有一个对话。理解建构是合作学习过程的最终目标。学习结束后，学生应该能够理解学习内容，例如学习材料的核心，规则和不同对象的连接。在教学中，教师应帮助学习者建构学习内容的理解。根据建构主义的观点，学习不是一个简单的过程，学生通过机械和被动的吸收外部知识，而是一个过程，学习者理解和产生外部知识和经验，从内部积极的过程，学习者积极建构知识。知识的建构过程是在新旧知识与经验的相互作用过程中完成的。学习者在学习任务过程中，应不断地集中于当前的问题解决活动中获取信息，同时又应将现有的知识与以往的经验相结合，不断地解释当前的现象，进而形成新的思路和知识。建构主义揭示了学习的概念。它指出，不同的学习者看到同一对象的不同方面，并有不同的理解，他们可以超越自己以前的想法，从而获得更好的知识，通过共同学习。在语言建构的过程中，个体通过与他人的交流构建自己的知识，每个学生都有自己的理解和经验，有助于他们自己的理解。学习是一个过程，它往往是在一个学习共同体的合作互动中完成的，在学生合作的互动活动，并最终实现交际任务。麦克马洪（1997）指出，学习是一个过程，不仅发生在人的大脑，而且是一个过程，形状和构造的外部因素和力量。他认为，只有当个人参加社会活动，真正的和有意义的学习会发生。在这种影响下，人们意识到在学校的学习内容必须在一个有意义的语境中进行设计，它必须与现实生活中获得的知识紧密相连。换句话说，学习者在课堂上的学习经验与课堂外的生活密切相关。此外，建构主义认为知识存在于特定的语境活动中，而不可能在不断变化的环境中获取知识。总之，在语法教学中，不给学生提供一个正确、真实的情境，教师发现学生难以掌握抽象的概念和规律。