Short answer questions elaborate on the main points of constructivist learning theory. 5

Implications of Constructivist Learning Theory for Education].

1) Learn. Through meaningful problem situations, students can learn knowledge related to the problem by continuously discovering and solving problems, and form problem-solving skills and independent learning ability.

2) Scaffolded teaching. This is when the teacher provides external support for students' learning to help them complete tasks that they would not be able to do on their own, and then gradually removes the scaffolding to allow students to explore their learning independently.

3) Contextual teaching. Teaching that is based on real events or real problems that are contagious is called situational teaching. Knowledge, learning is linked to contextualized activities. Students should try to identify, analyze, and solve problems in real-life task situations.

4) Cooperative learning. Cooperative learning is mainly based on interactive cooperation (between teachers and students, between students) as the orientation of teaching activities, and learning groups are the basic organizational form to jointly achieve teaching goals.

The constructivist view of learning emphasized:

1) the active constructivity of learning; (2) the significance of learning; (3) the social interaction of learning; (4) the contextuality of learning; (5) The implicit and tacit nature of knowledge learning.

The main viewpoints of constructivist learning theory are the view of knowledge, the view of learning, and the view of teaching.

1. Concept of knowledge: Knowledge is not an objective thing, but the experience, explanation and assumption of the subject. (It is a tentative explanation and assumption made by people in the face of new things, new phenomena, new information, and new problems in practical activities).

2. Learning concept: Learning is the meaning of learners actively constructing knowledge and generating their own experiences, explanations, and hypotheses. (The world exists objectively, but it is up to each individual to understand and give meaning to the world.)

We construct reality on the basis of our own experience, or at least interpret it, and each person's empirical world is created with our own mind, and our understanding of the external world is very different because of our experience and belief in it. (It has the characteristics of active constructiveness, social interaction and situationality).

3. Teaching concept: According to the constructivist concept of knowledge and learning, knowledge is not a thing, and learning is not a thing to accept, so teaching is not to transmit things, but to create a certain environment and support to promote learners to actively construct the meaning of knowledge.

Constructivist learning theory argues that:

1) Learning is an active construction process. Instead of passively receiving external information, learners actively and selectively perceive external information according to their prior cognitive structures and construct the meaning of current things.

2) Knowledge is the rationalization of personal experience, not the truth that illustrates the world. After all, the individual's prior experience is very limited, and it is impossible to determine whether the constructed knowledge is the ultimate portrayal of the world.

3) The construction of knowledge is not arbitrary and arbitrary. In the process of constructing knowledge, it is necessary to consult and agree with others, and constantly adjust and revise it, and in the process, it is inevitable to be influenced by the social and cultural factors of the time.

4) The construction of the learner is thanks to the metamorphosis. Due to the complexity and diversity of things, the particularity of learning emotions, and the uniqueness of individuals' prior experiences, each learner's construction of the meaning of things will be different.

Key points of the answer] 1) The constructivist view of knowledge is as follows.

First, constructivists generally emphasize that knowledge is not an accurate representation of reality, it is only an explanation, a hypothesis, and it is not the final answer to the problem. On the contrary, it will be constantly "revolutionized" as humanity progresses, and new assumptions will emerge with it.

Second, constructivism argues that it is impossible for disguised knowledge to exist outside of concrete individuals in the form of entities.

2) The constructivist view of the student is as follows.

First of all, constructivism emphasizes the richness of the student's experiential world and the immense potential of the student.

Second, constructivists emphasize the differences in the world of student experience, where each person forms his or her own individualized and unique experience in his or her own activities and interactions.

3) The constructivist view of learning is as follows.

Constructivism believes that learning is not the transfer of knowledge from teachers to students, but the process by which students construct their own knowledge.

The essence of learning is the process in which learners form, enrich or transform their own experience system through the two-way macro between new and old knowledge and experience, which is different from the previous learning theory.

1) Concept of knowledge. Constructivism emphasizes that knowledge is not an accurate representation of reality, it is only an explanation, a hypothesis, and it is not the final answer to the problem. In addition, constructivism argues that knowledge cannot exist outside of concrete individuals in the form of entities.

Although we have given knowledge a certain external form through linguistic symbols, and even these propositions have been more generally recognized, this does not mean that learners will have the same understanding of these propositions, because these understandings can only be constructed by individuals based on their own empirical background, and it depends on the learning process of a particular situation. Only return.

2) The concept of learning. Constructivism believes that learning is not the transmission of knowledge from teachers to students, but the process of students constructing their own knowledge, and students are not passive absorbers of information, but active constructors of information meaning, and this construction cannot be replaced by others.

3) Student's view. Constructivism emphasizes that students do not walk into the classroom with empty heads, but that they have formed a wealth of experience in their daily life and in previous learning, so teaching should not ignore these experiences of students and start anew and incorporate new knowledge from the outside, but should use children's existing knowledge and experience as the basis for learning new knowledge.

The basic viewpoints of today's constructivist learning theory are as follows: (1) The concept of knowledge: Constructivists emphasize that knowledge is not an accurate representation of reality, it is only an explanation, a hypothesis, and it is not the final answer to the problem.

On the contrary, it will be constantly "revolutionized" as humanity progresses, and new assumptions will emerge with it.

2) Learning concept: learning is not the transmission of knowledge from teachers to students, but the process of students constructing their own knowledge, students are not passive absorbers of information, but active constructors of information meaning, and this construction cannot be replaced by others.

3) Student view: Constructivists emphasize that students do not walk into the classroom with empty heads. In daily life, in the past learning, they have formed a wealth of experience, teaching can not ignore the students' rapid experience and start anew, from the outside to load new knowledge, but to make the students' existing knowledge and experience

The new knowledge bridge builds a long point, and guides students to "grow" new knowledge and experience from the original knowledge and experience.