论文部分内容阅读
建构主义提倡在教师指导下的、以学习者为中心的学习,也就是说,既强调学习者的认知主体作用。又不忽视教师的主导作用,教师是意义建构的帮助者、促进者,而不是知识的传授者与灌输者。学生是信息加工的主体,是意义的主动建构者,而不是外部刺激的被动接受者和被灌输的对象。由《红楼梦》第四十八回“香菱学诗”(《高中教科书语文第六册》节选)可以看出建构主义理论在人文学科中运用的可行性。
Constructivism advocates learner-centered learning under the guidance of teachers. That is, it emphasizes the role of learners’ cognitive agents. It does not ignore the leading role of teachers. Teachers are helpers and promoters of meaning construction, not knowledge impartors and indoctrients. The student is the main body of information processing, and is the active constructor of meaning, not the passive recipient of external stimuli and the infused object. The feasibility of using constructivism in the humanities can be seen in the 48th “Dream of a Dream of Red Mansions” (extracted from the sixth Chinese textbook of high school textbooks).