在建构主义学习理论指导下的有效学习,强调以学习者为中心,教师只是意义建构的帮助者与指导者,学生是信息加工的主体,并不断实现着认知结构的重组与发展。本文指出,在此过程中,由于学习文化的差异,学习动机的偏差和学习策略的匮乏,使得有效学习的前景假设缺失,阻碍了预期效果的实现。 Effective learning under the guidance of constructivist learning theory emphasizes that learners are the center, the teachers are only the helpers and mentors of meaning construction, and the students are the main body of information processing and continue to realize the restructuring and development of cognitive structure. This paper points out that in the process, due to the difference of learning culture, the deviation of learning motivation and the lack of learning strategies, the lack of the prospective hypothesis of effective learning hinders the realization of expected results.