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建构主义提出,知识具有情境性,而且是其被应用的文化、背景及活动的部分产物,并且知识是在情境中通过活动而产生的,学习情境的性质决定了所学知识在以后情境中再运用的可能性,学习的目的不仅仅是让学生懂得某些知识,而是要让学生能真正运用所学知识去解决客观世界中的一些问题,只有在真实世界的情境中,学习才能更为有效。化学学科有着天生的魅力,如果教师够巧妙运用跟化学有关的实验、问题、故事,史实、新闻、报道、实物、图片和影像资料等,
Constructivism proposes that knowledge is contextual and is part of the product of the culture, context and activity to which it is applied, and that knowledge is produced through activities in context. The nature of the learning situation determines what is learned in a later context The possibility of learning, the purpose of learning is not just to let students know some knowledge, but to enable students to really use the knowledge to solve some of the problems in the objective world, only in real-world situations, to learn more effective. Chemistry has innate charm. If teachers can make clever use of chemistry-related experiments, questions, stories, historical facts, news, reports, physical objects, pictures and video materials,