诺尔认为，以一种建设性认知文化的解释代替先前的科学知识建构论的解释更为实际和合理。
Knorr holds that, it is more practical and reasonable to substitute a constructive epistemic cultural explanation for a previous constructivism of scientific knowledge one.
本研究的目的是探索当读者阅读一个具有高度解释性的记叙文文时，不同的阅读信念如何影响意义建构。
The purpose of the present research is to explore how different types of beliefs affect meaning construction when reading a highly interpretable narrative text.
教育解释学包括四个范畴：师生成为经验建构者和反思性实践者；
Pedagogic interpretation falls into the following four categories: both teachers and students become constructors of experience and reflective practitioners;
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