本文在分析建构主义意涵的基础上，从平等的师生关系与建构式教学两个方面对建构主义展开实践的反思，并进而指出建构主义实践的未来前景。
This paper is based on the analysis of the theory of constructivism, and reflects the practice of constructivism in two aspects: equal teacher-student relations and constructive practice.
平等是文明社会人际关系的基本准则，而在师生关系中体现得更为显著。
Equality is a civilized society the basic norms of human relationships, and embodied in the teacher-student relationship is even more significant.
通过师生共同参与、共同合作、改进教学方法等手段，在写作教学活动中建立平等、友好的师生关系。
Through mutual participation and cooperation, it can establish an equal, friendly relationship between the teacher and the students.
师生关系的状况如何与课堂教学氛围的营造有着直接的密切的关系，新型的师生关系应是平等的朋友关系。
The teacher - student relationship has a close connection with teaching and learning environment in the classroom. The new teacher - student relationship should be friend - like.
师生双方的自我理解与相互理解，以及平等相处与相互关怀，是建构理解型师生关系的策略。
Self-understanding and mutual understanding, and equal coexistence and mutual care of teachers and students, are the strategies to the construction of understanding-based teacher-student relationship.
主体间性蕴涵着德育 师生 关系的三个基本价值维度：主体间性蕴涵着平等沟通，有利于生成具有正确理念的 德育师生关系路径；
Inter-subjectivity implies three basic values dimension of moral relationship between teacher and student:equality communication help build the correct moral concept of teacher and student;
主体间性蕴涵着德育 师生 关系的三个基本价值维度：主体间性蕴涵着平等沟通，有利于生成具有正确理念的 德育师生关系路径；
Inter-subjectivity implies three basic values dimension of moral relationship between teacher and student:equality communication help build the correct moral concept of teacher and student;
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