因此，我们提出“化学建构性学习教学研究”这一课题。
Therefore, we propose the research task about the teaching modes of chemistry constructive learning.
认知理论和建构主义学习理论是提倡以学习者为中心，充分发挥学习者自主性的学习。
Both cognitive approach and constructivism theory focus on a learner-centered learning, which involves learners active and personal meaning construction.
我们通过对合作学习理论与建构主义理论的深入研究，发现这两种理论是具有互补性的。
Through the deep study of cooperative learning theory and constructive theory, we find that these two theories are complementary to each other.
第五部分，总结了建构网络探究性学习环境的一些原则，提出今后的研究方向。
The fifth part summarizes some of the principles for constructing the network inquiry learning environment and puts forward the research direction for the future.
根据这些理论，学习既是个体性的建构意义的心理过程，也是社会性的、工具中介的知识合作建构过程。
Learning, according to those theories, is both an individual mental process of constructing meaning as well as a social and tool-mediated process of knowledge co-construction.
语言意义建构具有主动性、社会性和情境性，基于语言意义建构的特点重建大学英语课堂就是要改变教师角色和学生角色，建立学习共同体。
To reconstruct college English class based on characteristics of language meaning construction is to change the roles of teachers and students and to set up learning community.
在回答这四个问题的过程中，听众了解到了关于“建构的知识”的基本内容，学习到了一种批判性的态度，并进行积极的思考。
During the explanation of these questions, the audience learned the basic content of the concept "constructive knowledge" and the attitude of being critical.
“建构性合作学习”是在以上学习理念的暗示与启迪下所进行的演绎与生成。
"Collaborative learning about Construction" is a deduction and development based on the learning sense and its inspiration.
鉴于此，应该在数学建模教学中有效地应用建构主义学习理论，特别是情境性学习理论和合作学习理论。
Thus, constructivist learning theory should be employed effectively in mathematics teaching, especially the contextual learning theory and cooperative learning theory.
“研究性学习”的理论基础是建构主义理论、多元智力说等理论。
The "Inquiring Study" based on the "constructivism Theory" and "Multiple Intelligence Theory".
本研究结合不同角度的相关学习理论，建构了适应性成长的组织学习模型。
From different angels of relative learning theories, it constructs the organizational learning model of corporate adaptive growth.
针对目前开展高等数学“研究性学习”教学存在的问题，探讨了高等数学“研究性学习”模块化教学建构，并举例印证其现实可行性。
This paper is to discuss some problems related to research-based study in the teaching of higher mathematics, and suggest to construct a modular teaching in the research-based study.
建构主义认为学习是一个积极主动的建构过程，学习者根据原有的认知结构有选择性的建构当前事物的意义。
Constructivism believes that learning is an active process involving learners' active and personal meaning construction based on their past knowledge.
建构主义学习观强调学习的建构性、社会性和情境性，对促进教学方法的变革将有重要意义。
Structuralism learning theory stresses the structuralism, social and situational nature of learning, which is of great significance to the reform of teaching methodology.
从建构主义学习理论、元认知理论、人本主义学习理论几个方面探讨反思性数学学习的理论基础。
Approaching the basic theory in learning, theory of constructivism, meta-cognitive theory, human-centered thinking theory.
该理论强调学习的主动性，认为学习是学习者主动建构意义的过程。
This theory lays stress on the activity of the learning, holding that the learning is a course in which the learners construct the significance actively.
它突出强调学习的建构性、问题的结构不良性、学习的社会性和情境性。
It stresses constructive learning, ill structured question learning, social learning and contextual learning.
在现代教育中，建构主义学习理论与各门具体学科教学相结合产生的项目教学法，适用于学习各类实践性和操作性较强的知识和技能。
Project instructional method produced from constructivism learning theory with plenty of subjects is applicable to the study of practical knowledge and skills and strongly operational.
并以当代媒体环境、学习者的变化、游戏的特性以及学习理论为基础论述了建构游戏化网络学习环境的必要性与可能性。
While literature review on media culture, Net generation, playing state, learning theories provide theoretic infrastructure to design playful learning environments.
以社会建构主义学习理论为基础，基于教学主题的工作坊研习模式，体现了参与式培训与反思性实践的基本理念。
The topic-based workshop mode is based on the social constructivism learning theory and embodies the idea of participatory training and reflective practice.
论述了营造建构主义的学习环境对培养学生自由探索精神和意义建构能力的重要性；
It states that building study environment of constructivism is very important to foster free exploring spirit and meaning construction ability of the students;
教师、学生、教材和媒体四要素在建构性教学中相互作用，形成了建构主义学习环境下的教学模式。
Under the teaching mode of constructivism learning environment, teachers, students, teaching materials and media are all interacted among themselves.
本文结合中学物理教学改革热点，对网络探究性学习环境的建构与实践进行了探讨。
Combined with the hotspots of the educational innovation, the article probes into the construction and carrying out of network inquiry learning environment.
同辈学习环境的作用机制主要有：社会性比较、同辈反馈、观察学习、惰性知识的激活、认知冲突和合作建构等。
The mechanism in peer learning mainly includes social comparison, feedback, modeling, activating inert knowledge, cognitive conflict and co-construction.
建构主义学习观的中心是意义建构，它强调学习的积极主动性、目标指引性、任务真实性、不断反思性和互动合作性。
Constructivist view of learning has meaning making at its core. It emphasizes students' engagement in active, intentional, authentic, reflective and social-dialogical learning.
建构主义学习观的中心是意义建构，它强调学习的积极主动性、目标指引性、任务真实性、不断反思性和互动合作性。
Constructivist view of learning has meaning making at its core. It emphasizes students' engagement in active, intentional, authentic, reflective and social-dialogical learning.
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