维果茨基的社会文化理论揭示了知识建构中个体和社会相互依赖的性质。
Vygotsky's sociocultural theory reveals the interdependence between the individual and society in the construction of knowledge.
构建职前教师教学能力结构应首先从建构他们的知识结构入手，其次，注重理论联系实际。
To construct the pre-teacher teaching ability, we must do our best to construct their knowledge and try to put the theory into practice.
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.
建构主义理论强调学习是以学生为主的知识建构。
Constructivist learning theory insists that learning is the knowledge construction mainly by students.
联想主义心理学、完形心理学、建构主义心理学、多元智能理论、进步主义、整体主义、知识论、信息技术基础。
These thoughts consist of associational psychology, Gestalt psychology, constructive psychology, multi-intelligence theory, progressivism, holisms. knowledge theory and information technology.
在新的理论视角下，课程实施过程越来越被认为是一个理解的过程，一个对话的过程和一个知识与意义建构和生成的过程。
Under the perspective of the new theory, the process of the curriculum implementation is often considered as a course of understanding, a course of communicating and a course of constructing meaning.
本文将就此在简述学习策略基本理论知识的基础上，根据学习策略的几大构成要素建构符合历史学科特点的历史学习策略。
This thesis will inaugurate the history learning strategy matching with the characteristics of the history course, on the the foundation of the basic theories of the common study strategy.
建构主义学习理论强调以学生为认知主体，是知识意义的主动建构者，教师只对学生的意义建构起帮助和促进作用。
The learning theory of Constructivism emphasizes that the subject of cognition is the student who actively constructs the sense of knowledge and the teacher just helps and promotes the construction.
它的理论核心是：“知识是人建构的，而不客观存在于人脑之外的”。
Its theory focuses on that knowledge is constructed by people, not objectively exists in the world out of the brain.
作为任务型语言教学的重要理论基础之一- - - - - -社会建构理论，认为：知识是由学习者自己构建的，而不是由他人传递的。
As one of important theory basis of TBLT — social constructivist theory, advocates that knowledge is constructed by learners themselves, not taught by others.
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.
该理论认为知识一定是在个体的认知结构中被主动建构的，因此它基本上是个体性的，但同时依赖于经验和社会交流。
The theory assumes that knowledge is actively constructed in individual cognitive structure and therefore, it is basically individual but depending on the same experience and social communications.
本文回顾了学习隐喻的变迁，分析了人类的知识建构活动和环境的关系，对以学习者为中心的学习环境进行理论探讨。
Through the review of learning metaphors, this paper shows the relation between men's knowledge-construction behavior and environments, and studies up on learner-centered environments.
条件建构-优化理论“从知识表示、知识获取过程、以及如何促进认知技能的获取三个角度，系统地阐述了人类自适应学习的心理机制。
The theory of "condition constructing and elaborating" expounds the psychological mechanics, from the aspects of knowledge representation, knowledge acquisition and promoting measures.
本文在建构主义理论的指导下，对初中物理浮力相关知识进行了专题研究；
Under the instruction of constructivism, the knowledge of buoyant force is analyzed systemically as a special topic.
建构主义学习理论的核心思想是强调学生根据已有的经验建构自己的知识结构，反对客观主义学习理论主张的知识传递的作用。
The core idea of Constructivism emphasize on students construct the structure of knowledge according experience. Oppose to Objectivism which emphasize on knowledge transfer.
建构主义学习理论的核心思想是强调学生根据已有的经验建构自己的知识结构，反对客观主义学习理论主张的知识传递的作用。
The core idea of Constructivism emphasize on students construct the structure of knowledge according experience. Oppose to Objectivism which emphasize on knowledge transfer.
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