整合与建构民族化、国际化、艺术化、儿童化的童话世界，为儿童创设安全、舒适、知识、现代、温暖如家的学习与生活环境。
Construct a national, international, artistic, child like childhood world and set up a safe, comfortable, informative, modern, warm and cozy learning and living environment.
学习是学生在一定的社会环境中以其已有的知识和经验为基础的主动建构过程。
Learning is an active process of construction which bases on knowledge and experience learnt by students. Besides, it must be done in specially social environment.
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.
与传统学校教育所传授的“法定知识”不同，网络环境下的教育知识往往是自下而上建构的。
Different from legitimate knowledge given by traditional school education, the construction of educational knowledge based on network is bottom-up.
建构主义强调的教学环境是以学习者为中心，强调学习者对知识的主动探索、主动发现和对所学知识意义的主动建构的协作化的教学环境。
Constructism advocates the teaching environment in which learners is the center, and they actively explore, find and construct the meaning from what they have learned.
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.
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.
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