建构主义学习理论把“情境”、“协作”、“会话”、“意义建构”作为学习环境的四要素。
Constructivism learning theory considered "context", "cooperation", "conversation" and "meaning construction" as the four basic factors of learning environment.
相反地，另一些学习者认为从阅读中学习需要通过积极地解释、组织和运用信息来建构他们自己的意义。
In contrast, other learners believe that learning from reading requires them to construct their own meaning by actively interpreting, organizing, and applying the information.
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.
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.
在这篇文章中，作者试图从理论的角度探索建构主义以及探究建构主义学习理论对于英语教与学的意义及影响。
In this essay, I attempt to explore constructivism as a theory and what the theory may mean for English teaching and learning.
建构主义认为：知识不是通过教师传授得到的，而是通过学习者在一定情景下，借助其它的帮助，利用学习资源，通过意义建构的方式获得的。
Constructivism holds: knowledge is not taught by teachers, but by learners in certain situations, and some other help, learning resources utilization, through the way of meaning construction.
数学建构主义学习的实质是：主体通过对客体的思维构造，在心理上建构客体的意义。
The central point at the Mathematical Modeling learning is that by contracting the object in thinking, the subject constructs the meaning of the object in the psychology.
理想的学习环境应当包括情境、协作、交流和意义建构四个部分。
An ideal learning environment should include context, cooperation, exchanges and meaning four parts.
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.
在探究式的课堂中，只有老师和孩子一起计划、共同建构的学习才是最有价值、最有意义、最为互惠的学习经历。
Teachers and children working together is part of an approach where learning is valued, considered reciprocal, and constructed as a shared process.
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.
意义建构与整体学习是贯穿于整个脑学习与教学理论的核心理念。
Meaning construction and whole learning are two key points, which are grounded on the who le brain-based learning and teaching theory.
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.
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.
而语言学习的认知过程可以理解为个体对语言这种知识进行意义建构的过程。
Therefore, the cognitive process of language learning could possibly be recognized as a process that individual is actively constructing meaning of linguistic knowledge.
现代教育理论建构主义认为“情景”、“协作”、“会话”和“意义建构”是学习环境中的四大要素。
The theory of constructivism in modern education considers "situation", "cooperation", "conversation" and "significance construction" are the four main factors in study environment.
在建构主义的学习理论、人本主义人性论理论及中学生自身特点的基础上，论述了实施“学案导学”教学模式的现实意义。
On the base of structured thinking theory, human-centered thinking theory and the natures of middle school students, it expounds the practical significance of carrying out this teaching model.
艺术学习实际上包含了个人和社会文化意义的建构，交织。
The study of art actually contains the construction and interweaving of individual, social and cultural meanings.
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.
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;
建构主义学习理论由来已久，它认为学习是学习者主动的意义建构过程。
Constructivist learning theory has been long-standing since it came into education. It thinks study is a course of active meaning construction for learner.
教学活动是一个复杂的促使学习者将知识、技能内隐和意义建构的过程，它需要一种恰当的教学策略。
Instructional activity is a complicated process through which the learner acquires knowledge, skills and meanings. It requires appropriate tactics.
建构主义学习观对学生的主体地位予以充分的肯定，确认了学习的主动性、社会性、情境性和意义建构的重要作用；
The learning notion of constructivism adequately affirms students' subject status and validates the importance of the initiative, sociality, circumstancity and significant construction in learning;
第一部分论述了国内外探究式学习的研究现状、探究式学习的理论依据——建构主义学习理论和此课题研究的意义。
The first part discusses the internal and overseas status. The theoretical basis of inquiry learning-constructive learning Theory and the significance of the research.
学习者一方面对新信息的意义进行建构，另一方面对原有经验进行改造或重组。
Learners on the one hand the meaning of the construction of new information, on the other hand experience of the transformation of the original or reorganized.
学习者一方面对新信息的意义进行建构，另一方面对原有经验进行改造或重组。
Learners on the one hand the meaning of the construction of new information, on the other hand experience of the transformation of the original or reorganized.
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