布鲁纳、奥苏伯尔和维特罗克等认知心理学家认为： 第一，学习是认知结构的重建或改组； 第二，联想论解释机械学习，同化论解释意义学习； 第三，影响学习的关键因素是认知结构。
系统以建构主义理论、认知理论为依据，强调了教学设计理论在远程教育系统中的指导作用。
Based on the doctrine theory and cognition theory the system stresses the guidance effect of teaching designs in the system which is educated by the long-range of theory.
第三章从心理学的角度论述了信息技术与物理课程整合的理论基础：信息加工论和认知建构论。
The third chapter discusses bases of theory of integration of IT and physics curriculum that contains information processing theory and cognition constructivism.
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.
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