这一观点代表了被称为社会建构主义的新主流。
This position represents the new mainstream called social constructivism.
克拉克以理论和经验的论据驳斥了建构主义者的极端观点。
Clark refutes the extremes of the constructivists by both theoretical and empirical arguments.
换句话说，建构主义的另一种选择是，将技术视为存在于社会外部，能够直接影响技能和工作组织。
The alternative to constructivism, in other words, is to view technology as existing outside society, capable of directly influencing skills and work organization.
在道德哲学中，它表现为道德的建构主义。
In moral philosophy, it shows itself as moral constructivism.
模仿的认知基础是建构主义和记忆心理学。
The cognition foundation of imitation is constructivism and memorial psychology.
摘要建构主义学习理论已经逐步应用于外语教学中。
Constructive learning theory has gradually been applied in the foreign language teaching practice.
建构主义学习观是当代课堂教学研究的重要理论基础。
Constructivism learning theory is an important theoretical basis for contemporary researches on classroom instruction.
阐述它与人本主义、建构主义、接受美学等理论的关系。
Elaborated it with humanism, the construction principle, accepts theory and so on esthetics relations.
建构主义学习观对当今教育理论与实践产生了广泛的影响。
Constructivist view of learning has exerted a widespread influence on the theories and practice of modern education.
本文以建构主义为理论基础，探讨了其在工程制图中的教学和实践。
This text as the theoretical foundation of constructivism, has probed into its teaching and practice in the engineering drawing .
信息技术课堂评价以建构主义、多元智能理论和信息素养论为理论基础。
It classroom assessment is based on the constructivism theory, the multiple intelligence theory and the information literacy theory.
建构主义认为，个体的知识是通过对知识的发现而由大脑建构起来的东西。
Constructivists treat individual knowledge as what is constructed by one's brain through the discovery of knowledge.
建构主义思想庞杂，至今没有形成对于建构主义的定义、内涵等的统一认识。
Thinking heterogeneous constructivism has not formed for the definition of constructivism, connotation, and so common understanding.
在反对罗尔斯的建构主义基础上，麦金太尔提出了语境主义的正义探究模式。
Opposing Rawls's constructivism, MacIntyre insists a mode of contextualism on the research of justice.
本论文论述了基于建构主义的多媒体网络下的化学教学设计研究的目的和意义。
This thesis deals with the aims and significance of the research into the chemistry teaching plans based on constructivism under conditions of multimedia and internet.
本文主要关注的是建构主义与新课程理念下的语文课堂教学效率之间的关系问题。
This article is mainly about the relationship between constructivism and class teaching efficiency with the direction of the new courses theory.
第二部分介绍了课堂教学情境设计的理论依据，通过建构主义对学习的基本解释。
The second part describes the design of classroom teaching situations the theoretical basis, through the constructivist learning basic interpretation.
本文的理论基础主要是建构主义学习理论和后现代主义学习理论及多元智能理论。
The theory foundation of this thesis is mainly Construction theory, Post-modernism theory as well as the though of the Multi-aptitude theory.
它以建构主义和“折中教学法”为理论依据，确立了学生在教学过程中的主体地位。
The model, based on constructivism and "eclectic teaching approach", establishes the subject status of students in the process of learning and teaching.
基于问题的学习模式(PBL)是一种在建构主义学习理论基础上产生的教学模式。
Problem based learning (PBL) method is a teaching mode based on the learning theory of building structure.
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.
建构主义认为：知识并非被动地接受，而是由认知主体在原有知识基础上主动建构的。
Constructivism holds that knowledge is not passively received but active construction by the cognitive subject based on the prior knowledge.
建构主义学习理论和情境学习理论为高职项目化课程教学改革提供了充分的理论依据。
The constructivism and situation learning theories provide the sufficient theoretical foundation for the project-based curriculum teaching reform in the higher vocational education.
建构主义学习理论改变了传统的学习理论，提出了新的学习观、师生观和学习环境观。
Constructivism has changed the traditional learning theory. It puts forward new ideas about learning, roles of teachers and students, and learning environment.
有代表性的科学哲学观可分为三种流派：经验主义—实证主义、理性主义和建构主义。
The representative philosophy of science has three schools: empiricism-positivism, rationalism and constructivism.
语文教学主体参与策略的概念建立在建构主义学习理论以及主体教育理论的基础之上。
The concept of Chinese teaching subjective participation strategy is based on study theory structure and subjective education theory.
建构主义教学观已经渗透到与教育有关的各个领域，其观点的形成具有深厚的哲学根源。
The pedagogy of constructivism has seeped through the each course realm about education, the formation of its standpoint have the deep philosophy source.
“明尼苏达模式”的成功应用也显示出了建构主义尤其是认知学徒制在物理教学中的作用。
Its function in physics problem-solving instruction has been appeared after the successful application of "Minnesota Model for Large Introductory Courses".
“明尼苏达模式”的成功应用也显示出了建构主义尤其是认知学徒制在物理教学中的作用。
Its function in physics problem-solving instruction has been appeared after the successful application of "Minnesota Model for Large Introductory Courses".
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