(1) Knowledge view: Questioning the objectivity and certainty of knowledge and emphasizing the dynamic nature of knowledge.
(2) Learning view: Constructivism emphasizes the situational, social and active constructiveness of learning.
(3) Students' view: emphasizing the richness and difference of students' experience world.
(4) Teaching philosophy: situational teaching, scaffolding teaching, cooperative learning and other teaching modes.
The teaching principle of constructivism;
(1) Put all the learning tasks together in order to adapt to the world more effectively.
(2) The teaching objectives should be consistent with the objectives in the students' learning environment, and the problems found by teachers should make students feel that they are their own problems.
(3) Design real tasks. Real activity is an important feature of learning environment. That is, using real tasks and daily activities or practices to integrate various contents or skills in classroom teaching.
(4) Design a complex environment that can reflect students' effective actions after learning.
(5) Give students the autonomy to solve problems. Teachers should stimulate students' thinking and inspire them to solve problems by themselves.
(6) Design a learning environment to support and stimulate students' thinking.
(7) Encourage students to test their views in the social background.
(8) Support students to reflect on what they have learned and the learning process, develop students' self-control ability and become independent learners.
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Constructivism Theory Constructivism Psychology is regarded as "a revolution in educational psychology", which rose in 1980s. Constructivism is the further development after behaviorism produces cognitivism.
The founder of constructivism psychology is Piaget, a famous Swiss psychologist. Later, under the impetus of Vygotsky, Ausubel, Bruner and others, this theory was fully developed and formed a relatively complete system.
The real prosperity of constructivism began after the 1990s. Constructivism in 1990s appeared with the criticism and development of cognitive psychology. Its core is to study the mechanism of learners' knowledge construction. It not only pays attention to the process of knowledge representation and meaning, but also pays attention to the significance of constructing learning environment to guide learners to construct knowledge. The main representatives are von Grassfeld and Cooper.