Twokindsofconstructivism
Individualconstructivism
Individualconstructivismandcognitivelearningtheoryhaveagreatcontinuity.Learningisaprocessofmeaningconstruction.,Theprocessbywhichlearnersform,enrichandadjusttheirowncognitivestructurethroughtheinteractionofnewandoldknowledgeandexperience.Learningisatwo-wayprocess.Ontheonehand,newknowledgeisincorporatedintotheexistingcognitivestructureandgainsnewmeaning.Ontheotherhand,theoriginalknowledgeandexperiencehasbeenadjustedorreorganizedtoacertainextentduetotheinclusionofnewknowledge.Forexample,inquiry-basedlearningistheapplicationofindividualconstructivisminspecificteaching.
SocialConstructivism
Socialconstructivismbelievesthatlearningisaprocessofculturalparticipation.Learnersconstructrelevantknowledgebyparticipatinginthepracticalactivitiesofacertaincommunity.Learningisnotonlytheactiveprocessingofthelearningcontentbytheindividual,butalsothecooperationandmutualassistanceoflearners.
Sosocialconstructivismpaysmoreattentiontothesocialandculturalmechanismsbehindlearningandknowledgeconstruction,andbelievesthattherearegreatdifferencesbetweenindividuallearningandproblemsolvingindifferentculturesanddifferentenvironments.
Basicpointofview
Viewofknowledge
Constructivismbelievesthatknowledgeisnotapurelyobjectivereflectionofreality,butonlyaninterpretationoftheobjectiveworld.,Hypothesisorhypothesis,willcontinuetochangeanddeepenwiththedeepeningofpeople'sunderstanding,andnewexplanationsandhypotheseswillappear.
Inthesolutionofspecificproblems,itisnecessarytoreprocessandrecreatetheoriginalknowledgeaccordingtothecontextofthespecificproblem.Inaddition,althoughlanguagehasgivenknowledgeacertainexternalformandhasgainedmoregeneralrecognition,itdoesnotmeanthatlearnershavethesameunderstandingofthiskindofknowledge.Becausetheunderstandingofknowledgealsorequiresindividualstoconstructbasedontheirownknowledgeandexperience,andalsodependsonthelearningprocessinaspecificcontext.
Viewonlearning
Learningistheprocessofstudentsconstructingknowledgebythemselves.Studentsdonotsimplyreceiveinformationpassively,butactivelyconstructthemeaningofknowledge.Learningisthatlearnersactivelyselect,processandprocessexternalinformationbasedontheirownexperiencebackground.Interpretationofthereceivedinformationgeneratesapersonalmeaningorownunderstanding.Theknowledgeandexperiencealreadyintheindividual'smindisdifferent,theknowledgeandexperiencemobilizedaredifferent,andtheinterpretationofthereceivedinformationisdifferent.
Viewofteaching
Teachingcannotignorethelearners’existingknowledgeandexperience,andcannotsimplyandforcefullyimplementknowledgeTheoriginalknowledgeandexperienceofthelearnerisusedasthegrowthpointofnewknowledge,guidinglearnerstoconstructnewknowledgeandexperiencefromtheoriginalknowledgeandexperience.Teachingisnotthetransferofknowledge,buttheprocessingandconversionofknowledge.Teachersandstudents,studentsandstudentsneedtoexploresomeissuestogether,andcommunicateandquestioneachotherintheprocessofexploration.
Application
Inquirylearning
Inquirylearningistheprocessofconstructingknowledgebasedonproblem-solvingactivities.Intheteachingprocess,itshouldbethroughmeaningfulproblemsituationsthatallowstudentstocontinuouslydiscoverandsolveproblemstolearnknowledgerelatedtotheproblembeingexplored,formingproblem-solvingskillsandtheabilitytolearnindependently.Inotherwords,exploratorylearningreferstoalearningmethodinwhichstudentsactivelyparticipateandexperienceactively,andformtheirownknowledgeandunderstandingthroughtheseactivities.
Scaffoldingteaching
Scaffoldingteachingmeansthatteachersorotherpeopleandlearnerscompletelearningactivitiestogethertoprovidelearnerswithexternalsupportandhelpthemcompletetasksthatcannotbecompletedindependently.Astheactivityprogresses,graduallyreduceexternalsupportandallowstudentstomoveindependentlyuntilthestentiscompletelyremovedattheend.
Situationalteaching
Teachingbasedoncontagiousrealeventsorrealproblemsiscalledsituationalteaching.Knowledgeandlearningareconnectedwithcontextualizedactivities.Studentsshouldtrytodiscover,analyze,andsolveproblemsinthecontextofrealtasks.
Cooperativelearning
Cooperativelearningreferstotheprocessofconstructingthemeaningofthelearnedknowledgethroughdiscussion,exchange,point-of-controversy,mutualcomplementationandmodification,andsharingoftheresultsofcollectivethinking.Cooperativelearningismainlybasedoninteractivecooperation(betweenteachersandstudents,betweenstudents)astheorientationofteachingactivities,andlearninggroupsasthebasicorganizationalformtojointlyachieveteachinggoals.
Relatedtheories
Culturalandhistoricaldevelopmentview
AtheoryofindividualpsychologicaldevelopmentcreatedbySovietpsychologistVygotsky.Hestartsfromtheprinciplethatthesocialityandconsciousnessofhumanproductionandlaboraretheproductsofsocietyfromthebeginning,andbelievesthatpersonalpsychologicaldevelopmentisnotonlybasedonhispersonalexperience,butalsoonhistoricalexperience—theexperienceoftheancestorsandtheexperienceofsociety——Basedontheexperienceofothers.
Vygoskidivideschilddevelopmentintonaturalroutesandsocialroutes.
Thedevelopmentunderthenaturalrouteismainlygovernedbythelawsofphysiologyandsomerelativelysimplereflexlearningprinciples,whichcorrespondstoPiaget’ssensorimotoractivityininfancy.
Thedevelopmentofchildrenunderthesociallineisbasedontheprincipleofcommunication.
Hebelievesthattheindividual’sadvancedmentalfunctions,suchasintentionalattention,logicalmemory,conceptformation,willdevelopment,andpersonalityandconsciousness,areallderivedfromsocialinteractions,whichareinsocialinteractions.Themanifestationofthepatterns,methods,andstructuresfoundinthisisthereproductionofsocialinteractions.Vygotskyemphasizestheroleoflanguagemasteryinchildren'spsychologicaldevelopment,andbelievesthattheindividual'sadvancedmentalfunctionsareregulatedbywords.Individualsreceiveandinternalizehistoricalexperienceandsocialexperiencethroughspeech,carryoutthinkingandself-awareness,planandcontroltheirownbehavior.
Therefore,heregardsspeechasatooltotransferindividualpsychologicaldevelopmentfromthenaturalroutetothesocialroute.LeonJiefuinheritedanddevelopedVygotsky'sviews.Hebelievesthat"activity"isthemostfundamental.Children'spsychologyoriginatesfromexternalactivitiesanddevelopsintheinteractionwiththeoutsideworld,especiallywithpeople.Thepsychologicaldevelopmentofchildrenisaprocessinwhichexternalactivitiesaregraduallyinternalizedintointernalpsychologicalactivities.
Purpose
Thepurposeofconstructivismistofindteachingmethodssuitableforadvancedlearning.OneoftheteachingmethodssuitableforadvancedlearningisRandomAccessInstruction."RandomMasteryTeaching"believesthatthelearningofthesamecontentmustbecarriedoutmanytimesatdifferenttimes,eachtimethesituationisreorganized,andthepurposeisdifferentanddifferentaspectsoftheproblemarefocused.Thiskindofrepetitionisbynomeansasimplerepetitiontoconsolidateknowledgeandskills,becausetherewillbedifferencesinthecontextofeachlearning,andthiswillenablelearnerstogainanewunderstandingofconceptualknowledge.Thiskindofteachingavoidsabstractlytalkingaboutthegeneralapplicationofconcepts,butconcretestheconceptsintocertaininstancesandconnectsthemwithspecificsituations.Theteachingofeachconceptmustcoversufficientexamples(variations)toillustratethemeaningofdifferentaspects,andeachexamplemayinvolveotherconceptsatthesametime.Inthiskindoflearning,learnerscanformamulti-angleunderstandingofconceptsandconnectwithspecificsituationstoformbackgroundexperiences.Thiskindofteachingishelpfulforlearnerstoconstructschemasforguidingproblemsolvingaccordingtospecificsituations.ItcanbeseenthatthiskindofthinkingisconsistentwithBruner'sthinkingontrainingdiversity,anditisanin-depthdevelopmentofthiskindofthinking.