On the Constructivist Learning Theory and Analysis of Cooperative Learning in common.docVIP

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On the Constructivist Learning Theory and Analysis of Cooperative Learning in common.doc

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On the Constructivist Learning Theory and Analysis of Cooperative Learning in common

On the Constructivist Learning Theory and Analysis of Cooperative Learning in common Paper Keywords: cooperative learning theory of constructivism learning theory in common Abstract: Constructivist learning theory and cooperative learning theory in China in recent years a profound impact on education and teaching activities of the two theories have much in common between the two. It is necessary to sort out a systematic comparison. This sort from the following aspects of the two things in common: 1. Attach importance to the dominant position of students, 2. Emphasized the changing role of teachers: 3. Attach importance to the interaction between teachers and students and cooperation in life and life, 4. Are conducive to the students have a positive emotional experience, 5. Are suited to today’s information age, learning theory. Constructivist learning theory and cooperative learning theories on the Promotion of quality education, students of autonomy, creativity and spirit of cooperation, and promote overall development of students with positive role. Comparing these two theories to sort out, help us further understand their meaning and essence. Help us practice in education and teaching more effective and rational use of them. First, both the dominant position of importance to students Constructivist view that learning is not knowledge transfer to students by teachers, but students construct their own knowledge of the process, learners are not passive absorbers of information, anti. He should take the initiative to construct the meaning of information, this construction can not be replaced by others. Moreover, knowledge or meaning is not simply determined by the external information, external information itself does not make sense, meaning the old and new knowledge through the experience of the learner repeatedly asked , two-way interaction of built form, where. Each learner in the experience of their own system based on the original of