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Reflection the Teaching Significance of Knowledge Construction（第1页）

RefletheTeaifiowledgestru

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BeijingNormalUyPanXinmin

Abstratheperspectiveoftheformationofkheorynamed“Kru”

isprevalentamoviewsofknowledge，leavingitsinfluenschoolteagwhichhasacloserelationwithknowledgeacquired.Toputitahestruphasizesthatkbetaughtandthathstructivelearningtsaowledge.Thistheoryobviouslygoesagaiandingteagpattern.Thislearningviewtoexisteoitsoverestimationofteaifiduionofitslimitatioicallimitation.Itisbeogivethemeismofkionandaasedreuheguidanceofdialecticalmaterialism.Refletheschoolteag，itwillhelptoclarifythemisuandingofkeag.Regbetweenkudentstrulearflict.

Keywords:keaowledgestructivistthenitiontheoryofdialecticalmaterialism

&years，ourtryhaswitemphasisos'positive，active，creativelearninginthereformofschoolcurridteag.Thisisagoodphehbeingpraised.However，whenanalyzingthemainreasos'passivelearning，alotofpeuesthatkeagisthegproposediime，Kructivismcatersforthehiscritie，thenotionsthatkrudotbetaught，thatknowledgelybeacquiredthroughactivelystructivelearningwereverypopulariheoryandpractice.Itseemsthatstudentsotaowledgewithtostruthelightofthesenotions，wewouldliketoputforwardaquestionfordisely，howtouhatkructed?Isstructivelearninginafliowledgeteag?Thefollowiionanddisaboutthesequestions.

&ioeaomenoncausedbyapeview

Theissueofknowledgeviewisquiteplex.Itihedisaboutthenature，medtypesofknowledge.Beingaproblemofgreatimportanowledgeviewisalwaystheimportaandpremiseofcurriandtea.Iteagtheoryandpractice，thisviewonknowledgeisverypopularfromtheperspectiveofkion，namely，kructedactivelybytheindividual.Itisonlyakindofexperieionandassumptioionindividual（“kructivism”

iherthahiive.Inschoolteag，alearningviewcloselyrelatedtothisceptisthatlearningisnotaprocessofteagbyteachersbutlearningbystudehesurfaowledgestrudthediheressiveandhaveinnerlogisiifafurtherreflekrudthediheiven，itsrationalityisworthevaluated.

Kructivismholdsthatknowledgeismainlystructedsubjedthatitismadeonlytoexplainahus，thesubjectivityofknowledgeisofgreatpart，soitseemsudents'obtainingknowledgelybeachievedthroughtheactivitiesbythemselves.AgtothetheoryofKructivism，“theobjectivityofknowledge”

isoflittleimportanowledgehasy，forstudents'kingotbediscussed.Butinfaeexteiontokivityisequaltotheobjetothefactthatstudentsobtaiiveknowledgeofsdculturewhichwasaccumulatedthroughalongperiodbyking.Havingevolvedfromkructivism，thisknowledgeviewisobviouslyagaiheorylhtheloeagpractiorimaryschoolstudentsandmiddleschoolstudeiocorrederstandtheworldbecauseoftheirimmature.Althoughthestudent'sownstru，experiengs，aandingisimportaaskofstudentsistopromotetheall-rouofmorality，intelligendbodyonthebasisofobtaiiveknowledgeofsdcultureaccumulatedbyhumahereisnosystemiowledge，theso-owledgestructivism”

lybeone-sidedaarywhiotsatisfytherequirementofstudents'growth.Weseethatthemaiheemergenceofviolationsagainstteagpracticemadeby“Kructivism”

theoryismadebyover-emphasizingthemeaningof“Kructivism”

andignitsiatioivityofkhastriggeredaself-strualstudyofstudentsinteagpradthetradiagaieag.Therefore，tocorrefusionofpractice，weshouldfirststartfrommakethetheorylywhenwehaveacleartheorywedoiteffectively.

&ionoructivism”

:haviheobjectivityofknowledge

“Theoryofkruphasizesthatitistheitivesubjestruowledgeiotheexistendividual-society”

dimension，“theoryofknowledge”

dividesintotheindividualstrudthesostructivism.Theindividualstructivismofknowledge，inbrief，emphasizesthatkheresultofindividual'smotilestrutheproterabetweea.Whilethesostructivismofknowledgeemphasizesthatknowledgeissostructed，itistheagreementreachedbydifferentindividualsthroughsus，sultationanddialogue.

Amoivereaviewsofkheindividualstructivismmainlydiscusstheoowledgefromtheangleofpsychology，especiallytheprodividualkypicallyisPiaget'sepistemology.Piagetdsthatkherobjective（empiriorsubjective（apriorism），itistheresultofgradualstrutheproterabetweentheindividualandeheoryofstruisthecet'sepistemology，especiallyPiagetforwardlydevelopedassimilationandaodatioionalstrutheorying“iioernalization”

，explainingtheoismofindividualkrucretely.

Itoughttosaythattheindividualstructivismofknowledgehighlightstheindividual'ssubjectivestatusanditivesubject'screativityandactivity，atteivityofknowledge，whileiofobjectivity，thoughPiagetemphasizethat“objectexistsdefinitelyandhasitsstru，theobjestrualsoexistsoutsideofusily”

.“htheactivityofthesubjeobjectbereized，thereforetheobjectitselfisstructedbythesubject.Duetothis，theobjecthastheultimateattributeofalwaysbeclosebutneverreach.”