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

RefletheTeaifiowledgestru

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。”Piaget'sstrutheardsthat，intheproterabetweeaheobjethesubjedtinuousstrusidethesubject;highlightsthesubjectivityofindividualstruphasizestheprocessofuousstruofindividual'ssubjeowledge，whileithermakeakeydistheproblemofkivity，niveaexplaihekindividualsstruacewiththeobjectivity。EspeciallythelaterradidividualstructivistGrasesFieldonlytakesknowledgeasaindividuallain，fiheobjectiveexistenowledge，therefoestotheextreme。Obviously，itiseasilygetintotheriskofsolipsismifoheindividualstruofsubjeowledge，whileigivityofkemologyitself'tavoidtheproblem。Itisvisiblethattheindividualstructivismpaysattentiontotheproblemofsubjestrubutighedistheproblemofobjectivity。

TheSostructivismofknowledgeisaresearowledgefromtheAngleofsocialproduprocess。Itspurposeistoemphasizethatsomeareasofkedtothesocialgroupiionandsultation，dialogueapresent，itshouldbesaidthatSostructivismofkhecoreofstifiowledgesociologylyimodernism。AlthoughStifiowledgesociologyhasvariousgenresandvariouspositions，buttheiroionistheemphasison“sostruofkheoreticalbasisistypiparadigmtheory。Kuhnthinksthatstifiowledgeisohemutualiion，sultatioofstifiunity。Theso-calledtruthismerelytheagreementofmostpeople。Andtheprogressofsceistheuousm。Becauseoftheinensurabilitybetweenparadigms，theexplanatiohingsandphenomenoheprepositiohingmadebyfm。Sostifiowledgehadonsugasbeingatruth，beingcumulative。

Asforthesostrusofstifiowledge，weshouldadmitthatindividualbreakthroughofhiskruhasbeeheattentionontheproowledgestruthestifiunity，knowledgewhichisattaihroughthedisofdifferereheexplanationofaphen。Alongwiththegesofhistoriditionsandthroughthetransformationofmodel，aphenomenon，aheorywetoexplainthings。Butsostructivismofknowledgeemphasizesthatktheresultsofmutualstrudiohe“subjediryingtosupplaivityprih“iy”。Here，“thesostrusofknowledge”obviouslyoverlookedthefactthatstifiunityingiisbasedohingstheagsofnature，sunityotspeakattheirrandom。JustasPopperwhopoivividlythat“humanbeingmadelawsforureisthefinalarbitratorandoftengivesaloudlyahestifiunitytlystruewtheorywhichisbettertobesaidasaprocessofstifiowledgebeio“objectivity”，aprooreactual，aprocessofbeioobjectiverulesratherthahetransformatioificparadigm。Forthetevolvingprocessofdiffereifiowledgesystems，itisnotalwayslikewhatKuhnhadsaidthatparadigmshavenocumulativeinensurability。Infact，thedevelopmeifiowledgesystemisuousandcumulative。Justasonsaid，hesucceedbecausehestoodontheshiants。ItbeseenthattheSostructivismofkepaheadtheIndividualstructivism，becauseitpaysattentiontothesosultationofkrudtheimportantroleofindividualshaveplayed。ButSostructivismofknowledgealsohasdefeowledgeobjectivity。

ⅢThemeismofkionanda:“kructivism”aicalmaterialismepistemology”ofbination

Throughtheaboveanalysis，krulypaysattentioivestruofknowledgeasobjectivity。Afterall，theobjestruofknowledgelydoivepractice。Itisobviousthattoseparateobjekrudigiohemisuokiveworld。Actually，asfortheowledge，stifiationshavebeengiveicalmaterialismepistemologyfromtheperspectiveofphilosophy。Toputitsimply，knowledgeisformedandaccumulatedthroughtheloiatureay。Hnitioiverefleofkhebasisofthecharacteristidrelatiohings。Asitreflectsobjegs，soknowledgehasobjedatthesametimeisthesubjectiveimagebuiltupbyhumanbrain。Therefore，kheobjedsubjeifi。

&beseeemologyofdialecticalmaterialismhasahighdegreeofinessaioifigredientsofkructivismhavebeeninprihedynamictheoryofrefle。Ifadded，aherthahekructivismwiththespeteahedynamictheoryofrefleple，theindividualkructivism，fromtheperspectiveoftheindividual，demonstratesandsupportsthematerialisttheoryofknowledge，showingthespecifieismsofodividualawareheindividualkructivismremindsusthathumaionoddevelopsiionofindividualay，individualandindividual。Anyindividual&#nitionactivitiesotbecarriedoutaloheyaredivorthereactivitiesofsodhuman。Bybiningthekrudthekerialism，itiseasytofindthespecifiismoftheformatiookheformationandaofknowledgeisbasedoandingofmaterialismawo-rocessoftheindividualstrudsostru。Atthesametime，itisadynamidrepeatihisprocesshighlightsthattheprocessoftheformatiookruegotiable，a。

Asshowninfigure:

&hattheformationofknowledgebasedoemologyofdialecticalmaterialismofkratesthatkhasubjedobjeity。Tragbacktothesourceoftheformationofkissupposedthathumanfirststruatural，social，personal）kheobjegs。However，itneedssocialpradmaoseewhethertheknowledgeisihobjectiverealityornot。Thisprocessisaprocessofthesostrudsultation。Thatis，aproypeopleihroughsultatioioe，agreemehengraduallyreaseedbyall。Asaresultofthekemwithlinguistisasitscarrier，makesthesusreachedbyhumandyiosideworldatahisteanduouslycoagulateiivekhcharacteristicsofhistoridsituational（thatisWorld3namedbyKarlPopper），andwillhthelossofindividuals。Thr，theobjeowledgewillbeinternalizedaructedbytheindividuals，aimingt，aheindividualsubjeowledge。Then，agtothesubjeowledgeandthewisdomcoagulatedintheprheindividualswithbasisthedyhings，tlystrudewkherebydemthetraalketheregoftheformationandaofkheuousdevelopmentofhumanactivities，theobjegsthemselvesstantlyaionandaeismofknowledgeisundergoingadyiprothisway，theresultsnitiohemannerofacofsoeticevolutioedanddeveleogeieionofus，individualsarethegeioofawareness-raisingactivities，thatis，theexistenceofobjeowledge，aspointnitionandpracticeactivitieswhilyobtaihroughedudlearning。

However，Popper's“threeworld”theorymadeaspecifiatinifidvalueofobjeowledgetotheindividualshapihinksthattheworldwefaceshallbedividedis，，thephysicalworld（world1）;sed，theessworld（world2，subjeowledgefromtheangleofkhird，theobjetentworldofideology（world3，knowledgeviewsaysitistheobjeowledge）。InPopper'sopinion，onlyadmittheworld3'iendreizeitand“1”and“theworldof2”，weowaboutthesignifiaheirrelationshipderstandthesignifiowledgetoourhumaherelatiohe“threeworld”，popperemphasizedthatknowledgeiritualworldi。Forexample，theashadcreatedmahesestorieswerehandeddowioioncultivatesthethoughtsandspiritofgeioshavesetupstifidtheselale'sspiritualworldandtheirbehavior。Butforthekihthephysicalwhthespiritworldalthoughhebestexampleonthisaspectistheistheiioweenbrain（world1）andlanguage（world3）。Theyihrough“world2”（people'sess），notonlyhaviheevolutionofbrainbutalsohavihedevelopmentoflahesignifidvalueobjeowledge（world3）torealizetheobjectiveworld（romotethesubjectiveworld（world2）beseen。

ⅣTheSignifiowledgeTeadthePositios'strualLearningManner

Fromtheperspectiveofthiskindofkionandobtainmeisms，eaeration&#fromimmaturetomaturehasaprepositionthatimmatureindividuals（students）mustfirstbeedudmasterobjeowledgeaccumulatedbypredecessors，theodevelopandknohilehelpiolearnaiveknoromotetheall-rouofstudehesacreddutyofschooledu。Althoughtheschooleduisnottheonlywayforastudenttobuildhisinnerworldaivekheobjeowledgetaughtbyschaakessoeedsaregularityofstudents'bodyandmindintosideratitopurpularity，processed，ithelpsstudeandandsolidatetheirobjeowledgeandtheheworldahemselves。Atthesametime，theprocessofhelpiomasterobjeowledgethroughschooleduisalsotheuationofhumancivilizationaisvisiblethattheaimofschooleduotethedevelopmentofstudents'mindthroughkherefore，teaitsrealsense，isbyhepurekment，buttopromoteall-rouofstudentsonthebasisofkerimakeaderstandiioweenknoability，valuesandsooeadstudents'developmeinflict，theyoteeachother。Thus，theadvoofstudents'all-rouandtheemphasisupoeagarenottradictory。Allinall，inthereformofcurridteagpractice，weemphasizeonnotonlythereformofsimple，one-sided，andpurekeagbutalsoopreventfromwalkiremetheimportanowledgeteagwhichisalwaystheimportanttaskofcurridteag。

Fromthispoihetpopularstructivismlearningtheory，whichemphasizes“learningisnottheprocessthatteachersteatskheprocesshiskudentsthemselves”，isworththinking。Thisviewisapositivesighestudents'enthusiasmandihislearninghaspotentiallydaiskeasy，withouttheobjectivityoftheaofkhekructdjuststudents'owhiskindofkheoeaodiffereinnodenial，ic。Ifwetakethelearniantfunsofschooleduelyknowledgeframework，herebasicallytheimportantisnotwhatteatraudents，buthowtotransfer，whiletstudeivekerialsbasedontheirowiveiruowledge。AtlStbel，emphasizingmeaningfullearheahisquestioofAtlStbel'smeaningfullearningis:newknowledgeshallhavethepotentialsighekeyaterialsshouldestablishsubstaifitadbeitivetothestudents'structureofkion，theseditiosshouldbeameahatistosay，inthelearudentsactivelyassimilateerialsfriructurebyextragappropriatesthisAoanalyze，wealsomoreclearlyseelearningactivities（moreprecisely，istheesseneahisistheexpansioianizationofitivestructurewhiersalreadyhave，thelatterisdirekedtoassimilationtohematerials。Furthermore，thegeofitivestructureprovidesanewlearningactivitiesfortheion。Obviously，teag，iftakemearategy，teeintheproowledgestudents，basingmaterials（objective），activelystructtheirsubjeowledge。Butthiskirategieshaseagway。Astheexterheteatheformofthetwosides，whethertoacceptortodiscover，ifthestudysatisfytheeaisaprocessofstruversely，itisn't。Oftheprocess，duetothedifferes'itivestrukiioion，willasaorsinthelearningprocess，differesmaygetdifferesoudymaterials（objective）whenstrudeveloped。

Similarly，basedontheihepvieerativelearningputstoomustrugthestudents'selfkiationanddialogue，whichdeviatedfromthatcooperativelearnierknowledgeforreservation。Thatis，cooperationstudyshouldbedistihecooperativelearningingeneralioios，butalsothecooperatioeadstudents，ifwewouldliketolearnabout“cooperatioheioeadstudentsshouldieadstudeeachersguideasfindandsoonarrowlylearnaboutcooperativelearning，itputsemphasisoalksbetweehenbuildingthewayknowledge，whichismorepopular。Weshouldsaythatitismeaningfultounidsharetheideasbycooperativestudy。Butatpreseivelearningemphasizesonunibetweesandbuildingtheirownkhasitsexactresult。Althoughcooperativelearninghasalotofforms，itstilleachers'helptoletstudentstoimprovetheirviews。Butcooperativelearnihingifitisawayfromthetheme。

Inadditihthisbuildinglearning，hasizestudeigeach。Forsuchsituation，scholarshavepoihatintoday'steagpradreform，peopleemphasizelearningaeaphasizeteadigheyotdealwithlearningandteagwell。Actually，theteagitselfisanactivitybetweenteadlearning，teachers'teaawayfromstudents&#，becauseofstudents'immature，students&#alsootgetawayfromteachers'teag，teagisthatueachers'leadershipthestudentslearnallkindsofknowledgeaherovethemselvesbystudy。Duetotheanykindsofkhoughts，teaeedtocooperativelearningaohelpthestudentste。Atthesametime，teahesame，becauseteagisahardwork，andisusuallyduetothetime，meaningfulteagisquiteimportant。Shthemeaniitothets，eudents'characteristics，teachershelpstudeheknowledgeboxbysugutthewayofthinkis&#，toimprovestudents'kiesandvalues。