The effects of a constructivist teaching approach on student academic achievement, self-concept, and learning strategies   总被引：3，自引：0，他引：3  

Jong Suk Kim 《Asia Pacific Education Review》2005,6(1):7-19

The effects of a constructivist approach on academic achievement, self-concept and learning strategies, and student preference were investigated. The 76 six graders were divided into two groups. The experimental group was taught using the constructivist approach while the control group was taught using the traditional approach. A total of 40 hours over nine weeks was used to implement the experiment. The instruments used were as follows; mathematics tests administered by the teacher, self-concept inventory, learning strategies inventory, and a classroom environment survey. The results are 1) constructivist teaching is more effective than traditional teaching in terms of academic achievement; 2) constructivist teaching is not effective in relation to self-concept and learning strategy, but had some effect upon motivation, anxiety towards learning and self-monitoring; 3) a constructivist environment was preferred to a traditional classroom.  相似文献   

理性的谦逊与自负——哈耶克进化论理性主义与建构论理性主义比较     

雷艳  廖颖聪 《四川职业技术学院学报》2009,19(1)

哈耶克认为理性主义有两种类型:进化论理性主义和建构论理性主义.进化论理性主义认为社会的发展,文明的进步是自发的进化过程,而非人之主观设计的结果.进化论理性主义者认为人之理性是有限的,主张社会改革应是渐进的、尝试性的.而建构论理性主义的观点与此相反.哈耶克一生推崇进化论理性主义而反对建构论理性主义.  相似文献   

基于建构主义学习理论的数学教学设计——以“数列”教学为例     

朱丽娜 《科教文汇》2014,(30):51-52

如何设计好数学教学方案一直是每个老师努力研究的问题。本文从建构主义学习理论出发,结合课堂实践,从情景引入、逐层构建知识网络、例题设置的策略和学生总结反思这几个方面,对如何做好数学教学设计进行了阐述。  相似文献