The View Of Moral Learning On The Basis Of Constructivism And Its Pedagogy Meaning

In recent years, focusing on the question of learning has been an important trendin the development of theories of moral education, among which constructivism iscalled a blooming flower. After a survey of the current research, it is found that thereare many instructions and analyses on constructivism theory and the inadequatediscussion of the function that constructivism performs in the sphere of moral learning,But the idea that, which constructivism advocates, in the process of interactionrelationship learners consciously realize, explain and understand the world in order toaccomplish meaning construction by social discussion greatly criticizes the obsoletemoral education in school which is constrained to the instillation of universal rulesand norms , and takes an unique view to comprehend the learning of moral rules andthe development of moral cognition. Therefore, the author tries describing the originof and the main idea of constructivism, seeking the joints that combine the doctrineand moral learning and putting forward the view of moral learning based onconstructivism. In the end, the influence of constructivism on moral education inschool is also expected to be presented under the guidance of those analyses. Thewhole paper is divided into three sections:The first part mainly carries on the interpretation of the theory. Constructivism isintricate and its origin is complicated. First of all, as a new epistemology that objectsthe obsolete one, the origin of constructivism in philosophy can be traced back to the "new science " of Giambattisa Vico and the " revolution of Copernicus " of Kant, andhas a deep connection with the doctrine of modern structure ideological trend at thesame time. In addition, as a psychological theory developing further from behaviorismto cognitivism, the " genetic epistemology "of Piaget and the " theory of social andhistorical culture " of Vygotsky are the pioneers of constructivism. The theory hasvarious schools, but all have some common understanding to learning and knowledge,i.e. learning is a process of meaning making and knowledge is the result of voluntaryconstruction.The second part illuminates the view of moral learning on the basis ofconstructivism. The researches always focus on the problems about the mechanism of...