Constructivist Learning Theory And The Curriculum Reform In China

Based on the application of the research methods such as literature method, comparison method, and from multi-disciplinary angles such as philosophy, pedagogy and educational psychology, etc., the dissertation first, following the accurate assurance of the relevant theoretical study and the realities of curriculum reform, puts forward the necessity of reflection on constructivist learning theory that is the main guiding theory of our country's curriculum reform in recent years. The author maintains that although constructivist learning theory introduces a new viewpoint of knowledge, study, course, teachers, and is different in educational philosophy, operating mode and requirement for teachers, which is a great challenge to the traditional education theory, it is not perfect, because there are some extreme sides: It stresses students' self-constructing excessively, not treating well with the relation between the environment impact and self-constructing, etc..Then the dissertation analyzes the behavior, evolution and possible consequences that are caused by the full penetration of constructivist learning theory into the curriculum reform in China in an all-round way. The significance of constructivist learning theory being exaggerated in domestic education circle consciously or un-consciously, there is deviation that is worth reviewing conscientiously in settling down some key problems in the reform. For example, a simple way of thinking greatly influences the relations between certainty and uncertainty of course knowledge, the preexistence and variability of course, students' self-learning and teachers' function, course and teaching, formative evaluation and summative evaluation, quantitative evaluation and qualitative evaluation, etc..To further the curriculum reform in China more actively and steadily,promoting the development of basic education, the author appeals a complex way of thinking to consider and deal with the problems above, integrating various reasonable philosophy and culture concept to interpret and analyze course and teaching. Finally, the dissertation makes a deep analysis and exploring about the key points in the curriculum reform. For example, course knowledge sometimes is certain, sometimes is uncertain;The property of knowledge should be considered carefully in the design of teaching material and teaching;Course has the characteristics of preexistence and variability, it can't be regarded as "teaching incident";The students' self-learning is restricted, without the guidance and imparting of the teachers, it can't be very efficient.