| 建构主义:从结构主义到后结构主义的演变 |
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| 引用本文： | 郑深.建构主义:从结构主义到后结构主义的演变[J].集美大学学报(教育科学版),2003,4(1):36-40. |
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| 作者姓名： | 郑深 |
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| 作者单位： | 福建师范大学教育科学与技术学院,福建,福州,350007 |
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| 摘 要： | 20世纪60年代掀起的结构主义思潮以及随后出现的后结构主义思潮对学习理论的演变产生了深刻的影响。早期建构主义学习论以结构主义为理论取向，力图解释客观的知识结构如何通过个体与之相互作用而内化为个体的认识结构。现代建构主义则秉承后结构主义“无结构”、“去中心”、“相对性”等原则，提出了一种网络化、非结构性、具有相对性的学习理论，颠覆和发展了以往的学习理论，具有其它学习理论所不具备的优点，但也带有否定客观性，抛弃反映范畴等缺陷。
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| 关 键 词： | 结构主义 后结构主义 早期建构主义学习论 现代建构主义学习论 |
| 文章编号： | 1671-6493(2003)01-0036-05 |
| 修稿时间： | 2002年7月27日 |
Constructivism: The Evolution from Structuralism to Post-structuralism |
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| ZHANG Shen.Constructivism: The Evolution from Structuralism to Post-structuralism[J].Journal of Jimei University,2003,4(1):36-40. |
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| Authors: | ZHANG Shen |
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| Abstract: | The Evolution of learning theories was profoundly influenced by the springing-up of structuralism and post-structuralism. The early constructivism is based on structuralism, trying to interpret the progress of converting the objective structure of knowledge to one' s cognitive structure. In accordance with the principles inherent in post- structuralism such as structurelessness, non-focus, non-rationality and relativity, etc. , the modern constructivism reflects a networked and non-structural and relative learning theory. This is subverted as a development of the early learning theories and has some apparent advantages never found in other theories. However, it also has some defects just as denying objectiveness and abandoning the category of reflect. |
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| Keywords: | structuralism post-structuralism the early constructivism the modern constructivism |
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