essay代写：什么是构建主义学习技术
essay代写：什么是构建主义学习技术
建构主义学习技术鼓励学生创造自己的知识(Mayer, 1999)。学生在社会环境或学校房间环境中，他们被鼓励使用积极的技术来构建自己的知识。学生们会试图解决问题，或者收集实时问题等数据，展示他们的知识，然后进行反思。学生可能对一些事情如何运作有一些预先存在的概念，这种建构主义学习形式将帮助学生挑战他们自己的信念，扩展他们的信念，甚至改变他们为一个更好的信念。这里的建构主义学习方式是一种引导式的学习方式，因为老师在学生遇到小问题时仍然会帮助他们。
essay代写：什么是构建主义学习技术
例如,老师帮助我们参与者评估组织工作是帮助我们,我们如何可以组工作学习策略将基本完成课程目标,教我们如何成为一个主题专家学习者通过直接体验的细微差别的主题学习,了解媒体的参考帧和理论不同等。学生参与者建构主义学习者能够专注于他们的学习。有一种针对建构主义学习的持续批评认为，这种学习方式会忽视教师在学习过程中的角色(Jonassen和Rohrer-Murphy, 1999)。在某种程度上,这可能是真正的老师更多的是一种引导学习过程而不是一个人决定他们的学生学习,从而变得更容易被学生理解方法作为长期使用。
essay代写：什么是构建主义学习技术
The constructivist learning technique is one that encourages students to create their own knowledge (Mayer, 1999). Students are in a social setting or a school room setting where they are encouraged to use active techniques in order to construct their own knowledge. The students would try to solve problems or would collect data on a real time issue and more, present their knowledge and then reflect on it. Student’s might have some pre-existing conceptions on how some things work and this form of a constructivist learning would help the students to challenge their own beliefs and extend them or even change them for a better one. The constructivist style of learning that was imposed here was a guided one, as the teacher still served to help out students when they were stuck with small things.
essay代写：什么是构建主义学习技术
For instance, teachers helped us participants to assess how our group work was helping us, how we could learn group work strategies which would be essential for completing the course objectives, teaching us how to become expert learners in a subject by directly experiencing the nuances of the subject matter learning, understanding how media frames of reference and theory would differ etc. Student participants as constructivist learners would be able to focus on their learning more. There is a constant criticism being aimed at constructivist learning that this form of learning will dismiss the role of the teacher in the learning process (Jonassen, and Rohrer-Murphy, 1999). In a way, this could be true as the teacher is more of a guide in the learning process rather than the one who dictates to the students on what they have to learn, and hence it becomes easier for the student to understand the method as a long term one to use.
