英语释义

• an abstractionist artistic movement in Russia after World War I; industrial materials were used to construct nonrepresentational objects

片语

maths constructivism数学建构

radical constructivism激进建构主义

a constructivism建构主义

constructivism priciple建构主义原则

social constructivism社会建构

historical constructivism历史建构主义

constructivism epistemology建构主义认识论

moral constructivism道德建构主义

scientific constructivism科学建构论

英汉例句

• the model, based on constructivism and 「eclectic teaching approach」, establishes the subject status of students in the process of learning and teaching.

  它以建构主义和「折中教学法」为理论依据，确立了学生在教学过程中的主体地位。

• it classroom assessment is based on the constructivism theory, the multiple intelligence theory and the information literacy theory.

  信息技术课堂评价以建构主义、多元智能理论和信息素养论为理论基础。

• constructivism holds that knowledge is not passively received but active construction by the cognitive subject based on the prior knowledge.

  建构主义认为：知识并非被动地接受，而是由认知主体在原有知识基础上主动建构的。

• this thesis deals with the aims and significance of the research into the chemistry teaching plans based on constructivism under conditions of multimedia and internet.

  本论文论述了基于建构主义的多媒体网络下的化学教学设计研究的目的和意义。

• the constructivism and situation learning theories provide the sufficient theoretical foundation for the project-based curriculum teaching reform in the higher vocational education.

  建构主义学习理论和情境学习理论为高职项目化课程教学改革提供了充分的理论依据。

• both cognitive approach and constructivism theory focus on a learner-centered learning, which involves learners active and personal meaning construction.

  认知理论和建构主义学习理论是提倡以学习者为中心，充分发挥学习者自主性的学习。

• the paper tries to find the base for theory from humanism and constructivism in the first chapter and deals with two basic ways of learning—inquiry learning and tell-listening learning.

  作者在第一章中试图从人本主义、建构主义找到理论依据，接着在第二章两种基本学习方式—探究式学习和授受式学习中对教师的促进者角色作了探讨。

• in macroscopic world, this thesis mainly probes the combination of the constructivism and the education of maths cements, and its connections with the reforms of teaching idea and assessment.

  在宏观上，着重探讨建构主义与数学素质教育的相容性以及建构主义与新课程标準、新教材、教师观念更新和评价方式改革的关系。

• now it is the core of modern educational technology, and constructivism is also rising in the field of education.

  目前信息技术已经成为现代教育技术的核心，而建构主义教育思想也正在兴起。

• constructivism holds that knowledge is not passively received but active construction by the cognizing subject based on the prior knowledge.

  建构主义认为：知识并非被动地接受而是由认知主体在原有知识基础上主动建构的。

• this article is mainly about the relationship between constructivism and class teaching efficiency with the direction of the new courses theory.

  本文主要关注的是建构主义与新课程理念下的语文课堂教学效率之间的关系问题。

• the fifth part is the case study on how to make use of constructivism teaching mode for esd.

  第五部分，运用建构主义教学模式进行可持续发展教育的个案研究。

• constructivism learning theory is an important theoretical basis for contemporary researches on classroom instruction.

  建构主义学习观是当代课堂教学研究的重要理论基础。

• constructivism learning theory considered 「context」, 「cooperation」, 「conversation」 and 「meaning construction」 as the four basic factors of learning environment.

  建构主义学习理论把「情境」、「协作」、「会话」、「意义建构」作为学习环境的四要素。

• constructivism believes that the essence of learning is a process of individual positive construction. the learning contents include structural knowledge and non structural knowledge.

  建构主义认为学习的本质是个体积极主动的建构过程，学习的内容不仅包括结构性知识，而且包括非结构性知识。

• teaching practice based on constructivism theory is beneficial to the cultivation of medical college students with creative minds and practical abilities.

  开展基于建构主义学习理论的教学实践，有利于培养具有创新精神和实践能力的高等医学人才。

• the theories of behaviourism, cognitivism, and constructivism provide an effect view of learning in many environments.

  在许多学习情境下，行为主义，认知主义和建构主义的理论提供了学习的有效图景。

• therefore, to combine the constructivism with the superiority of multimedia language lab will certainly improve the quality of english teaching and learning.

  因此，在现代外语教学中，以建构主义为指导并结合语言实验室的优势，将极大地提高教与学的质量和效果。

• hovering between abstraction, constructivism and surrealism, yet avoiding any specific avant-garde movement, kertész, a hungarian-born émigré, was guided by a personal yet rigorous aesthetic.

  这位出生于匈牙利的流亡者徘徊在在抽象主义，构成主义和超现实主义之间，但是回避任何特别的前卫运动，他由个人的，严密的审美观所引导。