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建构主义学习理论认为,学习总是与一定的社会文化背景即“情境”相联系的,在实际情境下学习,可以利用生动、直观的情境有效地激发联想,唤醒长期记忆中有关的知识、经验或表象,从而使学习者能利用自己原有认知结构中的有关知识与经验去同化和索引当前学习到的新知识,赋予新知识以某种意义;如果原有知识与经验不能同化新知识,则要引起“顺应”过程,即对原有认知结构进行改造重组。总之,通过“同化”与“顺应”才能达到对新知识意义的建构。而同化与顺应离不开原有认知结构中的知识、经验与表象,情境设计则为提取长期记忆中的这些知识、经验与表象创造了有利条件。
The constructivist learning theory believes that learning is always associated with a certain social and cultural background, ie, “situation.” Learning in the actual situation can use vivid and intuitive situations to effectively inspire associations and awaken relevant knowledge in long-term memories. , experience or representation so that learners can use the knowledge and experience in their original cognitive structure to assimilate and index the new knowledge currently being learned, and give new knowledge a certain meaning; if the original knowledge and experience cannot be assimilated New knowledge must lead to the process of “complying with”, that is, reconstructing the original cognitive structure. In short, the construction of new knowledge can be achieved through “assimilation” and “compliance.” Assimilation and adaptation are inseparable from the knowledge, experience, and appearance of the original cognitive structure. Situational design creates favorable conditions for the extraction of these knowledge, experience, and appearance in long-term memory.