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建构主义认为,教学情境是一种特殊的环境,是教学的具体情景的认知逻辑情感、行为、社会和发展历程等方面背景的综合体.教学情境这种环境不同于教学系统外在的宏观的环境,它是课程教学系统的内在组成部分,不仅是物理的、现实的,又是心理的、人工的,是必须是由教师通过选择、创造构建的微环境.教学情境是知识获得、理解及应用的文化背景的缩影,包括相应的活动背景,学生所要学习的知识不但存在于其中,而且得以在其中应用.
Constructivism holds that the teaching situation is a special environment and is the synthesis of the background of the cognitive logic, emotion, behavior, society and development course of the specific situation of the teaching.Teaching situation This environment is different from the external macroscopic of the teaching system Environment, which is an inherent part of the curriculum teaching system. It is not only physical, realistic, but also psychological and artificial, which must be created by teachers through the choice and creation of micro-environment. Teaching situation is knowledge acquisition, understanding And the application of the cultural background of the microcosm, including the corresponding background, the students want to learn not only exist in knowledge, but also to be applied in them.