One of the main goals of using constructivist teaching is to learn how to learn by providing them with an active learning experience. In the constructivist classroom， classroom activities are interactive and student-centered. Classroom settings encourage learners to actively participate in the event. In the course of the activity， the teacher plays the role of facilitating the learning of the knowledge， encouraging students to participate in independently and effectively.
　　In the traditional teaching mode， teaching strictly follow the fixed course and the. In such a classroom， knowledge is inert and passively passed on to students. Moreover， it is worth noting that in the traditional teaching mode， the explanation of knowledge often starts from the whole part， with special emphasis on the mastery of basic skills. Students often can only piece together the scattered knowledge they have learned at the end of the semester. Therefore， students usually don’t understand clearly what the purpose of this course is.
　　In the constructivist classroom， the development of knowledge begins from the whole， and then gradually refines to specific knowledge points. The curriculum is oriented towards the pursuit of solving students' problems and inspiring interest; constructive learning is interaction， and new knowledge is often based on what students know; in the classroom， teachers observe students' work and exchange ideas with students. The assessment not only focuses on the final assignment， but also on the student's learning process. In a structured classroom， the learning process is as important as the final assignment.
　　In the constructivist learning environment， learners are the center， and teachers provide counseling and support. Engineering constructivism classrooms can focus on issues or projects as a focus of teaching. The focus on solving problems or projects constitutes the driving force behind the learning process and clear learning objectives. A well-chosen specific engineering case often includes a lot of knowledge points. The student first felt the whole picture of the project （that is， the problem to be solved） and realized the importance of the case in practical work. Next， when students start to solve problems， they will encounter various problems on the known knowledge points. At this point， the teacher should clarify the problem and reproduce the problem on the basis of the student's question. There are three main components that need to be included in the problem design： problem context， problem representation or simulation， and problem processing space. The performance of the problem should be interesting， appealing and appealing. The problem processing space provides meaningful learning， which provides learners with the opportunity to manipulate objects and interact with the environment. 　　Based on these questions， teachers grasp key knowledge points， organize a large number of classroom experiments， related cases， classroom discussions and cognitive tools to further support and promote student learning. Among them， classroom experiments can use portable experimental devices to conduct on-site experiments， and then discuss the results of the experiments in groups or classes; related cases can help students build a memory chain， provide students with different perspectives， and improve students' cognitive flexibility; The discussion can further clarify the problem from different perspectives of different students and stimulate each other to solve the problem. The full classroom discussion is one of the most important differences between the constructivist teaching method and the traditional teaching; the cognition can be in the form of visualization. Organizations， such as computer tools that automate and enhance thinking skills， can also be rich in multimedia materials. These rich sound and image presentations can bring another new feel to the learning experience.
　　In a constructive learning environment， teachers provide support in modeling， resource organization， etc.， while learners participate， explore， express， and reflect in the learning process. This teaching method， which is different from the traditional teaching mode， makes the students always have a clear goal and interest in the learning process. The main reason why the university engineering course is difficult to understand is that it is difficult for students to combine a large number of abstract concepts， formulas and engineering practices， and the constructive learning environment solves this problem well， which makes the students' learning effect significantly improved.