建构主义认为,知识获得不是通过教师的传授,而是学习者在一定的情境下,借助他人帮助、协作、交流,通过意义的建构而获得。这一理论符合了人类学习的认知发展规律,较好的说明了学习是如何发生、问题如何解决、意义如何建构等问题。建构主义学习理论把“情境”、“协作”、“交流”、“意义建构”作为学习环境的四大要素,这体现了新课改所倡导的让学生在情境中自主体验,在协作中交流探究,以求知识在创新中不断内化的理念。据此,我尝试着从四个方面去积极构建有效的语文课堂学习环境。 Constructivism holds that the acquisition of knowledge is not through the teaching of teachers, but rather learners are helped, collaborate and exchanged with others through certain situations and obtained through the construction of meaning. This theory is consistent with the law of cognitive development of human learning, a better description of how learning occurs, how to solve the problem, how to construct the significance of the problem. Constructivism theory of learning as the four major elements of learning environment, which reflects the new curriculum reform to enable students in the context In their own experience, in the exchange of cooperation in the study, in order to seek knowledge in the constant innovation of the concept. Accordingly, I try to actively build an effective Chinese classroom learning environment from four aspects.