本文阐析了建构主义学习理论之建构性学习、情境化学习以及社会性学习与幼儿师专课堂教学改革的启示。提出师专的课堂教学应侧重以服务为宗旨,实践为导向,除了教师的示范性支架教学外更应该提供问题化的情境以及小组化学习的社会观察学习方式,多渠道促进幼儿未来教师教学素质的养成。 This article expounds the constructive learning, constructivist learning, contextualized learning and the enlightenment of social learning and preschool teacher’s classroom teaching reform. It is suggested that classroom teaching should focus on serving for purpose and practice. In addition to teacher ’s exemplary supportive teaching, it should provide more problematic situation and social observation study method of group learning to promote teaching quality of future preschool teachers through multiple channels The formation of.