Research On Simulation Of Educational Technology From The Perspective Of Constructivism

The major contradiction in higher vocational education lies in the acquisition and innovation of knowledge for students in a more effective and scientific manner. But in reality, several problems arise in higher vocational institute such as the absence in the analysis of the training mode for its students from the perspective of epistemology, the ambiguity of its value judgment and the inadaptable teaching method for vocational education.This paper, based on constructivist epistemology in philosophy, aims to demonstrate the function of simulation applied in education in the acquisition and innovation of technological knowledge as a medium, and the function to integrate technological knowledge teaching and skills training in order to achieve the combination between learning and production. Therefore students are able to master technological knowledge in the simulative setting and the problem caused by imperfect combination between higher vocational institute and enterprises shall be solved. Simulation applied in education, as a unique medium, starts a brand new training mode in higher vocational education and puts forth many new issues to the philosophy of technology. The relationship between simulation and authenticity and cognition of new form of reality urge us to have new thoughts of Ontology, epistemology, value theory and methodology for reality; the simulation applied in education for purpose of the acquisition and innovation of new skills has brought about a new era in this field, yet its foundation of epistemology in its application and whether its approach is scientific is still in question. This paper, from a philosophical perspective, reveals the essence of simulation in education constructs and demonstrates its logic precondition, thus its technical essence and characteristics as well as its function in the cognition of technological skills are better understood so that the theoretical and empirical support in the construction of technological knowledge can be provided.The research on simulation in education from the perspective of constructivism enriches the approaches in the acquisition and innovation of technological knowledge and constructs an effective simulative teaching mode, which has great significance in the guidance of cognition of technology in a scientific manner as well as its reference for policy making for vocational education.There are five major contents in this paper:first the essence and characteristics of simulation in education; second, constructivist epistemology is the theoretical foundation of simulation in education; third, simulation in education functions as a medium in acquisition and innovation of technological knowledge; forth, simulation in education functions to integrate technological knowledge teaching and skills training; fifth, the design of simulative teaching mode based on constructivist epistemology and its value judgement. Under the guidance of constructivist epistemology, a perfect combination between simulation in education and the acquisition and innovation of technological knowledge will come into reality.Based on literature research, comparative study, case study and other methods, this paper aims to find the fusion between constructivist epistemology in philosophy and simulation in education and make a research on the essence and characteristics as well as its application and value in order to give theoretical and empirical support to the acquisition and innovation of technological knowledge. This paper proposes that simulation in education works as a medium in the acquisition and innovation of technological knowledge as well as a function to integrate technological knowledge teaching and skills training. This paper also proposes the dynamic and gradual mode of the increase in technological knowledge and constructs the simulative teaching mode based on constructivist epistemology. It is believed that this paper will have great applicative and implementative value.