A Study Of Learning Theory From A Constructivist Perspective

It is generally believed that the constructivist epistemology represented by Piaget can be used as the philosophical basis of the constructivist learning theory,therefore,the development of the constructivist learning theory has an inseparable relationship with Piaget.Piaget's constructivist epistemology is mainly embodied in the related research of genetic constructivism(genetic epistemology).However,after investigation,it is found that the current academic circles tend to interpret Piaget's genetic constructivism as the stage theory of children's cognitive development,and few scholars can accurately grasp the connotation of "two categories theory" inherited from Kant's transcendental category and the metaphysical thought behind it.Piaget went to his epistemological philosophy on the basis of realizing the value and limitation of Kant's transcendental category thought,and his thinking sharp tool is the genesis thought.It is precisely because of the neglect of Piaget's inheritance and transcendence of Kant,and the neglect of the essence of "occurrence" in genetic constructivism that the construction of constructivist learning theory is directly affected.The existing constructivist learning theory only pays attention to the surface meaning of "knowledge comes from construction",and ignores the deeper question of "how does knowledge construction happen in the cognitive subject" given by Piaget based on genetic theory.To some extent,the existing constructivist learning theory only inherits the "construction" component of Piaget's genetic constructivism,and the "construction" which is focused on by psychologists does not touch the core of generative thinking.Although "occurrence" is a fact,the existing cognition does not further trace "why it happened" and "how it happened within the cognitive subject".In this context,this study intends to re-understand the connotation of "construction" from the perspective of Piaget's genetic constructivism,analyze the movement process of "two categories" in genetic constructivism,so as to elaborate the internal relationship between knowledge and thinking,and try to further explain that the occurrence process of knowledge is actually the occurrence and construction process of knowledge structure.On this basis,the author combs and reflects on the existing constructivist learning theory,and further proposes the possible framework of learning theory in the perspective of genealogy,which is "genetic constructivist learning theory",and expounds it from three aspects: view of knowledge,view of learning and view of teaching.Piaget's genetic constructivism is the theoretical basis of the whole research,and the deductive work of the whole research is based on this.Therefore,tracing the source of genetic constructivism and revealing its core ideas is one of the main research contents of this research.According to the research,Piaget uses the movement mechanism of two categories to reveal the inner process of knowledge generation in the genetic constructivism.Interpreting it to the level of psychology and pedagogy can further obtain the relationship between knowledge and thinking,knowledge structure and thinking structure: From the perspective of the occurrence and construction of knowledge,knowledge and thinking are concomitant and develop together,with internal consistency.Knowledge is subordinate to thinking,and thinking is based on knowledge.In fact,they are two aspects of the state and process of the occurrence of knowledge.From the perspective of the occurrence and construction of structure,the occurrence of knowledge is the occurrence of knowledge structure which is caused by the occurrence of thinking.While knowledge structure is subordinate to thinking structure,the level of thinking determines the status and level of knowledge structure,and the realization of thinking is based on the knowledge structure.The above results are the core ideas of this research from Piaget's genetic constructivism and its "two categories" theory,and it is also the starting point and foundation of the study theory research part.In the study of learning theory,Piaget's genetic constructivism is mainly used to re-examine the existing constructivist learning theory and propose the concept of genetic constructivist learning theory.From the perspective of this research,the existing constructivist learning theory ignores the "generation" of knowledge.In order to distinguish it from the existing constructivist learning theory,the learning theory derived from Piaget's generative constructive thought is called "genetic constructivist learning theory",and on the basis of reflecting on the existing constructivist learning theories' view of knowledge,view of learning and view of teaching,combined with the connotation of genetic constructivism,deduce the view of knowledge,view of learning and view of teaching of genetic constructivist learning theory.According to the research,the core framework of the knowledge view of the genetic constructivist learning theory mainly includes three parts: " knowledge in the temporal perspective ","knowledge in the constructive perspective" and "knowledge in the structural perspective";the learning view is based on the discussion of "how does learning happen" based on the knowledge view mainly follows the idea of "understanding the subject of learning—revealing the connotation of learning—discussing on deep learning";for the teaching view,the core is "how to realize the thinking education starting from knowledge".Therefore,the core content of the teaching view mainly includes "the starting point of thinking ability training","full respect for the learner's subjectivity" and "specific methods for the development of higher-order thinking".After deducting the main content of the view of knowledge,learning and teaching of the genetic constructivist learning theory,this research further elaborates the possible application of the genetic constructivist learning theory in instructional design.On the one hand,it uses genetic constructivism and genetic constructivist learning theory as the theoretical basis has obtained "a framework for instructional design from knowledge to thinking".In the process of teaching practice,first-line teachers can refer to this framework for teaching design;on the other hand,take information technology courses as an example and combine them with first-line teachers,the case of teaching design further explains how the teaching design based on knowledge-based thinking is realized under the guidance of the genetic constructivism learning theory.