A Study On The Instructional Theory Of Contemporary Constructivism In The West

The instructional theory of constructivism which prevailed in America around in 1990's is a rapidly developed theory. Now, the research and application of it has got more and more attention and has become a trend in the west, and even in the whole world. As a theoretical system, it is a criticism and a development of the traditional instructional theory. This theory sets forth a new viewpoint of knowledge and a new theory of study, and makes interpretation to and puts emphasis on lots of aspects of instructional activities. For example, it stresses that knowledge is acquired by constructing; learner is the centre and teacher plays a promoting role in the process of teaching and learning; learner's subjectivity of individual should bring into play positively; and some features such as sociality, contextual and non-structural character in the instructional activities should be strengthened, and so on. These ideas for our country which is carrying out new reforms while which is also facing with multitudinous difficulties in the field of education and instruction are producing great shock force. So it is necessary for us to understand this theory all-sidedly, profoundly and systematically.Based on the application of special study frame of the comparative education between nations and the factor-based analysis method of sociology of education and some other research methods such as literature method, description method and comparison method, and Guided by the method of logic and history, the dissertation, following the profound analysis to the limitations of the traditional instructional theories, makes a integration and analysis to the main content, the essential characters and the application and effects to the practice about the instructional theory of constructivism. Especially with the guide of dialectic materialism, the dissertation is to make a complete, objective and systemic evaluation to this theory. Finally, a reflection on this theory is given facing to our country's status quo about the development of instructional theory and the practice of instruction, and some suggestions which could react on the reform and development of our instructional theory and practice are made.