Study On The Phenomenon Of "Practical Weakness" About Constructivism Teaching Theory In Teaching

Since the1970s, Constructivism teaching theory has become one ofthe theoretical basis of curriculum reform in China and even the world, Itis widely used in the classroom of many countries, it’s advancedknowledge concept, learning concept, teaching concept have gotrecognized and promoted by more people. But, when the theory is appliedto real classroom, we didn’t get the desired results, it appear thephenomenon of “Practice fatigue”. So we can not help but to think, whythe theory did not exert its value, the factors that hinder application iswhat, and what should we do etc.The paper based on the theory the dialectical unity of theory andpractice, from the unique perspective of “Practice fatigue”, we conducteda comprehensive investigation about the application status ofconstructivism teaching theory by method the literature analysis,questionnaire and Observation, we not only affirmed the achievement butalso pointed out the problems in the application, and we also make adetailed analysis to the factor that leading to the phenomenon of "practicefatigue",it is helps educator use the theory more scientific and moreeffective. In addition, the paper also collated and analyzed the complexconstructivist teaching theories, proposed the application standard of thetheory, it have a great helps to the educator not only in theory study andpractical application. Simultaneously, the author also put many classiccase and classroom lives throughout the paper, let the constructivismteaching theory more image and more stereoscopicThis paper consists of six parts. The first part is the introduction, including the problems of andsignificance, literature review, research ideas and methods.The second part make a reflection to the Constructivism teachingtheory, elaborated the view of aim, subject, condition, content, method,evaluation and principle. The author also make an objective reflectionabout the advantages and limitations of constructivism teaching theory.The third part, the author conducted a summary and conclusion tothe application standard, it include the model standards, values standards,subject standards, object standards. This provides a reference standard tothe next part, and also provides reference for the study of theory andpractice to teachers.The fourth part analyzed the application status in the teaching ofconstructivism teaching theory. The author found that constructivismteaching theory is the basis of China and even the world’s new curriculumreform by literature, and it s widely used in the classroom,it has achievedsome results. But, when questionnaire to teachers, interview with students,and observation to the classroom teaching base on the applicationstandard, we found that constructivism teaching theory has a "practicalweakness" phenomenon in China classroom applications. So, we shouldbe objectively and clearly understanding the status, not be blindlyoptimistic to the constructivism.The fifth part the author based on the findings explored the factorsthat leading to the "practical weakness" phenomenon. There are fourobstacles, form the subject, object, value, purpose and the theory itself.The sixth part provide some effective strategy. the aim is to providesome solving strategies to change the "practical weakness" phenomenon.