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社会建构主义
The evolution of language learning from behaviorism to social constructivism coincides with the use of technology, especially with the use of multimedia technology in language instruction.
语言学习从行为主义到社会建构主义的进化是与技术,尤其是多媒体技术在语言教学中的使用相适应的。
Someone thought that social constructivism was anti-realism, but Andrè Kukla thought social constructivism owned its own realism.
有人认为社会建构主义是反实在论,库克拉则认为社会建构主义也有自己的实在论;
This page attempts to unpack this concept in terms of four main, related concepts: constructivism, constructionism, social constructivism, and connected and separate.
此文尝试着解释四个主要的相关概念:构造主义,构造论,社会构造主义及他们之间的关联和区别。
One version of social constructivism contends that categories of knowledge and reality are actively created by social relationships and interactions. These interactions also alter the way in which scientific episteme is organized.
Social constructivism holds that truth is constructed by social processes, is historically and culturally specific, and that it is in part shaped through the power struggles within a community.
Social constructivism extends constructivism into social settings, wherein groups construct knowledge for one another, collaboratively creating a small culture of shared artifacts with shared meanings.
The second part gives a general description about the Social Constructivism, Task-based LT and SLA Theories.
第二部分概述建构主义,任务型教学及二语习得理论。
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