The similarities and differences between constructivism and traditional teaching theory

1. Information technology is a prerequisite for the application of constructivism in teaching As mentioned earlier, constructivist learning theory is an important branch of cognitive learning theory, and the origin of constructivism can be traced back to Piaget's theory of the development of children's thinking, which can be said to have a long history. However, since the early 1980s, although cognitive psychology has gradually replaced behaviorist psychology to occupy a dominant position, constructivist learning theory has not had a significant impact for a long period of time. Until recent years, with the increasing popularity of multimedia technology and Internet applications, constructivist learning theory has gradually attracted widespread attention, according to the constructivist theory of teaching reform experimental research schools are also increasing. The reason for this is that the popularity of learning theory must lag behind the popularity of psychology as its theoretical basis, but the more important reason is that before the 1990s, the society still lacked the ideal conditions to realize the constructivist learning environment. It has been pointed out that a constructivist learning environment consists of four major attributes or elements, namely, "context", "negotiation", "conversation" and "meaning construction". ". Obviously, the characteristics and functions of multimedia technology and Internet network are most conducive to the full expression of the four major attributes, for example: "context" - constructivist learning theory emphasizes the creation of real situations, and the creation of situations is regarded as the "construction of meaning". "meaning construction" as a necessary precondition, and as one of the most important elements of instructional design. Multimedia technology is the most effective tool for creating real situations, and if it is combined with simulation technology, it can produce more immersive and realistic effects. "Consultation" and "conversation" - consultation and conversation is the main form of collaborative learning, consultation and conversation process is mainly through the language (a few occasions with the text) as a medium, which requires that the Computer-assisted teaching system must have a voice function, that is, to use multimedia computers to support. At the same time based on the Internet network environment, for beyond the time and space and geographical collaborative learning to create good conditions. As mentioned earlier, collaborative learning to promote the learning community to achieve a deep and comprehensive understanding of the current knowledge (i.e., the real completion of the meaning of construction) is an indispensable and important link. "Meaning construction"-Constructivist learning theory holds that meaning construction is the purpose of learning, and it depends on the students to accomplish it consciously and actively. The role of teachers and the external environment are to help and promote the students' meaning construction. Multimedia technology can provide an interactive learning environment with friendly interface and intuitive image (conducive to students' active exploration and active discovery), provide multi-sensory integrated stimulation with illustrations, text and sound (conducive to students' better access to knowledge about the laws and inner connections of objective things), and organize and manage all kinds of teaching information and disciplinary knowledge according to the hypertext mode (conducive to the development of associative thinking and the establishment of connections between old and new concepts). It is also possible to organize and manage all kinds of teaching information and subject knowledge in a hypertextual way (which is conducive to the development of associative thinking and the establishment of links between old and new concepts), which is very beneficial to the formation and development of students' cognitive structures, i.e., to the construction of students' meanings of what they currently know, and which is unmatched by other media or other teaching environments. It is because of the above reasons, in recent years, the theory of constructivism in the West, especially in the United States, there is a greater development, coupled with the emergence of HotJava multimedia technology and Internet network to further integration, which will make the constructivist learning environment is more perfect, the actual application of the theory of constructivism in the teaching and learning process of the conditions are also becoming mature. PEAK Constructivism is the theoretical basis for deepening teaching reform Whether from the international or domestic situation, the current deepening of teaching reform at all levels and types of schools lies in the key: whether to break the traditional teaching model that has long ruled the classroom at all levels and types of schools. This teaching mode is characterized by: teacher-centered, teachers speak, students listen, mainly rely on teachers to instill in students, as the main body of cognition of students in the teaching process has always been in a passive state, its initiative, enthusiasm is difficult to play. Neither can ensure the quality and efficiency of teaching, but also not conducive to the development of students' divergent thinking, critical thinking and creative thinking, that is, not conducive to the growth of creative human resources. In order to change this situation, many domestic and foreign educators, educationalists, educational technologists have made a lot of research and exploration in both theory and practice over the years, and constructivist theory is the main theoretical research results achieved by such efforts. Constructivist theory is rich in content, but its core can be summarized in just one sentence: student-centered, emphasizing students' active exploration of knowledge, active discovery and active construction of the meaning of the knowledge they learn (rather than just transferring knowledge from the teacher's mind to the student's laptop, as in traditional teaching). Student-centered, the emphasis is on "learning"; teacher-centered, the emphasis is on "teaching". This is the most fundamental difference between the two educational ideas and concepts of teaching, which has led to the development of two opposing theories of learning, teaching and instructional design. As mentioned above, due to the learning environment required by constructivism has been the latest contemporary information technology results of strong support, which makes the theory of constructivism quickly out of the ivory tower of theorists, and increasingly with the majority of teachers' teaching practice in general, thus becoming the deepening of all types of schools at all levels and schools of the guiding ideology of teaching reform and critique of the traditional educational ideas and teaching concepts of the sharp weapon.