Question

中译英··各位英语高手们帮帮忙吧，帮我翻译下面几段文字吧，我始终相信人多力量大的···万分感激··

1、 建构主义学习理论基础
建构主义是认知理论的一个分支，最早由认知发展领域最有影响的有命心理学家皮亚杰（J.Piaget）于20世纪60年代提出。他在应用内因和外因相互作用的观点研究儿童的认知发展后发现，儿童是在与周围环境相互作用的过程中，逐步建构起关于外部世纪的认识，从而使自身的认知结构得到发展。后来的许多心理学家和教育家，如维果茨基（vygotsky）、Ausubel、Bruner等又从认知结构的性质和发展条件、人类社会环境对心理发展的影响，以及个体的主动性在建构认知结构过程中的重要作用等方面丰富和发展了建构主义理论，为其具体应用于教学过程创造了条件。
作为一种学习理论，建构主义认为知识不是传授的，学习并不像行为主义所说的那样是一个刺激—反应的过程，而是学习者在一定的情境中，利用必要的学习资料，通过与环境的相互作用并和他人协作，逐步主动构建信息的过程。学习者一方面对新信息的意义进行建构，另一方面对原有经验进行改造或重组。而教师的作用则是提供建构知识的机会和动力，是意义建构的帮助者、促进者和知识的导航者。
1-2建构主义的教学观
布鲁纳认为在教学过程中，学生是一个积极探究者，教师的作用是要形成一种让学生独立探究的情境，而不是提供现成的知识。建构主义教学笔记传统教学为学生创造了更多的管理自己的机会，要求学生在复杂的真实情境中完成任务。另外，建构主义还十分重视教师与学生，学生与学生之间的社会性相互作用。他们任务通过合作与讨论，可以使学生看清事物的各个方面。
1-3建构主义学习过
建构主义是关于人如何理解和如何知道的哲学观和认识论。把建构主义思想和人的学习活动联系起来，并对一语习得和二语习得研究领域产生重大影响的首推瑞士心理学家皮亚杰。荷兰尼密根大学对带有不同学习观（再现学习观，建构学习观和应用学习观）的学习者进行了实验，结果显示建构性学习者能在三种学习（表面学习，深入学习和具体学习）的结果上表现出最佳成绩。因此，“建构型学习最符合学习的本质，最有利于开发人脑的潜能。”
1-3-1建构性学习
建构主义认为，每一次有意义的学习都是学习者对知识的主动建构过程。在学习中学习者必须将新信息与其他信息关联起来，在保持简单信息的同时，理解复杂信息。建构主义强调，学习者不是单纯、被动地结合搜老师“灌输”的知识，二是根据先前的认知结构，主义和有选择地知觉外在信息，建构当前事物的意义。
1-3-2目标指引的学习
建构主义的学习是目标定向的，因为只有学习者清晰地意识到自己的学习目标并达到所期望的结果时，学习才可以说是成功的。但建构主义学习中的目标指引不是从外部、由他人强加的，而是形成于学习过程的内部，由学习者自觉确定的。在建构主义学习中，学习目标对学习者的学习起着整体导向的作用。因此，在动态的学习过程中应鼓励学习者确立自己的学习目标，并评定自己再达到目标过程中获得的进步。
1-3-3情境中学习
建构主义认为，学习是一个与情境紧密联系的自主操作活动。情境创设是意义建构的必要前提。学习发生的情境应是学习任务的真实情境。在这个真是的情境中，学习者的知识背景构成和多元记忆表征方式是衡量学习是否成功的关键。建构主义强调情境中的学习应该关注各种知识表征（语义的、情节的和动作的）之间的联系，同时使知识、记忆表征和多元化的情境相关联。
我虽然分数有限，但是我相信还是好人多多的··感激感激···
最好是人工翻译吧··万分感激··

Answer 1

1, constructivism learning theory basis
Constructivism is a branch of cognitive theory of cognitive development areas, the oldest of the most influential have life psychologists piaget J.P iaget) (proposed in the 1960s. He used in internal and external interaction studies from the perspective of the cognitive development of children, child is found in and around environment reciprocity process, gradually construct knowledge about the external century, which makes its own cognitive structure developed. Later many psychologists and educator, such as vigos dimitrios base (vygotsky), such as Bruner Ausubel, from the cognitive structure and the nature and development condition, the human society environment on the influence of the psychological development, and individual initiative in constructing the important role of cognitive structure process aspects enriched and developed the constructivism theory for its concrete application, create conditions in the teaching process.
As a kind of constructivism learning theory, that knowledge is not taught, learning do not like behaviorism puts it is an exciting - reaction process, but learners in certain contexts, using the necessary study material, through interaction with the environment and others, cooperation, and the process of gradual actively building information. The new information for trainees meaning of the original construction experience; on the other hand, modification or restructuring. And teacher's role is to provide the opportunities and construct knowledge motive, is significance construction helper, promoters and knowledge navigator.
1-2 constructivist teaching
Bruna think in the teaching process, the student is a positive inquirers, teacher's role is to form a kind of let students independent inquiry situation, not with a ready-made knowledge. Constructivist teaching notes the traditional teaching for students to create more management own opportunity, requests the student to the real situation in complex to complete the task. In addition, constructivism also attaches great importance to the teachers and students, between students and students social interactions. Their task through cooperation and discussion, so that students can see things in all its aspects.
1-3 constructivism learning
Constructivism is about how people understand and how to know philosophical and epistemology. The constructivism thoughts and people learning activities relate to a language acquisition and second language acquisition research field of indisputably Switzerland significant impact psychologist piaget. The Dutch university of Michigan roots, with different learning theory (reappear learning and construct learning theory and application of learning theory) learners conducted experiments, the results showed that the structured learner can in three learning (surface study, the thorough study and specific learning) results best result affections. Therefore, "build configurations most with the essence of learning, learning the most favorable to the development potential." human brain
One-three-one constructiveness learning
Constructivism holds that every meaningful learning are actively constructing knowledge for learners process. In the study learners must new information and other information, associate in keep it simple information at the same time, understand complex information. Constructivism stressed that learners is not merely, passively combining display "indoctrinate" knowledge teacher, the other is based on previous cognition structure, socialist and selective perception external information, construct the meaning of things.
1-3-2 goal of learning. Guide
Constructivist learning is goal orientation, because only clearly realized his learners' learning goals and achieve the desired results, the study to just can say is successful. But the constructivist learning guidance is not the goal from outside, but by others formed imposed by the internal learning process, the self-conscious. Determined learners' In constructivism learning, learning goals on learners' learning plays the role of overall orientation. Therefore, in the dynamic in the learning process should encourage learners to establish their own learning objectives, and assess myself to achieve progress acquired during the process.
1-3-3 context learning
Constructivism holds that learning is a close contact with the situation of independent operating activities. Situation creation is the necessary premise significance construction. The situation should be learning happens the true situation learning tasks. In this really's situation, the learners' knowledge structure and multiple memory way is to measure whether characterized learning is the key point of success. Constructivism stressed the study should focus on various situations of knowledge representation (semantics and the plot and action), and make the connection between the knowledge, memory characterization and diversified situation inter-related.

Answer 2

1, based on constructivist learning theory
Constructivism is a branch of cognitive theory, first proposed by the cognitive development of the most influential psychologist Jean Piaget has life (J. Piaget) in the 20th century made the 60s. His interaction in the application of internal and external point of view of cognitive development of children found that children are in the process of interaction with the surrounding environment, and gradually construct knowledge of the external century, so to develop their own cognitive structure. Later, many psychologists and educators, such as Vygotsky (vygotsky), Ausubel, Bruner, etc. and from the nature of cognitive structure and development conditions, the human social environment impact on the psychological development, and individual initiative in the construction of cognitive structure of an important role in the process of enrichment and development aspects of the constructivist theory, the concrete used in the teaching process for creating the conditions.
As a learning theory, constructivism holds that knowledge is not taught, learning is not stated as behaviorism is a stimulus - response process, but the learner in a certain context, using the necessary learning materials, through environment interaction and collaboration with others, and gradually take the initiative to build information process. Learners on the one hand the meaning of the construction of new information, on the other hand experience of the transformation of the original or reorganized. The teacher's role is to provide the opportunity to construct knowledge and power, is to help the construction of meaning, facilitator and knowledge of the Navigator.
1-2 constructivist view of teaching
Bruner that in the teaching process, students actively explore a person, the teacher's role is to form a way for students to explore the situation, rather than providing ready-made knowledge. Traditional teaching constructivist teaching notes for the students to create more opportunities for the management of their own, require students to real situations in a complex task. In addition, constructivism also attaches great importance to teachers and students, between students and students of social interaction. Their mission through cooperation and discussion so that students can see the aspects of things.
1-3 constructivist learning through
Constructivism is about how people understand and how to know the philosophy and epistemology. The constructivist learning activities, ideas and people linked to, and a language acquisition and second language acquisition a significant impact on the most important areas of the Swiss psychologist Jean Piaget. He Lanni University of root density with different learning concept (concept of reproduction of learning to construct concept learning and applied learning concept) and the experimental learners showed that construction of learners in three learning (surface learning, deep learning and specific learning) results in the best performance on the show. Therefore, "Constructive learning the nature of most learning, the most conducive to the development potential of the human brain."
1-3-1 constructive learning
Constructivism believes that each learner a meaningful learning is the process of active construction of knowledge. Learners in learning new information must be associate with other information, while maintaining simple information, understand complex information. Constructivism emphasizes the learner is not a simple combination of passive search teacher "taught" knowledge, the second is based on previous cognitive structures, doctrine and selective perception of external information, the current construction of the meaning of things.
1-3-2 learning objectives of the guidelines
Constructivist learning is goal orientation, because only the learner clearly aware of their learning objectives and achieve the desired results, the study can be said to be successful. But the goal of constructivist learning in the guidelines are not from the outside, imposed by others, but formed in the internal learning process, and consciously determined by the learner. In constructivist learning, the learning objectives of the learning plays a role in the overall orientation. Therefore, in the dynamic learning process should encourage the students to establish their own learning goals and assess your goals and then achieve the progress obtained in the course.
1-3-3 Learning context
Constructivist view that learning is a close contact with the situation of independent operational activities. Creation of situations is a necessary prerequisite for the construction of meaning. Learning takes place should be a learning task context the real situation. What's in this context, the learner's knowledge background and multi-memory representation constitutes a way to measure learning is the key to success. Constructivism emphasizes that learning should be concerned about situations in a variety of knowledge representation (semantic, plot and action) between the contact, while the knowledge, memory, representation and diversity of situations associated.
Although I scores is limited, but I believe it is still a lot of gratitude to appreciate a good man

Answer 3

1, constructivism learning theory basis

Constructivism is a branch of cognitive theory of cognitive development areas, the oldest of the most influential have life psychologists piaget J.P iaget) (proposed in the 1960s. He used in internal and external interaction studies from the perspective of the cognitive development of children, child is found in and around environment reciprocity process, gradually construct knowledge about the external century, which makes its own cognitive structure developed. Later many psychologists and educator, such as vigos dimitrios base (vygotsky), such as Bruner Ausubel, from the cognitive structure and the nature and development condition, the human society environment on the influence of the psychological development, and individual initiative in constructing the important role of cognitive structure process aspects enriched and developed the constructivism theory for its concrete application, create conditions in the teaching process.

As a kind of constructivism learning theory, that knowledge is not taught, learning do not like behaviorism puts it is an exciting - reaction process, but learners in certain contexts, using the necessary study material, through interaction with the environment and others, cooperation, and the process of gradual actively building information. The new information for trainees meaning of the original construction experience; on the other hand, modification or restructuring. And teacher's role is to provide the opportunities and construct knowledge motive, is significance construction helper, promoters and knowledge navigator.

1-2 constructivist teaching

Bruna think in the teaching process, the student is a positive inquirers, teacher's role is to form a kind of let students independent inquiry situation, not with a ready-made knowledge. Constructivist teaching notes the traditional teaching for students to create more management own opportunity, requests the student to the real situation in complex to complete the task. In addition, constructivism also attaches great importance to the teachers and students, between students and students social interactions. Their task through cooperation and discussion, so that students can see things in all its aspects.

1-3 constructivism learning

Constructivism is about how people understand and how to know philosophical and epistemology. The constructivism thoughts and people learning activities relate to a language acquisition and second language acquisition research field of indisputably Switzerland significant impact psychologist piaget. The Dutch university of Michigan roots, with different learning theory (reappear learning and construct learning theory and application of learning theory) learners conducted experiments, the results showed that the structured learner can in three learning (surface study, the thorough study and specific learning) results best result affections. Therefore, "build configurations most with the essence of learning, learning the most favorable to the development potential." human brain

One-three-one constructiveness learning

Constructivism holds that every meaningful learning are actively constructing knowledge for learners process. In the study learners must new information and other information, associate in keep it simple information at the same time, understand complex information. Constructivism stressed that learners is not merely, passively combining display "indoctrinate" knowledge teacher, the other is based on previous cognition structure, socialist and selective perception external information, construct the meaning of things.

1-3-2 goal of learning. Guide

Constructivist learning is goal orientation, because only clearly realized his learners' learning goals and achieve the desired results, the study to just can say is successful. But the constructivist learning guidance is not the goal from outside, but by others formed imposed by the internal learning process, the self-conscious. Determined learners' In constructivism learning, learning goals on learners' learning plays the role of overall orientation. Therefore, in the dynamic in the learning process should encourage learners to establish their own learning objectives, and assess myself to achieve progress acquired during the process.

1-3-3 context learning

Constructivism holds that learning is a close contact with the situation of independent operating activities. Situation creation is the necessary premise significance construction. The situation should be learning happens the true situation learning tasks. In this really's situation, the learners' knowledge structure and multiple memory way is to measure whether characterized learning is the key point of success. Constructivism stressed the study should focus on various situations of knowledge representation (semantics and the plot and action), and make the connection between the knowledge, memory characterization and diversified situation inter-related.

Although I score is limited, but I believe that much, or good,,,, gratitude grateful