This essay will make efforts to identify the differences in terms of social work theory , practice and research among positivism and social constructionism 本论文旨在厘清实证主义与社会建构主义在社会工作理论、实践与研究三个层面的主要分野。
Then it introduces and discusses the change of educational concept , the theory of social structuralism and learning organization , as well as their development in china and the rest of the world 然后对作为学习共同体理论和实践产生基础的社会教育理念的变更和社会建构主义理论以及学习型组织及其在世界和我国的发展进行了介绍和探讨。
The thesis constructs the theory about the development of mathematical communication in the following six theoretical bases : information processing , social constructionalism , teaching and students , learning transference , meaningful study and the metacognition 从信息加工、社会建构主义、师生互动。学习迁移、有意义学习及元认知六个理论基础对数学交流活动的开展进行了理论上的构建。
There are mainly six different directions which are radical constructivism , social constructivism , soial - cultural cognition , information - processing constructivism , social construction and cybernetics . from different angles they deeply study the constructive cognition . we introduce the learning theory of constructivism 建构主义在当代主要表现为六种倾向：极端建构主义、社会建构主义、社会文化认知观、信息加工建构主义、社会建构论和控制论系统。
Because mathematics philosophy is largely the core of the philosophy of mathematics education , we briefly consider the essence of mathematics combined with the constructivism ernest creates the social constructive philosophy of mathematics going with the theory of mathematics pattern , we point out the development of mathematics is a constructive process of quantification pattern its accuracy should be identified by the mathematics community concepts , formulas , theorems and methods are all patterns the study of current philosophy reveals the definite philosophy of mathematics has turned into empirical and quasi - empirical philosophy the philosophy determines there are not only observing and proof , but understanding , analyzing , guessing , cooperation and communication in the learning community in the progress of mathematics development 由于建构主义受到了多种哲学思潮的影响，我们必须坚持辩证唯物主义的观点，对它进行批判与分析，否则就容易走向极端，导致相对主义和唯心主义。由于数学哲学的研究在很大程度上占据着数学教育哲学的核心位置，我们结合建构主义对数学本质作了简单的考察。英国学者欧内斯特创立了社会建构主义数学哲学，结合数学模式论，我们指出数学的发展是量化模式的动态建构过程，它的准确性要经过数学共同体的认同。
With the aid of some theories " the dual character of maths conception " by sfard , the theory of " expression - contact " by james hibert and thomas p . carpenter , and the theory in constructirism and psychology , i have , in this thesis , carefully analyzed the reasons why part of the senior students conld n ' t understand the language of mathematics well : 1 . during the language understanding period , they lack of actively building the constructure of the symbolic language 借助sfard的“数学概念的二重性”理论、 jameshibert和thomasp . carpenter的“表示?联系”的理论以及认知心理学和社会建构主义等理论，分析了部分高中学生对符号语言不理解的主要原因： 1 、在语言理解阶段缺乏对符号语言意义的主动建构。
