CAJ | 학술논문

自古以来，关于知识的来源及其获取的方法，一直存在着经验论与唯理论之争，这些争论后来成为20世纪学习理论两大流派——行为主义和认知主义的哲学基础。建构主义是学习理论从行为主义发展到认知主义以后的进一步发展，它为当今时代学习创新提供了许多有益的启示：在学习目标上，变知识传输为知识建构；在学习方式上，倡导自主、探究、合作学习和情境学习；与此相适应，在教学上，也要从知识传授向全面促进学生的学习转变。
자고이래，관우지식적래원급기획취적방법，일직존재착경험론여유이론지쟁，저사쟁론후래성위20세기학습이론량대류파——행위주의화인지주의적철학기출。건구주의시학습이론종행위주의발전도인지주의이후적진일보발전，타위당금시대학습창신제공료허다유익적계시：재학습목표상，변지식전수위지식건구；재학습방식상，창도자주、탐구、합작학습화정경학습；여차상괄응，재교학상，야요종지식전수향전면촉진학생적학습전변。
With regard to the origin of knowledge and its ways of acquisition, there has been the dispute between empiricism and rationalism, which has laid philosophical foundations for two major genres of learning theories in the 20th century, namely, behaviorism and cognitivism. Constructivism, a learning theory further developed from behaviorism to cognitivism, has greatly enlightened learning innovation in modern times. It advocates learning targets at the construction rather than transmission of knowledge, and learning styles of autonomy learning, exploration learning, cooperative learning and situated learning. In conformity with this, the transformation from the impartment of knowledge to the promotion of students＇ overall quality should also be realized in instruction.