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1、Howthemajoreducationalphilosophiesofconstructivism(rationalism),empiricism,andpragmatismrelatetobehaviorismandcognitivelearningtheories?Generallyspeaking,themajoreducationalphilosophiesofconstructivism(rationalism),empiricismandpragmatismrelatetobehaviorismandcogni
2、tivelearningtheoriescommunicateclosely,theseeducationalphilosophiesandlearningtheoriesininstructionaldesignareveryimportant.Learningistherelativelypermanentchangeinaperson，sknowledgeorbehaviorduetoexperience.ConstructivismisthefurtherdevelopmentofcognitiveConstruct
3、ivismisaneducationalphilosophywithinalargercategoryofphilosophiesthataredescribedasrationalism.Cognitivelearningtheoriesarethedominanttheoreticalinfluenceoninstructionaldesignpractice.ConstructivismisadevelopmentofideassuchasJeanPiaget,whoemphasizedthatlearningtheo
4、riesisabuildingprocess.Weknowthat,constructivismisthefurtherdevelopmentofcognitive.InPiagetsandearlyBrunelsthinkingwhilethinkingalreadyhaveconstructed,butrelativelyspeaking,oftheircognitivelearningconceptofthemainobjectiveistoexplainhowtheknowledgestructurethroughw
5、hichindividualsinteractwiththemintorecognitionwithintheknownstructure.Sincethelate70s,BrunerandothersintroducedVygotskyintotheUnitedStatesafterthedevelopmentofideasofconstructivismhasplayedasignificantroleinpromoting.Thelearningprocessalsoincludesthetwoofconstructi
6、on,firstunderstandingofthenewinformationthroughtheuseofexistingexperienceandprovidenewinformationbeyondthebuiltcomposition.Second,theinformationitselfextractedfromthememorysystem,butalsoconstructedaccordingtospecificsituations,ratherthantheextraction.Inotherwords,o
7、ntheonehandconstructionistheconstructionofthemeaningofnewinformation,whiletheoriginalexperiencewithreformandrestructuring.ThisisconsistentwithPiaget'sassimilationandconstructionthetwo-wayprocessofadoptionandimplementation.Cognitivelearningtheoriesconsistinexplainin
8、gthedevelopmentofcognitivestructures,processandrepresentationoflearning.Butconstructivismattachesimportancetoexperience,andcognitivelearningtheor
