Study on the Application of Constructivism in Classroom Teaching to Promote Knowledge Construction

Nuosi Deng

doi:10.54097/edqwfa34

Authors

Nuosi Deng

DOI:

https://doi.org/10.54097/edqwfa34

Keywords:

Constructivism, Knowledge Construction, Classroom Teaching, Teachers' Burden, Qualitative Research

Abstract

Constructivism theory advocates that learners actively construct knowledge through interaction and practice, which has received wide attention in modern education. However, in the actual classroom, teachers face problems such as task design complexity and increased cognitive burden when implementing the constructivist teaching strategies, which affects the teaching effect. This study aims to explore the effectiveness of constructivist strategies in promoting students' classroom knowledge construction and to fill the gap in the lack of specific operational guidance in existing research. Through semi-structured interviews with 10 middle school teachers. The results showed that strategies such as problem-driven learning and group collaboration significantly improved students' knowledge engagement and deep learning abilities. However, teachers take more time to design tasks and are difficult to meet the needs of heterogeneous students. This study presents recommendations to reduce faculty burden by developing support tools and optimizing task design, providing new insights into theory and practice. The conclusions can help to further improve the application of constructivist teaching and provide a direction for future educational research.

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