An evaluational analysis to the instructional theory of contemporary constructivism in the west

The contemporary constructivism in the west is of positive meaning and has its own specialty in the aspect of cognition, concept of learning and teaching. But as a developing teaching theory, it is bound to have limitation and one\|sidedness. If we ignore the indirect experiences, the absoluteness of the truth and the necessity of skill training, we could not answer those questions occurred in the constructivism teaching theory and its practice.