In this chapter , there is also a thorough analysis on the theories of some important scholars such as piaget , vygotsky and bruner , who have established and developed the psychological foundation for the learning theory 然后，对作为学习理论发展的心理学基础(主要对认知主义学习理论和建构主义学习理论的心理学基础)的主要学者(皮亚杰、维果茨基和布鲁纳)的思想进行分析。
Psychologists such as herbert simon , r . m . gagne , d . p . ausubel , and j . bruner have made great efforts to probe the process of human learning from cognitive perspective , and have thrown light on the inner psychological mechanisms of learning 加涅、奥苏伯尔和布鲁纳等为代表的心理学家以认知的观点，对人类知识的获得过程进行了深入的研究，全面揭示了学习的内部心理机制。
At present , independent compulsory problem - based learning curriculum is the highlight of china ' s basic educational reform . it theoretically derives from dewey ' s experience - based studies , bruner ' s discovery learning , and schwab ' s enquiry learning 目前，研究性学习课程(必修课)是我国基础教育改革的一道亮点，它传承于杜威所倡导的活动?经验课程，建构在布鲁纳、施瓦布的结构主义课程论基础之上。
A subsequent effective and long - term settlement of the iraq crisis in the interests of the people of that country and in the interests of international peace and security is possible only with the united nations taking a real and most active part in this process 正在与瑞典积极洽谈加里宁格勒市改造饮用水供应和污水处理系统的合资项目（瑞方投资1500万美元） ，探讨波罗的斯克和卡尔斯克鲁纳之间建立轮渡运输的可能性。
Since the early of 1950s , when some scientists like jerome seymour bruner and simon brought about the theory of learning strategies , the research about learning strategies has been developing rapidly , especially after j . h . flavell ' s metacognition appeared 自上世纪50年代初，由布鲁纳、西蒙等人提出学习策略理论以后，为如何提高学生的学习效率指引了方向，尤其是弗拉维尔提出的元认知理论的介入，使学习策略的研究得到迅速发展。
It is based on study theory of " construction idea " , j . dewey ' s theory of " problem teaching " , bruner , j ' s theory of " study of finding out " , c . r . rogers ' s theory of " study of humanism " , kong zi ' s teaching way of " inspiration and induction " , tao xing zhi ' s theory of " combination of teaching and learning " , ning hongbin ' s theory of " teach student to learn chinese " , qian menglong ' s theory of " student as main body , teacher as coach " , cai chengqing ' s teaching way of " inspiration " 它以建构主义学习理论、杜威的问题教学理论、布鲁纳的发现学习理论、罗杰斯的人本主义学习理论、孔子的启发诱导的教学方法、陶行知的“教学做合一”的理论、宁鸿彬的“教会学生学习语文”的理论、钱梦龙的“学生为主体，教师为主导”的教学思想、蔡澄清的“点拨式”教学法为依据。
The thesis , with theories of language learning , theories of learning foreign language , bruner ' s cognitive construction theory , the characters of linguistic competence and communicative competence etc . as theoretical guidance , proves it necessary to teach grammar in middle school base stage ; analyses two tendencies in gt with their flaws probed into ; expounds the nature of linguistic competence and communicative competence and their relationships with gt ; points out gt will be influenced and limited by students " ages , their language levels and characters etc . different teaching methods should be taken into use according to students " factors , teaching aims , study situations and teaching approaches . based on the discussion , finally we draw a conclusion that knowledge learning must be melted into skills training , that is , gt should be carried out in communicative activities 本文以语言学习论、外语学习论、布鲁纳认知结构理论、语言能力与言语交际能力的本质等为理论基础，阐明了中学基础阶段语法教学的必要性；分析了从建国以来至今，中学基础阶段语法教学的两种不同倾向及教学实践中存在的弊端；论述了语言能力、交际能力的本质及与语法教学之间的关系；指出语法教学要受学生的年龄、学生现有的语言水平、学生的性格等的限制和约束，要视学生特点、教学目标、学习环境、教学方式等而采取不同的教学方法；并明确提出中学基础阶段语法教学必须融知识于技能训练之中，即将语言形式的教学通过以内容为中心的交际活动去进行。
The first part is about discussing theories of inquiry learning , with the current situation of physics teaching , the author expounds the practical significance to change the old study mode of students and train students to put up inquiry learning , compares inquiry learning with reception learning , discusses the theoretical basis of inquiry learning , discovery learning of bruner , significance learning of ausubel and constructivism being the psychological basis , the theory of lifelong education and the theory of principal part being the pedagogical basis 第一部分是关于研究性学习的理论探讨，从物理教学的现状出发，阐述培养学生进行研究性学习的现实意义，将研究性学习与接受性学习作比较，阐明了研究性学习的理论基础，布鲁纳的发现学习理论、奥苏伯尔的有意义学习理论以及建构主义的学习理论是研究性学习的心理学基础，终身教育理论、主体教育理论是研究性学习的教育学基础。
In this paper , i try to construct a new model of mcai , which the core was to create learning environment based on problem exploring , to create problem space , to present and find problem and to explore independently learning by means of researching anchored instruction , generative learning theory , problem - based learning , finding learning and multimedia computer and internet . the design on problem - based exploring mcai base on the newest research of learning theory , instruction design and development soft of cai 问题探索型mcai以“探索性学习”为设计基础，通过对建构主义的“抛锚式”教学法、维特罗克的生成学习理论、布鲁纳的发现式学习和barrow的问题式学习理论等的研究，借助于多媒体计算机网络技术，力图建构以“创设问题探索的学习环境、创建问题空间、呈现或发现问题、学生自主探索”为核心的新型mcai设计模式，通过增加cai课件开发中的探索性学习成分来突破传统cai设计的局限性。
