虽然建构主义和社会建构主义的方法关注的是直接认知的学习方法，也有一个至关重要的因素，它是必不可少的有到位的学习发生-行为。事实上，这可以看作是学习的重要先决条件。明确地处理这也许会以某种方式学习本身的寻址方法，是学习者的方法和理论。波拉德（1997）给出一定的教学为例，“死记硬背，钻者和学习者。“这是老师给的任务提供的材料和说明是否学生的反应是正确的。它是由学习者找出为什么反应可能是不正确的，并试图了解他们错了。根据现有的实践，这种方法是短作为一个过程，使学习。然而，它可以在特定情况下有用。我有，比如经历了一个非常快节奏的法语课口语入门了一个行为主义者的方法。它似乎直接关系到词汇的学习，其中只有一个正确或不正确的答案。然后，瞳孔能够清楚地看到他们的反应是否正确，然后可以选择另一种反应没有大量的认知负担或成人参与所需的。
英国南约克论文代写:建构主义
Whilst the constructivist and social constructivist approaches are concerned with the immediate cognitive method of learning, there is also a crucial factor which it is essential to have in place for learning to occur - behaviour. In fact this may be considered as the vital pre-condition of learning. Dealing explicitly with this and perhaps going some way to addressing the method of learning itself is the behaviourist approach and theory of learning. Pollard (1997) gives the example of behaviourist teaching as that of "learning by rote, drilling subjects and learners." It is the task of the teacher to deliver the material and to indicate whether or not pupil's responses are correct. It is down to the learner to work out why responses may be incorrect and to try and understand where they went wrong. According to existing practice, this approach therefore falls short as a process of enabling learning. However it can be useful in particular situations. I have, for instance experienced an extremely fast-paced French lesson oral starter which took a behaviourist approach. It seemed directly relevant to the learning of vocabulary, in which there is only a correct or incorrect answer. The pupil is then able to clearly see whether or not their response is correct and can then choose another response without a great deal of cognitive burden or adult involvement required.
