在王財貴的推波助瀾之下，國內的兒童讀經教育正如火如荼的展開，在這股潮流之中，一般來說持正面看法的多，相對的省思其負面因素的少。大部分的相關研究及教師在推廣兒童讀經教育時，似乎較抱持著過度樂觀或者「從眾」的看法，以至於忽略了其可能帶給兒童教育的一些隱藏性的傷害。雖然，我們不能以「非此即彼」的態度來否定兒童讀經教育的價值，但是，我們卻可以從另一個角度來檢視其理論與實務的合理性，而本文所採取的角度就是當前盛行於全世界的建構主義。相對比於傳統的教育理論，建構主義被視為一種新的典範，其脫胎於杜威的實用主義，認為知識並非客觀獨立於學習主體之外，而是主體「經驗不斷重組與改造的歷程」。很明顯地，建構主義的主要觀點，似乎是站在兒童讀經教育主要理論的對立面，這是因為兒童讀經教育較傾向主張背誦而不理解，並認為知識獨立於學習主體之外，故其偏向以外在注入的方式來學習。因此，本文的研究目的，擬以文獻分析的方式，試圖從建構主義的觀點來批判國內的兒童讀經教育，期藉由不同的理論基礎來檢視兒童讀經教育可能出現的問題，最後提出建議以供參考。本研究的主要發現如下：兒童讀經教育忽略兒童的主體性、過度偏重記憶忽略理解的過程、及富哲理的經典不適宜兒童。本研究也提出以下幾點建議以供參考：兒童讀經教育活動的內容不宜過度窄化、教學方式應重視學生的理解過程、及道德教學宜考量兒童的學習心理。

We cannot completely deny the value of education in reading classics, in terms of “Either-Or”, but we can review its rationality of its theory and practice from another point of view. This paper attempts to take the view of constructivism, which is currently employed around the world. In contrast to traditional theories of education, constructivism emerges as a new paradigm which originated in Dewey's pragmatism. Constructivism identifies knowledge that is not really objectively independent beyond learning about being, which is a constant recognizing or reconstructing of experience. Apparently, the main views of constructivism stand opposite the main theories of reading classics education in childhood, because it advocates the importance of reciting, but ignores the importance of comprehension. Furthermore, it identifies knowledge as independent beyond learning about being, and consequently tends to learn through external implantation. Birefly, this paper attempts to critique domestic education in reading classics during childhood, in terms of constructivism, by documents analysis, and provides some suggestions. The findings of this paper are as follows: reading classics education in childhood neglects learning about being, placing particular stress on memory and neglecting the process of comprehension. The classics, which are full of philosophy, are not suitable for children. The suggestions of this paper are as follows: the contents of reading classics education in childhood should not have excessive restrictions; pedagogy should emphasize the process of comprehension in students; and moral pedagogy should consider the psychology of learning in children.