在各方亟待教育改革的現階段，建構教學成為部份人士創新教學的唯一，而未加 客觀審慎明辨其長短。本文先溯建構主義之源由，辨析建構主義知識論與認知論，據以 評析建構教學的理念及其限制，並探討應如何運用為宜。建構主義強調知識的主觀性，認知 的主動性，於教育實際的應用，宜視為一種觀點而兼顧各種不同的模式，體會其對學生認知 主體性的意涵，用以活潑化教學情境，調適班級師生關係，重視教學過程，鼓勵學生構思發 表評論與討論，而不以被動學習為事，更不以吸收現成知識為已足。

　　　　　Constructivist teaching has been taken as a fashionable teaching in educational sector, sepecially in science teaching, without considering carefully the prototype theory of constructivist teaching which is genuinelly based on constructivism, a particular epistemology, and its inherent dilemma and limits. This paper attempts to examine this theory of knowing and its implications in teaching objectively and critically. Upon the conclusions, it was proposed that constructivist teaching should be taken as a promising one rather than an almighty one, among alternative perspectives of teaching theory, and be used appropriately to take advantage of its strength and avoid its weakness. This is to say, it can be used wisely for emphasizing the learner as an active role and encouraging him/her to participate more enthusiastically; adapting curriculum and instruction to individual differences; adjusting the teacher as a facilitator, a supporter, and a manager role rather than as a lecturer; harmonizing the relationships in a class as a social system; and focusing on teaching and learning process.