面對台灣教育界對建構論的熱衷討論，本文呈現筆者於 1997 年在新竹師院 「兒童發展理論與幼教實務」研討會裡對兩位主要講員的回應，以及在會議現場與之後繼 續建構的想法，提出對建構理論之討論的質疑、持續思考，以及對建構課程的一些提醒。 筆者認為：強調建構源自內裡，或強調建構乃來自外在環境對心智的影響，都是將社會與 心智二分的不適切看法。這樣的區隔將會化約兒童與世界之互動的可能性，如將社會互動 概念化為個體內在或是兩個個體之間發生的事，或將建構看成是純粹思維的過程。為了避 免落入將建構者與文化二分的陷阱，筆者提出「創塑意義」一詞，以刻劃人與文化相互構 成的過程中，人之建構和文化相繫卻又不失主動獨特性的變動關係。認定人與文化的複雜 辯證關係，反而可以擴大並深化教育工作者的視野，更縝密地探索與審視建構者在文化脤 絡中創塑意義的複雜歷程（如關注學習者的經驗與需求，文化的期望與合理性），對學習 與教學提出洞見而非規範性的看法，積極開發建構者與世界互動的可能性。

　　　　　Expanding on some comments made at a conference entitled "Child Development Theories And Early Childhood Education Practices" held in 1997, this paper presents some questions, thoughts and reminders to the current discussion on constructivism in education. While some people stress that the learner constructs knowledge "from within" and others focus on the social influences "from without," the author regards both approaches as unwise and provides further clarification. Such dichotomy of the mind and the society will inevitable simplify and constrict our thoughts on the relationship between the learners and the world, for example, to conceptualize social interaction as what happens within an individual or between two persons, or to think of construction as a process of pure cognition. Assuming the mutual constitution of people and culture, the author suggests that a Chinese translation of the term "to make sense" be more appropriate than the Chinese translation of "to construct" in depicting the dual process of people being shaped by and shaping culture. In the process of applying constructivism in learning practices, the above assumption will broaden and deepen our perspectives, so that we will be able to examine the complexity of making sense within cultural contexts more carefully (such as attending to the learners' experiences and needs, the expectations and the stance of justification of culture), to offer insights on learning and teaching, and to explore more possibilities on how learners interact with the world.