请教各位高手翻译下这几段成英语.谢谢了,先（1）建构主义（constructivism）也称为结构主义,是20世纪80年代末兴起的一种新的学习观,是行为主义发展到认知主义以后的最新教学理论.它最早由

请教各位高手翻译下这几段成英语.谢谢了,先（1）建构主义（constructivism）也称为结构主义,是20世纪80年代末兴起的一种新的学习观,是行为主义发展到认知主义以后的最新教学理论.它最早由
请教各位高手翻译下这几段成英语.谢谢了,先
（1）建构主义（constructivism）也称为结构主义,是20世纪80年代末兴起的一种新的学习观,是行为主义发展到认知主义以后的最新教学理论.它最早由瑞士著名心理学家让•皮亚杰（J.Piaget）提出来.皮亚杰认为,一定的刺激只有被主体同化于认知结构中,主体才能做出反应,逐步建构起关于外部世界的知识,从而使自身认知结构得到发展.建构主义学习理论的内容十分丰富,但其核心内容就是：以学生为中心,强调学生对知识的主动探索、主动发现和对所学知识意义的主动建构.由此可见,建构主义学习理论更加强调学习者的主体作用,强调学习的主动性；强调学习的协商过程；强调学习是一种真实情境的体验.
（2）在任务教学法的实施过程中,利用建构主义原理,学生的学习活动与任务或问题相结合,以探索问题来引导和维持学习者的学习兴趣和动机；创建真实的教学环境,让学生带着真实的任务去学习,在这个过程中,学生拥有学习的主动权,教师能动地引导和激励,使学生真正掌握所学内容,并通过任务举一反三.
（3）任务型教学法就是以具体的任务为载体,学生以完成任务为动力,把知识和技能融为一体,用所学语言去做事情,同时在做事情的过程中发展和完善自己的语言能力.简单地说就是：为用而学,在学中用,学了就用.
（4）世界上许多著名的语言学家及教学法专家对任务下了不同的定义.Ellis(2003)认为任务是指以意义为中心的语言运用活动.J.Willis(1996)说任务指的是有目标的交际活动或学生为达到具体的某一目标而进行交际活动的过程.Nunsn(1989)指出交际性任务是一项课堂活动, 要求学生用目的语进行理解、操练、使用或交际.在这一过程中, 学生的注意力主要集中在语言意义上而非语言形式上.我们发现这其中都有一个共同特点,即任务就是注重意义而非语言形式的真实的语言交际使用.语言学习的“任务”就是有目标的交际活动或学生为达到某一目标而进行的交际活动的过程,是一种“在实践中学习”(learningbydoing)(Wilson)的一种语言实践.

请教各位高手翻译下这几段成英语.谢谢了,先（1）建构主义（constructivism）也称为结构主义,是20世纪80年代末兴起的一种新的学习观,是行为主义发展到认知主义以后的最新教学理论.它最早由
( 1) also known as structuralism constructivism, is rising in the late nineteen eighties a new learning concept, is from behaviorism to cognitivism the latest teaching theory. It is the earliest by the famous Swiss psychologist Jean Piaget. Piaget thinks, certain stimuli only by body assimilates to the cognitive structure, the main body to react, gradually build up their knowledge about the outside world, so that their cognitive structure development. Constructivist learning theory is rich in content, but its core content is: take the student as the center, emphasizes the students' knowledge of active exploration, active discovery and knowledge of the significance of the active construction. Therefore, constructivism learning theory emphasizes the main role of the learner, learning initiative; emphasize the negotiation process; that learning is a realistic situation experience.
( 2) in the task teaching method in the implementation process, based on constructivism theory, learning activities and tasks or combination of problems, to explore issues to guide and sustain learners' interest and motivation; create the real teaching environment, lets the student bring real mission to study, in this process, the students have the initiative of study, teachers can guide and inspire, and make students truly grasp the knowledge, and through the task to infer other things from one fact.
( 3) the task-based teaching method is specific to the task as the carrier, the students in order to complete the task of power, knowledge and skills of com., to use the language to do things, at the same time in doing things in the process of development and improve their own language skills. Simply put: for learning, in learning to use, learn the use.
( 4) many of the world famous linguist and expert on the task teaching method under the different definitions. Ellis ( 2003) perceived task refers to the meaning as the center of language activity. J.Willis ( 1996) that the task is the communicative activities or students to achieve a specific goal for communicative activities. Nunsn ( 1989) points out that communicative task is a classroom activity, require students to use the target language to understand, practice, use or communication. In this process, students mainly concentrate on the language sense and language form. We found that both of them have a common characteristic, namely the task is to focus on meaning rather than form of language in authentic communicative language use. Language learning" task" is the goal of communicative activities or students to achieve a goal of communicative activity process, is a kind of "learning by doing " a language practice.