【摘要】 依据建构主义对高校舞蹈专业教学结构中三个构成要素进行再认识：高校舞蹈专业知识具有动态构建特点，并非绝对客观权威；舞蹈教师的作用在于帮助学生以“对话—建构”方式增强学生对知识理解的积极性，但不能完全舍弃传统教学方式；舞蹈专业学生处于专业学习主动构建的中心位置。在舞蹈学习环境中，不断激活原有“图式”，并通过个人、人际和社会对知识进行构建的经验探索，辅以教师的引导，实现舞蹈知识框架的构建。在此基础上，通过三种建构主义舞蹈教学模式，加强实践与理论课程之间的联系、专业学习问题的解决及内容多重理解。更多还原

【Abstract】 Based on constructivism, this paper re-recognizes the three elements in the teaching structure of dance specialty in colleges and universities. The knowledge of dance specialty in colleges and universities has the characteristics of dynamic construction, not absolute objective authority. The role of dance teachers is to help students enhance their enthusiasm for knowledge understanding by means of “dialogue construction”, but they cannot completely abandon the traditional teaching methods; Students majoring in dance are in the center of active construction of professional learning. In the dance learning environment, the original “schema” is constantly activated, and the knowledge is constructed through personal, interpersonal and social experience exploration,supplemented by the guidance of teachers, to achieve the construction of the dance knowledge framework. On this basis, three constructivist dance teaching modes are adopted to strengthen the connection between practice and theoretical courses, the solution of professional learning problems and multiple understanding of the content.更多还原