2.2.2 Constructivism Learning Theory
Constructivism originates in children's cognitive development theory. Since the close relationship of inpidual's cognitive development and learning process, the use of constructivism can better explain the cognitive law of the human learning process, which means it’s better to explain how learning happens, how to construct meanings, and why they are.

Firstly, constructivism learning theory emphasizes on the student-centered teaching methodology and thinks that students are the main body of the cognition and information process, as well as the active constructer of knowledge. Secondly, it emphasizes the importance of learning context. Learners can construct knowledge actively and effectively only in the real socio-cultural context, by using of social interaction and necessary learning resources. Thirdly, the learning theory of constructivism considers that "collaborative learning" plays a critical role in the construction of the knowledge and meaning. It underlines cooperation and exchanges between teachers and students and focuses on the interaction among students, teaching content and teaching media. Fourthly, the theory emphasizes the design of learning environments, encourages learners to take the initiative to explore and complete meaning construction to achieve their learning goals in the process of learning. Meanwhile, teachers should provide learners with a variety of resources including various types of instructional media and materials (Feng, 2006(6):33-36).

2.2.3 Constructivism Teaching Ideas
The teaching ideas of Constructivism mainly involve the following opinions: 1) the student is the protagonist in teaching situation; 2) the teaching inspires students to construct knowledge; 3) the teacher is the learning guide, auxiliary and data provider; (4) teaching activities are the reflection of cooperation and exploration ways; (5) the teaching evaluation tend to be persified; (6) the development of teaching activities is a process; 7) the learning is should not limited to textbooks（Fan, Zhang, 2003(4):28-32）.

The theory of Constructivism is very rich, but its core can be summarized by only one phrase: student-centered, emphasizing students' initiative construction of learned knowledge through their active exploration and discovery，rather than the transmission of knowledge from the minds of teachers to students’ notebooks in the traditional teaching processes(Chapman,1988).

As the learning environment required by Constructivism has gained strong support from the latest IT achievements, which makes the constructivism increasingly combined with the majority of teachers teaching practice, the theory has become an important theoretical basis of teaching reform for English majors in China and the guiding ideology of the school home and abroad to deepen the teaching reform.

2.3 Relationship between Constructivism and Innovation Capability
He (2002(6):58-60) summarized the learning and teaching theory of constructivism had the following enlightenment on cultivation of innovation capability in teaching and learning:
1) Enlightenment in classroom teaching
A、to import information
B、to draw the students' viewpoint
C、to reconstruct the point of view through four stages: 1) to explain one’s own point of view and exchange with others; 2) to expose old views under the specific situation; 3) to re-construct the new ideas; 4) to evaluate new ideas
D、to use new ideas
E、to comment on the change of concept

2）Repositioning of students
The learners are not passive recipients but active constructors of knowledge, so external information can become their own knowledge through their active construction.

Requirements of the students: 1) to construct the meaning of knowledge with exploration, discovery method in the learning process; 2) to collect and analyze lots of information and data related to the process of meaning construction; 3) to combine new and old knowledge and take serious consideration on this contact. 论泛读教学中英语专业学生的创新能力(3):http://www.751com.cn/yingyu/lunwen_7619.html