Metaphor is pivotal for the construction of a complex theory. From the perspective of allostery of enzyme , learning is ultimately seen as a change occurring on “ active site” of learner’s conceptions. Teachers and mediators can not directly operate the learner’s active site, but who can act on “allosteric site” of learner’s conception system via manipulating the environment that learners interact with so as to trigger some “looseness” or “distortion” (or“deconstruction”) of the conception system and thereby result in a key change (generating new structure and/or new meaning) on the active site. Such a “deconstruction-construction” is a parallel process causing a fundamental learning rather than merely a cognitive process. Using the allosteric learning model, Andre Giordan organically made complex learning elements ( biological, psychological, cultural, emotional, epistemological, etc.) integrated, in particular, incorporated subject’s motivation and epistemology into the mechanism on the process of learning. This model provides a strong explanation for daily learning phenomenon.%隐喻在复杂理论的建构过程中起着关键作用。如果从蛋白质的“变构效应”来理解学习，那么学习归根结底是学习者发生于其概念体系的“活性（概念）基”上的变化；教师及媒介者不可能直接作用到学习者的“活性基”，但可以通过操纵环境（不仅仅是创设环境）作用于概念体系的“变构部位”，引发概念体系结构的“松动”和“变形”（即“解构”），从而导致其“活性基”上的关键变化（新结构和新意义生成）。这样的“解构-建构”并进的根本性学习绝非仅仅是一个认知过程；焦尔当运用变构模型将学习的复杂要素有机地整合起来，特别地，将学习过程与主体认识论及学习动机“契合”在了一起，对于日常学习现象具有较强的解释力。
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