2016考研国家线预测>地心游记行为主义学习理论Behavioral learning theory长春学英语
20世纪20年代，华生〔J·B Watson〕创建了行为主义学说。这种理论以为，人类的一切行为，其组成的根本要素是反应，一切行为表现只是多种反应的组合；而该等反应中，除少数是生而具有的反射之外，全都是个体在适应环境时，与其环境中各个刺激之间的关系，经由经典条件作用的学习进程所形成的。因此，只要能了解环境刺激与个体的关系，就可以够设计并控制刺激，经由条件作用的方式，成立起所要成立的反应，从而组成预期的复杂行为；而且，也可按照条件作用法那么〔指消弱〕，消除个体已有的行为。1920s, Watson (J工作时间英文.B Watson) founded Behaviorism. This theory holds that all human behavior, which constitute the basic elements of the reaction, is a combination of a variety of reactions; and such reactions, except for a few are born with reflection outside are all individual in adapting environment, their environment between the various stimuli, through the learning process of classical conditioning formed. Therefore, as long as understand the relationship between environmental stimuli and the individual, we can design and control the stimulus through conditioning methods, to establish the respon you want to create, and thus the expected composition of complex behavior; but also the role of law in accordance with the conditions
(refer to eliminate weak), eliminating the existing behavior of the individual.
服饰搭配培训>wanting行为主义理论又称刺激——反应(S—R)理论，是现今学习理论的主要流派之一。行为主义学习理论以为，人类的思维是与外界环境彼此作用的结果，即“刺激——反应〞，刺激和反应之间的联结叫做强化。以为通过对环境的“操作〞和对行为的“踊跃强化〞，任何行为都能被创造、设计、塑造和改变。在教学中，对学生理想的行为要给予表彰和鼓励，还要尽可能少采取惩罚的消极强化手腕，只有强化正确的“反应〞，消退错误的“反应〞，才能取得预期的效果。行为主义学习理论把“强化〞看做是程序教学的核心，以为只有通过强化，才能形成最正确的学习环境，才能增强学生的学习动力。bypasdBehavioral theory, also known as stimulus - respon (S-R) theory, is today one of the main schools of learning theory. Behavioral learning theory that the human mind is the result of the interaction with the external environment, ie "stimulus - respon", the connection between stimulus and respon is called hardening. Think through the environment, "Operation" and the behavior of "positive reinforcement" any behavior can be created to design, create and change. In teaching, the students should be commended desirable behavior and encouragement, but also to minimize the negative strengthen punitive measures, only str
engthen the correct "respon", subsided fal "respon" in order to achieve the desired results. Behavioral learning theory to "enhanced" as the core of teaching procedures that only by strengthening, in order to form the best learning environment in order to enhance students' motivation for learning.
斯金纳提倡教学内容上的新颖性和多样性，多样性教学必需精心选择，周密安排，切不可盲目进展，教学应当在一种促使成功的气氛中进展。只有将教学内容分解为一系列小的教学单元，在强化的帮忙下对教学单元的内容进展学习，才能使强化的频率被最大限度地提高，将犯错带来的消极反应降低到最小限度。在斯金纳条件反射实验的根底上，按照刺激〔提问〕——反应〔回答〕——强化〔确认〕的原理，制订了程序教学的根本原那么：赖氏经典语法Skinner advocated teaching content on novelty and diversity, diversity of teaching must be carefully lected, well-organized, must not blindly, teaching should be a method to promote a successful atmosphere. Only the contents of the teaching instruction into a ries of smaller units, with the help of the strengthening element of the teaching contents for learning, to make the enhanced frequency is to maximize, to the negative respon error is reduced to a minimum. In Skinner conditioned reflex experiments bad
on the stimulus (question) - respon (answer) - Strengthening (confirm) the principles established procedures of teaching basic principles:
fault
1．小步子原那么。即把学习内容按其内在逻辑关系分割成许多细小的单元，分割后的小单元按必然的逻辑关系排列起来，形成程序化教材或课件。学生的学习是由浅人深、由易到难、循序渐进地进展，这种学习方式称为小步子学习原那么。小步子学习原那么要求对学习内容分割适当，对单元划分的大小要由具体的教学内容和教学任务来肯定〔不是步子分割得越小越好，否那么容易使学生厌倦，也无益于学生从整体上熟悉事物〕。1. Principle of small steps. That is, the learning content according to their internal logic split into many small units, divided by small units arranged in a certain logic to form procedural materials or courware. Student learning by shallow depth, from easy to difficult, step by step manner, this approach to learning is called small steps learning principles. Small steps learning principles requires learning content gmentation appropriate size for the unit to be divided by the specific teaching content and teaching tasks to determine (not split steps as small as possible, or easy to make students tired, is not conducive to the students as a whole understanding of things).
2．踊跃反应原那么。在行为主义教育家看来，学生在教育活动中的作用是主动型的，而不是被动型的，教师设置教学情境是为了便于触发学生的学习行为，但主要仍是依托学生自己的行为来强化他们自己的学习。斯金纳以为，传统教学主如果教师教授知识，学生被动地经受知识，很少有机会对教师提出的每一个问题都作出反应。要改变这种消极的学习，就要求对每一单元的学习内容，都让学生作出踊跃反应。使学生通过选择、填空和输入答案等方式作出反应，以维持踊跃的学习动机。2. Positive reaction principle. In the behaviorist educator opinion, students in the educational activities of the role is active, rather than passive, teacher, teaching situation is t up in order to facilitate students' learning behavior triggered, but mainly rely on students to strengthen their own behavior their own learning. Skinner believes that traditional teaching mostly teachers to impart knowledge, students passively accept knowledge, there is little opportunity for teachers were asked to respond to each question. To change this passive learning, requires learning content of each unit are to enable students to make a positive respon. Enable students through choice, fill in the blank and enter the answer to react, etc., in order to maintain a positive motivation to learn.
