There must be changes

Changes are relatively permanent

Repeated experience (practice)

Manifest changes Potential changes

Students' learning is mainly aimed at mastering existing indirect experience

verbal message

Intelligence skills

cognitive strategies

manner

Motor skills

how learning takes place

The relationship between learning materials and original knowledge

knowledge learning

Skill learning

learning social norms

First tasks: Dual bases - basic knowledge and basic skills

Symbolic learning (representational learning; representation learning)

concept learning

proposition learning

law of effect

practice law

preparatory law

Gain and fade

Generalization and differentiation

responsive behavior

operant behavior

strengthen

subside

punish

Principles of program teaching

Participatory learning: learning by doing

Vicarious Learning: Observational Learning

direct reinforcement

vicarious reinforcement

self-reinforcement

Notice

Keep

Reappear

motivation

Learning Outcome: Learning is not about stimulus-response connections, but about the formation of new Gestalts

Learning process: epiphany of situation

Consciousness is the intermediary between stimulus and response

representative figure

Classic experiment: training a mouse to walk in a maze

The main points

View of learning

Teaching concept

two dimensions

The essence of meaning learning: establishing a non-artificial and substantive connection between the new knowledge represented by symbols and the appropriate ideas already in the learner's cognitive structure

Conditions for meaning learning

The internal psychological mechanism of meaningful learning—assimilation

The result of meaningful learning is the formation of cognitive structures

Forerunner Organizational Technology (Ausubel)

Knowledge is not an accurate representation of reality, nor is it the final answer, but only an explanation, a hypothesis

Knowledge cannot accurately summarize the laws of the world and cannot be used immediately. It must be recreated according to specific situations.

Understanding can only be constructed by students based on their own experiential background and depends on the learning process in a specific situation

Emphasis on the dynamic nature of knowledge

active constructiveness

social interactivity

situational

Emphasize the richness and diversity of students’ world of experience

Emphasis on students' huge potential

“Students do not enter the classroom with empty heads.”

Situational teaching (also called anchored teaching, problem situations, cooperative learning)

Cooperative learning

Only after lower-level needs are basically satisfied, higher-level needs will appear. (fully satisfied❌)

learner self-involvement process

Learning is self-initiated by the learner

Learning is permeable

Learning outcomes are self-evaluated by learners

Teachers are not authorities, but "midwives" and "catalysts"

Rogers believed that human spiritual world includes two aspects: emotion and cognition.

The goal of education is to cultivate the "whole person"

Teaching objectives focus on process but not content (light on results)