number should be connected Don't read the original question

Signal learning: passive response stimulus-reinforcement-response (Pavlov S1-S2-R) Learn to respond in a certain way to a certain signal stimulus

Stimulus-response learning: proactive behavior situation-response-reinforcement (Skinner S-R-S, Thorndike's Law of Effect) Learn to respond in a certain way to a stimulus in a situation to achieve a certain result See the situation first, react, then stimulate

Chain learning: complex actions combine two or more stimulus reaction actions to form a series of reaction action connections.

Verbal connection learning: language chaining to form a series of connections between speech units

Discrimination learning: distinguish clearly. Learn to identify the similarities and differences of multiple stimuli and respond differently to them. Distinguish similarities, differences, and easily confused ones.

Concept learning: to generalize, to categorize stimuli, and to learn to respond in the same way to a class of stimuli—generally speaking

Rule or principle learning: proposition learning learning the relationship between two or more concepts

Problem-solving learning (advanced rule learning): Apply the principles or rules learned to solve problems in different situations.

1. Cry when you see the doctor - signal learning 2. Stop at red light and go at green light - signal learning 3. Super Mario Brick-Stimulus Response Learning 4. Dance moves, dog walking through the fire ring - chain learning 5. Words are combined into sentences and spoken - language connection learning 6. Distinguish between “oneself” and “oneself”—identification learning 7. Pigs, dogs, cattle and sheep are summarized as animals - concept learning 8. Formula: The diameter of a circle is twice the radius - rule learning 9. Speed, distance and time formula to calculate the time to get home - problem solving and learning

cognitive domain

motor skill areas

emotional realm

accept learning

discovery learning

meaningful learning

machine learning

knowledge learning

Skill learning

Learning of behavioral norms (moral qualities and behavioral habits)

Once bitten by a snake, the wind roars, the cranes roar, and the grass and trees are all in danger. Draw inferences by analogy.

Learners’ psychological preparation and psychological adjustment state. Preparation here is the learner’s motivation to learn at the beginning of learning, It does not refer to the knowledge preparation and maturity preparation before learning.

Repetition or practice strengthens the connection between stimulus and response.

Give satisfactory feedback after practice. Satisfaction will strengthen it - dissatisfaction will weaken it.

Thorndike believed that the law of effect was the most important

type

reinforcer

Premack's Principle (Grandma's Law): Use high-frequency activities as effective reinforcers for low-frequency activities. eg You can only watch TV after finishing your homework

significance

increase behavior

reduce behavior

1. Find the subject (person) 2. Pleasure/disgust presentation/cancellation + Pleasure - Positive reinforcement and praise +Disgust——Positive Punishment Spanking - Pleasure - Negative punishment, not allowed to play - Disgust - Negative reinforcement, free from housework

Behavior cannot be permanently changed, it can only be temporarily suppressed, not eradicated

Punishment should follow the wrong behavior, establish a connection, and be used as sparingly as possible

Punishing a bad behavior should be combined with reinforcing a good behavior

Ignore (referring to the phenomenon that after the conditioned stimulus is formed, if no strengthening conditions are obtained, the response will gradually weaken until it disappears)

Escape conditioning: The aversive stimulus has been presented, and the probability of the organism making an escape response increases - avoid the garbage when seeing it, leave when it feels noisy

Avoidance conditioning: When a stimulus signal that an aversive stimulus is about to appear is presented, (does not appear)...

Chickens make no mistakes

Direct observational learning: the learner simply imitates the behavior of the demonstrator

Abstract observational learning: the learner extracts abstract rules or principles from the behavior of the demonstrator

Creative observational learning: observe multiple model behaviors and extract different behavioral characteristics to form new behavior patterns

direct reinforcement

Vicarious reinforcement: The observer is reinforced when he sees the model behavior being reinforced (occurs when motivated to learn) eg, killing the chicken to scare the monkeys

Self-reinforcement: Reward yourself for completing tasks yourself

① Living role model (living person) ② Symbolic role model (role model presented in language or video) ③Exemplary examples (verbal descriptions, visual methods, typical characteristics, admonitions to children)

Cognitive structure refers to an internal cognitive system that reflects the stable connections and relationships between things. It is the entire content and organization of a certain learner’s concept

Obtain: Obtain new information (you teach me questions)

Transformation: Beyond the given information, transform knowledge into other forms (I understand the question)

Evaluation: Check whether the information is applicable to the task and guide the work (I will do the questions myself next time)

Basic structure: basic concepts, basic principles, basic attitudes and methods

The ultimate goal of teaching is to promote students' general understanding of the subject structure (to avoid blind exploration)

motivation principle

structural principles

Program principle (sequence principle)

Reinforcement Principle (Feedback Principle)

frozen wall

Emphasis on learning process, emphasis on intuitive thinking, emphasis on intrinsic motivation, emphasis on information extraction

Improve intellectual potential; transform external motivation into internal motivation; help students learn how to discover and explore; help retain and retrieve information

Advantages: Can give full play to students’ consciousness and initiative Disadvantages: time-consuming, laborious and unsystematic, it is difficult for students to master systematic knowledge in a short period of time

This theory completely abandons the systematic teaching of knowledge, exaggerates students' abilities, and ignores the particularity of knowledge learning activities.

Bruner believed that "any subject can be taught to children of any age in a correct way" - ignoring the stages of children's physical and mental development

It was found that although learning and learning has certain positive effects, its application scope is limited, time-consuming, labor-intensive and uneconomical.

sensorimotor stage

early preoperational stage

Late stage of pre-operational stage (or concrete operation stage)

Apple=Apple This is meaningful learning A temple on the top of a mountain and a pot of wine = 3.14159 This is not meaningful learning Because it requires impersonal contact

Subjective conditions - people

Objective conditions - materials

Ausubel’s Meaningful Acceptance Learning Theory VS Rogers’ Meaningful Free Learning Concept

Therefore, accepting learning is suitable for people who are older and have rich experience in knowledge structure.

two principles

A strategy: advance organizer

Advantages: Save time and effort, you can master systematic knowledge in a short time Disadvantages: Students have poor consciousness and initiative

Derived generic learning: After learning the subordinate concept, no new understanding of the original concept is produced. After learning about fruits, learn about apples, and after learning about fish, learn about carp.

Related generic learning: After learning the lower concept, you have a new understanding of the original concept. When primary school students learn mathematics, they only know integers at first, and later they learn decimals, fractions, and negative numbers. The understanding of numbers changes. We learned that "protecting the national flag is a patriotic act" and then learned that "saving resources is a patriotic act." The concept of "patriotism" has changed

The main difference: whether the understanding of the original concept has changed in its essential attributes after learning.

Learn about apples and bananas first, then fruits.

The levels are the same, there is no inclusive relationship, and the newly learned knowledge does not supplement the original knowledge.

Donglin Huobao knows how to cook

Learning material that has no personal meaning does not involve emotions or personal meaning. It is just the accumulation of knowledge. Learning is difficult and easy to forget.

Knowledge and emotion are unified, the knowledge learned causes changes, and the learning fully penetrates into the personality and people's actions. eg: Use ice water to learn "cold"

① The nature of personal participation ② It is spontaneous ③ It permeates all aspects of emotion, personality and attitude ④ Takes student self-evaluation

Ausubel - the connection between old and new knowledge

Rogers - The connection between knowledge and the personal

student-oriented

Let students learn spontaneously

Eliminate threats to learners themselves

Give students a sense of security (essence)

Sincerity and Consistency: Be honest with each other

Unconditional positive regard: discover shining strengths and overcome shortcomings

Empathic understanding (empathy/perspective taking): Can it be called empathy or not empathy?

The meaning of external information is constructed through the repeated two-way interaction process between old and new knowledge.

Four elements in the learning environment: context, collaboration, conversation, and meaning construction

Build scaffolding - enter the situation - independent exploration - collaborative learning - effect evaluation

Create situations - identify problems - independent learning - collaborative learning - effect evaluation

The same teaching content should be studied multiple times at different times, in rearranged situations, with different purposes, and from different angles. To gain knowledge and understanding of multiple aspects of the same event or problem.

Present situation - random entry - divergent thinking - collaborative learning - effect evaluation