行为主义学习理论Behavioral learning theory.docx

行为主义学习理论Behavioral learning theory20世纪20年代，华生（JB Watson）创立了行为主义学说。这种理论认为，人类的一切行为，其构成的基本要素是反应，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过程所形成的。因此，只要能了解环境刺激与个体的关系，就可以设计并控制刺激，经由条件作用的方法，建立起所要建立的反应，从而组成预期的复杂行为；而且，也可根据条件作用法则（指消弱），消除个体已有的行为。1920s, Watson (J.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 response 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.行为主义理论又称刺激反应(SR)理论，是当今学习理论的主要流派之一。行为主义学习理论认为，人类的思维是与外界环境相互作用的结果，即“刺激反应”，刺激和反应之间的联结叫做强化。认为通过对环境的“操作”和对行为的“积极强化”，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，还要尽量少采取惩罚的消极强化手段，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”看作是程序教学的核心，认为只有通过强化，才能形成最佳的学习环境，才能增强学生的学习动力。Behavioral theory, also known as stimulus - response (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 - response, the connection between stimulus and response 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 strengthen the correct response, subsided false response 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，多样性教学必须精心选择，周密安排，切不可盲目进行，教学应当在一种促使成功的气氛中进行。只有将教学内容分解为一系列小的教学单元，在强化的帮助下对教学单元的内容进行学习，才能使强化的频率被最大限度地提高，将出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基础上，根据刺激（提问）反应（回答）强化（确认）的原理，制订了程序教学的基本原则：Skinner advocated teaching content on novelty and diversity, diversity of teaching must be carefully selected, well-organized, must not blindly, teaching should be a method to promote a successful atmosphere. Only the contents of the teaching instruction into a series 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 response error is reduced to a minimum. In Skinner conditioned reflex experiments based on the stimulus (question) - response (answer) - Strengthening (confirm) the principles established procedures of teaching basic principles: 1小步子原则。即把学习内容按其内在逻辑关系分割成许多细小的单元，分割后的小单元按一定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、循序渐进地进行，这种学习方式称为小步子学习原则。小步子学习原则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确定（不是步子分割得越小越好，否则容易使学生厌倦，也不利于学生从整体上认识事物）。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 courseware. 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 segmentation 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积极反应原则。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，但主要还是依靠学生自己的行为来强化他们自己的学习。斯金纳认为，传统教学主要是教师传授知识，学生被动地接受知识，很少有机会对教师提出的每个问题都作出反应。要改变这种消极的学习，就要求对每一单元的学习内容，都让学生作出积极反应。使学生通过选择、填空和输入答案等方式作出反应，以保持积极的学习动机。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 set 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 response. Enable students through choice, fill in the blank and enter the answer to react, etc., in order to maintain a positive motivation to learn.3及时强化原则。当学生作出反应后，必须使他们知道其反应是否正确。要求对学生的反应给予“及时强化”或“及时确认”，特别要注意对学生所作出的正确反应给予及时强化，以提高其操作能力。3. Timely strengthening principles. When students respond, you must enable them to know the reaction is correct. The reaction requires students to give timely strengthening or timely confirmation, with particular attention to the correct response made by the students to give timely strengthened to enhance its ability to operate.4自定步调原则。在传统教学中学习的进度是一致的，这极大地限制了学生的自由发展。而为了让每个学生都能自由发展，必须由他们根据自己的特点自定学习进度和速度。学生在以适宜速度进行学习的同时，通过不停地强化得到了进一步学习的内动力。4. Self-paced principles. In the traditional teaching of the progress of learning is the same, which greatly limits the free development of the students. In order to allow the free development of each student, must be made by them according to their characteristics of self-paced and speed. Students learn in an appropriate speed while passing constantly been further strengthened internal motivation to learn.5低错误率原则。在教学中应由浅人深，由已知到未知，使学生每次都尽可能作出正确反应，将学习的错误率降到最低限度，提高学习效率。5. Low error rate principle. In teaching by shallow depth, from the known to the unknown, to enable students to make every possible correct response, you will learn the error rate to a minimum, improve learning efficiency.在行为主义教育理论体系中，教师的职责是设置情境，诱发达到教育目的所要求的行为，并且制止有悖于教育目的实现的行为。教师是教学的组织者，环境的控制者，由他们创造情境，促发学生的学习行为。教育应当加强人际之间的互相合作和整体之间的互相依赖。学生之间在学习上应该互相合作，而不是相互竞争。In the behaviorist theory of education system, the teachers role is to set the context, induced to achieve the desired behavior of educational purposes, and to stop the behavior contrary to the aims of education achieved. Teachers are teaching the organizers, environmental control who, by the situation they created, trigger students learning behavior. Education should strengthen interpersonal co-operation and interdependence between overall. Among students in learning should cooperate with each other rather than compete with each other.行为主义心理学及程序教学理论在历史上有很大影响，对帮助教师克服当时教学中缺乏的强化（反馈），忽视学生个体特点等弊病起着积极的作用。程序教学理论同其它理论一样不可能没有缺点和局限性，它的主要问题是，所依据的行为心理学原理没有考虑动物和人类学习的本质区别。此外，这种教学刻板、缺乏灵活性，不利于学生提高独立思考和独立解决问题的能力。它的小步子原则容易使学生厌倦，也不利于学生从整体上认识事物。特别在当今的信息时代，更暴露了行为学习理论的局限性。但它的积极反应、及时反馈等原则今天仍被计算机辅助教学所采用。Behavioral psychology and teaching theories in the history of the program has a great impact on helping teachers to overcome the lack of intensive teaching time (feedback), ignoring the students individual characteristics and other ills plays an active role. Program teaching theory with other theories as impossible without its drawbacks and limitations, its main problem is that on the basis of behavioral psychology theory does not consider the nature of animal and human learning differences. In addition, this teaching rigid, inflexible, is not conducive to independent thinking and independent students improve their ability to solve problems. Its the principle of small steps so that students get tired easily, is not conducive to students from the whole understanding of things. Especially in todays information age, but also exposed the limitations of behavioral learning theory. But its a positive response and timely feedback CAI principles are still used today.补充：Behaviorism In 1913, Watson published the article Psychology as the Behaviorist Views It sometimes called The Behaviorist Manifesto. In this article, Watson outlined the major features of his new philosophy of psychology, called behaviorism. The first paragraph of the article concisely described Watsons behaviorist position: Psychology as the behaviorist views it is a purely objective experimental branch of natural science. Its theoretical goal is the prediction and control of behavior. Introspection forms no essential part of its methods, nor is the scientific value of its data dependent upon the readiness with which they lend themselves to interpretation in terms of consciousness. The behaviorist, in his efforts to get a unitary scheme of animal response, recognizes no dividing line between man and brute. The behavior of man, with all of its refinement and complexity, forms only a part of the behaviorists total scheme of investigation. In 1913, Watson viewed Ivan Pavlovs conditioned reflex as primarily a physiological mechanism controlling glandular secretions. He had already rejected Edward L. Thorndikes Law of Effect (a precursor to B. F. Skinners principle of reinforcement) due to what Watson believed were unnecessary subjective elements. It was not until 1916 that Watson would recognize the more general significance of Pavlovs formulation and make it the subject of his presidential address to the American Psychological Association. The article is also notable for its strong defense of the objective scientific status of applied psychology, which at the time was considered to be much inferior to the established structuralist experimental psychology. With his behaviorism, Watson put the emphasis on external behavior of people and their reactions on given situations, rather than the internal, mental state of those people. In his opinion, the analysis of behaviors and reactions was the only objective method to get insight in the human actions. This outlook, combined with the complementary ideas of determinism, evolutionary continuism, and empiricism has contributed to what is now called radical behaviorism. It was this new outlook that Watson claimed would lead psychology into a new era. He claimed that before Wundt there was no psychology, and that after Wundt there was only confusion and anarchy. It was Watsons new behaviorism that would pave the way for further advancements in psychology. Watsons behaviorism rejected the studying of consciousness. He was convinced that it could not be studied, and that past attempts to do so have only been hindering the advancement of psychological theories. He felt that introspection was faulty at best and awarded researchers nothing but more issues. He pushed for psychology to no longer be considered the science of the mind. Instead, he stated that psychology should focus on the behavior of the individual, not their consciousness. 行为主义者认为，学习是刺激与反应之间的联结，他们的基本假设是：行为是学习者对环境刺激所做出的反应。他们把环境看成是刺激，把伴而随之的有机体行为看作是反应，认为所有行为都是习得的。行为主义学习理论应用在学校教育实践上，就是要求教师掌握塑造和矫正学生行为的方法，为学生创设一种环境，尽可能在最大程度上强化学生的合适行为，消除不合适行为。华生 John B. Watson美国-心理学家-约翰华生在20世纪初创立了行为主义学习理论，在格思里、赫尔、桑代克、斯金纳等的影响下，行为主义学习理论在美国占据主导地位长达半个世纪之久。斯金纳更是将行为主义学习理论推向了高峰，他提出了操作性条件作用原理，并对强化原理进行了系统的研究，使强化理论得到了完善的发展。他根据操作性条件作用原理设计的教学机器和程序教学曾经风靡世界。华生认为人类的行为都是后天习得的，环境决定了一个人的行为模式，无论是正常的行为还是病态的行为都是经过学习而获得的，也可以通过学习而更改、增加或消除，认为查明了环境刺激与行为反应之间的规律性关系，就能根据刺激预知反应，或根据反应推断刺激，达到预测并控制动物和人的行为的目的。他认为，行为就是有机体用以适应环境刺激的各种躯体反应的组合，有的表现在外表，有的隐藏在内部，在他眼里人和动物没什么差异，都遵循同样的规律。斯金纳Burrhus Frederic Skinner伯尔赫斯弗雷德里克斯金纳（19041990），美国心理学家，他认为心理学所关心的是可以观察到的外表的行为， 而不是行为的内部机制。他认为科学必须在自然科学的范围内进行研究，其任务就是要确定实验者控制的刺激继之而来有机体反应之间的函数关系。当然他不仅考虑到一个刺激与一个反应之间的关系，也考虑到那些改变刺激与反应的关系的条件，他的公式为：R=f（SoA） 。行为主义的主要观点是认为心理学不应该研究意识，只应该研究行为，把行为与意识完全对立起来。在研究方法上，行为主义主张采用客观的实验方法，而不使用内省法。他把学习的历程分为两种类型：应答型条件作用和操作型条件作用。经典行为主义研究的是前者，而斯金纳研究的重点是后者。操作性条件反射的形成依赖于有机体作出一定的动作反应;而经典性条件反射的形成依赖于有机体的无条件反射。同时,对待意识不象古典行为主义那样，避而不谈，而是承认意识的存在,但认为意识不过是有机体皮肤之内所发生的私有事件，它不作为行为的生理中介物，而是作为行为本身的一部分，因此感觉知觉都可把它们作为刺激控制形式来加以分析。 1.怎样看待知识：知识是联系及部分技能有组织的积累，是在基本的心理单元或各行为单元间形成各种有组织的连接。这些单元是一些刺激反应的联系,强调某人知道的东西往往是这个人的经验的反应。把知识看作是一些特定反应组合的观点，某种知识的形成经常可用课程及评定中详尽的行为目标来表示。2.如何理解学习活动：学习是联系的获得和使用，是形成联系,增强联系，调整联系。有效的学习需要有明显的准备,即学习的行为需要“塑造”。而迁移的条件是事先获得学习新知识所需的联系,刺激与反应之间的相似性，以及在最初习得的程序与迁移情境中要学的程序之间,到底有多少或有哪些共同的条件行动的产生式规则。3.怎样看待教师和学习者：教师是教学过程的设计者和组织者，是训练者，而学习者在教师创设的环境中被动地接受知识。他们对知识的掌握有赖于能否反复练习和得到及时的反馈。因此学习者是可以由教师任意塑造的，是接受者、被领导者。4.如何理解教学：斯金纳认为“教学就是安排可能发生强化的事件以促进学习”.给学生创设能为要学习的刺激作出反应的机会，教学要在学生作出反应之后, 应当有随之而来的反馈。(1)教学目标：是提供特定的刺激，以便引起学生特定的反应，教学目标越具体、越精确越好。(2)教学过程：斯金纳认为，学生的行为是受行为结果的影响的，要学生作出合乎需要的行为反应，必须形成某种相倚关系，即在行为后有一种强化性的后果;倘若一种行为得不到强化，它就会消失。据此，相倚组织教学即为对学习环境的设置、课程材