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題名 | 學習原理在教學上應用之探討=A Study of Learning Theory Applied in the Teaching Practice |
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作 者 | 史濟鍠; | 書刊名 | 醒吾學報 |
卷期 | 23 民89.08 |
頁次 | 頁560-539 |
分類號 | 521.12 |
關鍵詞 | 聯結學習論; 古典制約學習; 非制約刺激; 非制約反應; 制約刺激; 制約反應; 制約; 操作制約學習; 工具制約學習; 強化物; 嘗試錯誤說; 練習律; 準備律; 效果律; 操作制約說; 斯肯納箱; 被強化; 強化或強化作用; 類化; 辨別; 消弱現象; 自動恢復; 次增強作用; 認知學習理論; 符號; 形態; 結構; 型式; 完形心理學; 基模; 適應; 平衡; 同化; 調適; 教學理論; 動機原則; 結構原則; 順序原則; 增強原則; 學習的情境; 學習的因素; 學習的條件; 潛在學習; 目標預期; 方位學習; 概念學習; 技能學習; 起點行為; 認知期; 定位期; 中介歷程; 中介反應; 自動期; 思考培育; 品格培育; 聯想性思考; 推理性思考; 歸納思考; 演繹思考; 方向性思考; 垂直思考; 水平思考; 準常規層次; 常規層次; 超常規層次; 學後保留; 目的性教學; 說明性教學; 知覺性教學; Association learning theory; Learning of classical conditioning; Unconditioned stimulus; Unconditioned response; Conditioned stimulus; Conditioned response; Conditioned; Learning of operant conditioning; Learning of instrumental conditioning; Reinforcer; The theory of trial and error; Law of exercise; Law of readiness; Law of effect; The theory of operant conditioned response; Skinner box; Reinforcing; Reinforcement; Generalization; Discrimination; Extinction; Spontaneous recovery; Secondary reinforcement; Cognitive learning theory; Sign; Configuration; Structure; Patterning; Gestalt psychology; Schema; Adaptation; Equilibration; Situation of learning; Factor of learning; Condition of learning; Latent learning; Goal expectancy; Place learning; Concept learning; Skill learning; Entering behavior; Congnitive phase; Fixation phase; Mediating process; Mediating response; Autonomous phase; Thinking development; Character development; Associative thinking; Reasoning thinking; Inductive thinking; Deductive thinking; Directed thinking; Vertical thinking; Lateral thinking; Preconventional level; Conventional level; Postconventional level; Retention after learning; Purposiveness; Indicativeness; Perceptiveness; |
語文 | 中文(Chinese) |
中文摘要 | 學習心理學是闡釋人類學習行為上一些根本的原理原則,並且隸屬於心理學領域的應用類別中之教育心理學內。 學習心理學中之學習原理,乃是教學理論的基礎,而學校則是刻意安排的學習情境,有計劃地教導學生,向預訂的學目標邁進,以獲致身心與行為之良性變化。因此,老師如何把握學校的狀況,選理想的教育教法,協助學生將學習原理,運用於概念學習、技能學習、思考培育、品格培育及學後保留等五大範疇,自是重大的課題。 學習原理主要在介紹聯結學習論與認知學習論兩學派,而這些原理原則,除了提供理論基礎外,還更能發揮實際效能,推廣在上述的五大範疇,作教學上最佳的應用。基於此動機,試著進行深入地探討,提出扭見,以就教於各方家,敬請多多指正。 |
英文摘要 | Learning Psychology, which is classified as one part of the Psychology of Education, tries to explain some basic principles of human behavior. The principles of Learning Psychology also comprise the fundamental theory of teaching in schools, based on which teachers arrange the teaching situation and plan their teaching so as to achieve the educational goals. As a result, good character and sound minds can be realized in their students. In addition to the above basic principles, The teacher should also his real effect of teaching, which can be extended the five areas of learning: concept learning, skill learning, thinking development, character development, and retention after learning. Based on this motive, I have tried to study further and express my viewpoints in this paper. Your comments will be greatly appreciated. |
本系統之摘要資訊系依該期刊論文摘要之資訊為主。