行为主义学习理论Behavioral learning theory

行为主义学习理论Behavioral learning theory20世纪20年代，华生（J·B 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(S—R)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 carefullyselected, 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。