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1、第五章SectionAWhyTheoriesofLearning为什么需要学习理论。Mostpeoplehaveanintuitivenotionofwhatitmeanstolearn:Theycandosomethingthattheycouldnotdobeforeortheyknowsomethingthattheydidnotknowbefore.Inmostpsychologicaltheories,learningisdefinedas“apersistingchangeinhumanperformanceorperformancepote
2、ntial(Driscoll,2000,p.11),however,themajorconceptsandprinciplesoflearningvarywithlearningtheories.大多数人往往凭直觉认为学习就是学会做一些以前不会做的事情。或者是知道一些以前不知道的。大多数心理学理论将学习定义为人类能力和潜能的持续改变。然而不同的学习理论对学习的主要概念和原理有不同的看法。Regardlessofthedifferencesamongpsychologicalperspectivesonlearning,asolidfoundationin
3、variouslearningtheoryisundoubtedlythemostessentialelementinthepreparationofISDprofessional.Theymustbefamiliarwiththetheoryandresearchonlearningandmustbeabletoapplythemtoactualpractice.Forexample,adesignerworkingonanearlychildhoodeducationprojectwillfindinsightintochildren’sbehavi
4、orandthevalueofarichlearningenvironmentintheworkofPiaget.AusubelandRothkopfarevaluableresourceswhenproducingtextualmaterials.DesignersfamiliarwithsociallearningtheoryofBandurawillnotignoreenvironmentalfactorsthatsignificantlyaffectinstructionalprograms,noroverlookthepowerofinform
5、allearningchannels(e.g.,observationallearning).Bruner’srichphilosophicalinsightintodiscoverylearningandproblemsolving,Keller’sworkonmotivation,Knowles’emphasisonfactorsthatfacilitateadultlearning,andtheworkofotherscontributetoadesigner’soverallunderstandingofthelearningprocessand
6、skillindesigninginstructionalstrategies.Cognitivescience(Klatzky,Anderson,Gagne,Wildman&Burton)ismakingamajorcontributiontoourunderstandingofhowhumansperceive,process,store,andretrieveinformation.Schematheory,elaboration,metacognition,automaticity,expert/novicestudies,andtransfer
7、areonlyafewoftheconstructsstudiedbycognitivepsychologiststhathaveimportantimplicationforthedesignofinstruction.尽管心理学上对学习的观点存在差异。拥有一个坚实的学习理论基础无疑是教学系统设计专业人员职前培养中最基本的要素。教学系统设计人员必须熟悉关于学习的理论和研究。并将之付诸实践。例如。一个致力于早期儿童教育项目的设计者将会借助皮亚杰的著作来研究儿童行为以及丰富学习环境的价值。奥苏贝尔和罗斯科普夫的思想是开发文本资料的重要理论资源。熟悉班杜拉的
8、社会学习理论的设计者不会忽视对教学计划有很大影响的环境因素。也不会忽略非正式学习
