Chapter 3 Learning and Learning Theories Introduction ●3.1 What is learning? o Are they instances of learning? ()A young child takes his first steps. o(2)An adolescent male feels a strong attraction to certain females o3)Achild feels anxious when he sees the doctor coming with a needle. o(4) Long after learning how to multiply, a girl realizes on her own that another way to multiply by 5 is to divided by 2 and multiply by 10(e.g. 428X5 can by figured as follows: 428/2=214 X10=2140)
Chapter 3 Learning and Learning Theories: Introduction ⚫ 3.1 What is learning? ⚫ Are they instances of learning? ⚫ (1) A young child takes his first steps. ⚫ (2) An adolescent male feels a strong attraction to certain females. ⚫ (3) A child feels anxious when he sees the doctor coming with a needle. ⚫ (4) Long after learning how to multiply, a girl realizes on her own that another way to multiply by 5 is to divided by 2 and multiply by 10(e.g. 428×5 can by figured as follows:428/2=214 ×10=2140)
Learning: Introduction o 3.1 What is learning? o Learning is usually defined as a change in an individual caused by experience. Changes caused by development are not instances of learning. Neither are characteristics of individuals that are present at birth. However, human beings do so much learning from the day of their birth that learning and development are inseparably linked
Learning:Introduction ⚫ 3.1 What is learning? ⚫ Learning is usually defined as a change in an individual caused by experience. Changes caused by development are not instances of learning. Neither are characteristics of individuals that are present at birth. However, human beings do so much learning from the day of their birth that learning and development are inseparably linked
Learning: Introduction o 3.1 What is learning Learning takes place in many ways. Sometimes it is intentional. sometimes it is unintentional. o The problem faced by educators is not to get learning every waking moment. The central students to learn. They are already engaged problem is how to present students with the right stimuli on which to focus their attention and mental effort so that they will acquire important information and skills that will be useful in adult life
Learning:Introduction ⚫ 3.1 What is learning? ⚫ Learning takes place in many ways. Sometimes it is intentional, sometimes it is unintentional. ⚫ The problem faced by educators is not to get students to learn. They are already engaged in learning every waking moment. The central problem is how to present students with the right stimuli on which to focus their attention and mental effort so that they will acquire important information and skills that will be useful in adult life
Learning: Introduction o 3.2 What are the differences between animals learning and mankind 's learning (1)content: direct experience or indirect experience o(2)means: unintentional or intentional; language or without language ( 3)process: passive or active o(4 role: less important or important
Learning:Introduction ⚫ 3.2 What are the differences between animals’ learning and mankind’s learning? ⚫ (1) content: direct experience or indirect experience ⚫ (2) means: unintentional or intentional; language or without language ⚫ (3) process: passive or active ⚫ (4) role: less important or important
Questions o 1. Do you think it is necessary to study animals'learning to understand humans leaning? Why o2. What are the characteristics of students learning?
Questions: ⚫ 1. Do you think it is necessary to study animals’ learning to understand human’s leaning? Why? ⚫ 2. What are the characteristics of students’ learning?
Learning: Introduction 3.3 Categories of Learning o3.3.1 an idea from Chinese psychologists ●大 knowledge learning ●火 motor skill ● x intellectual skilll o moral trait and behavioral norms
Learning:Introduction ⚫ 3.3 Categories of Learning ⚫ 3.3.1 an idea from Chinese psychologists: ⚫ ＊knowledge learning ⚫ ＊motor skill ⚫ ＊intellectual skill ⚫ ＊moral trait and behavioral norms
Learning: Introduction o 3.3 Categories of Learning o 3.3.2 ideas from western psychologists xR.M.Gagne:(according to learning results ()verbal information (2)intellectual s (3)cognitive strategy (4) attitude ●(5) motor skilll
Learning:Introduction ⚫ 3.3 Categories of Learning ⚫ 3.3.2 ideas from western psychologists ⚫ ＊R.M.Gagne: (according to learning results): ⚫ (1) verbal information ⚫ (2) intellectual skill ⚫ (3) cognitive strategy ⚫ (4) attitude ⚫ (5) motor skill
Learning: Introduction o 3.3.2 ideas from western psychologists o RM.Gagne:according to learning level (Signal learning ●(2)s- R learning ●(3) chaining (4)verbal association 5)multiple discrimination ●(6) concept learning (rule learning ●(8) problem solving
Learning:Introduction ⚫ 3.3.2 ideas from western psychologists ⚫ R.M.Gagne: (according to learning level): ⚫ (1)signal learning ⚫ (2)S-R learning ⚫ (3) chaining ⚫ (4) verbal association ⚫ (5)multiple discrimination ⚫ (6) concept learning ⚫ (7) rule learning ⚫ (8) problem solving
Learning: Introduction 3.3.2 ideas from western psychologists ● D AUsubel o Means: discovery learning and reception learning o Comprehension: meaningful learning and rote learning
Learning:Introduction ⚫ 3.3.2 ideas from western psychologists ⚫ D.P.Ausubel. ⚫ Means: discovery learning and reception learning ⚫ Comprehension: meaningful learning and rote learning
Learning: Introduction o 3.3.2 ideas from western psychologists ● DP Ausubel. ●M.L (2) RL (3) RL DL
Learning:Introduction ⚫ 3.3.2 ideas from western psychologists ⚫ D.P.Ausubel. ⚫ M.L (2) (4) ⚫ R.L (1) (3) ⚫ ⚫ R.L. D.L