If I have to simprance into one principle, I will say that the most important factor affecting learning is the content of the student has learned, and after understanding this, it will carry out the corresponding teaching. ─ 奥苏贝尔
Any study theoretical researcher reviewed the theory of the 20th century, it could not ignore the huge impact of cognitive learning theory. It is generated in the Epiphany of the German format tower, and then is affected by contemporary cognitive psychology. Modern Cognitive Learning School of Bruna, Ousber, Garnet, etc. It is because of such a large number of creative cognitive learners, in order, the theory of cognitive learning theory replaces the past behavioralism, playing an increasingly important impact in today's education practice.
I. Rise background of cognitive learning theory
It is generally believed that the recognition of cognitive learning theory has issued a representative school of early cognitive theory - the experiencies of the format tower. However, the true formation of cognitive learning theory is a matter of the sixty-decadency.
From a social background with the rise of cognitive learning theory, it is the product that needs to develop modern society. Before the Second World War, almost all psychology research was limited to the laboratory, and the research paradigm of behavioralism broke the study area. At that time, the study of learning only involved external behavior of animals and people, rarely involved in human internal psychological history. However, a large number of practical problems emerged in the Second World War I challenged it, and the war has put forward increasingly high requirements to people's cognitive and decision-making. After the Second World War, the information era and today's coming of today's knowledge economy is more emphasized for people's information selection, acceptance, and information coding, storage, extraction and use process. These actual social needs directly stimulate the generation and rise of cognitive learning theory.
From a scientific and technical background of cognitive learning theory, it is also a product of psychology and neighboring discipline. The development of controlism, information theory, and the development of computer science and linguistics directly affect the production and orientation of cognitive learning theory. Many important views of cognitive learning theory are all imperative with these disciplines. For example, Gagne's cumulative learning general theoretical model directly draws on the controlism and the important idea of computer science. Another example is that the language of Chomsky 1957 proposes sharp criticism in the "verban learning" of New Behaviorism, which emphasizes the academic cognitive process and human language. The congenitality and generation, his point of view directly affects many learning researchers to start from behavioralism to cognitiveism.
Of course, cognitive learning theory is also the result of psychology itself. In the past few decades, learning theory has experienced significant changes. In the first half of the century, the concept of dominant learning is based on the principle of behavioralism. The learning is seen as a result of obvious behavioral changes, and it is possible to be formed by selective enhancement. Therefore, in behaviois, environmental and conditions, such as stimulus and impact behavior, is two important factors, learning, etc., is equivalent to behavior. However, this is against the facts. For example, the famous cognitive psychologist Bruna believes that in the process of our study, we must consider the influence of the conventional cognitive structure for the existing learning process, for example, the poor family's children often A child is more than the rich family. Due to the behavioiscation of learning theory, it is not considered in the study, but emphasizes behavior, all of the thinking of people is formed by linkage between "stimulation-reaction". This has aroused more and more psychologists' dissatisfaction, starting to give up the behavioral research position, turning to the internal psychological process of the researchers, leading to the development of cognitive learning theory.
Second, the basic content of cognitive learning theory
(1) Overall education concept of cognitive learning theory
1. Basic views of cognitive learning theory
First, a cognitive learning theory should be studied in the internal process of handling their environmental stimuli, rather than the expansion of stimulation and reaction. In the view of the cognitive learning theory, it is to learn that individuals themselves act in the environment, rather than environmental behavior. The environment is only to provide potential stimuli, as for these stimuli, or receiving further processing, depending on the psychological structure of the learner. Not all stimuli will have a feeling of registration and enter the long memory system, and when the learner is processed for external information, it will experience a selection phase. The individual is selected according to its previous cognitive structure; at the same time, the individual will continue to adjust its own cognition according to feedback during this process of exchange of external information. Secondly, the basis of learning is the formation of internal psychological structures and reorganizations rather than the stimulus of the expansion - the formation or changes of the reaction linkage or behavioral habits. The so-called psychological structure is the way learners intuition and generalize the way nature society and human society. The cognitive structure is present in the form of symbolic characterization. In the view of cognitive learning theory, the basis of learning is not like behavioralism. It is considered to be trained, which encourages the formation and consolidation between stimuli and reactions, and should pay more attention to explore the nature of the psychological structure within the learner and their changes. process. When new experiences change the existing psychological structure of learners, then learning will happen.
Finally, whether early cognitive learning theories represented by the early stage of format tower, almost all recognized the basic principles: First, unbalanced principles. That is, it is considered that if the individual's cognitive structure is in progress, it is tried to process the selected stimulus. If it is not successful, it will result in the imbalance of the structure. When the individual is tap, the change in the cognitive structure has happened. Second, the principle of migration. From the following introduction to some representative opinions of some cognitive learning theory, as the famous sayings of Osubel, the beginnings of this article, we can taste, almost every cognitive learner is quite attached to the migration of learning. They have always emphasized that new cognitive structures will always be affected by previous cognitive structures. In the case of classroom teaching, cognitive learning theory emphasizes to construct the appropriate problems situation according to the level of students, and pay attention to the general principles in the process of learning. In Bruna, it is our student to learn. Learning, and the teacher wants to teach students, pay attention to cultivating students' cognitive strategies and metacognitive ability.
2. From learning view
According to the above-mentioned cognitive learning theory on the basic view of learning, with teaching practice combined, domestic and foreign researchers have put forward a series of guidelines for teaching design, and domestic scholars are summarized as:
Use the visual man in an intuitive form to display the subject content structure, and should let the learner understand the interrelationship between the various kinds of knowledge involved in the teaching content;
The presentation of learning materials should be suitable for the learning level of learners, and organize the teaching content in accordance with the principles of simplification. It is said that it is simplified as a complex whole;
Learning for understanding can help the persistence and migration of knowledge;
Provide students with cognitive feedback to confirm their correct knowledge and correct their misunderstanding. Although the behavioralism theory also emphasizes the importance of feedback, the theory of cognitive teaching will generally see feedback as a hypothesis test;
The learner's custom goal is an important active factor in learning;
Learning materials must be provided in summary sequences, but also to provide translation sequences;
Learning materials should reflect dialectic conflicts, appropriate contradictions help trigger the high level of thinking of learners.
(2) Representative views of cognitive learning theory
1. Early cognitive learning theory
In general, the early cognitive learning theory is more animal as an animal as an research object. At the same time, the research conclusion is often from the observation of researchers' external things; the later cognitive learning theory directly studies the teaching process of human beings, and use more rigorous experimental design. (1) Format Tower
The viewpoint of format tower school directly affects the formation and development of today's cognitive learning theory. The representative character of the format tower is Cao Fuka, Wuito, RMB. The faction believes that the essence of learning is a constituent and tissue, rather than forming a stimulating reaction. According to the basic view of the format tower, the crust is based on the experiment of the gorilla, and the process of understanding the process of learning and learning the migration of learning, the "epiceways", which have a profound impact on future cognitive learning theory. Crust designed a famous trial to prove its own point of view. According to this experimental crucible, it is that it is blurred, confusing. When it saw that several short bats picked up the relationship with the banana from the height, it produced an epicewary that solved this problem. Therefore, learning is achieved by merits. Emotion is a complete tissue structure process. Learning is the reorganization of perception. The process of this perception experience is not a progressive trial and correction of the wrong process, but suddenly understand.
(2) Torman's cognition - look forward to saying
Tolman absorbs the thoughts that are complete, and believes that behavior is a whole, including not only observable behaviors, but should include all things in the activity: ie exterior, internal, body, intranets, Protects the overall behavior of organisms. The concept of "intermediary variable" is proposed, and it is considered that the relationship between stimuli and reaction is not a simple S-R binary term, but the three items of S-O-R. O is an intermediary variable, that is, the intermediary process or psychological process is between the experimental variables and behavioral variables and the factors associated with the two, which is determined by the experimental variables and directly determines the behavioral variables. He designed a famous "latent learning" experiment that proved this. Conventional behavioral ,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,,, When the conditions of the appropriate environmental stimulation are later encountered, the action learned by the human beings will be launched. However, Torman believes that according to their own research, the zoology or human learning is not a coherent action reaction in the learning process, but has obtained knowledge about the environment, learning goals around him, and how to achieve goals. These knowledge promotes animals or humans form a so-called "cognitive expectation", which will directly affect the direction and intensity of the next activity of the learner. That is, through the learning process, the learner learns is not a simple action or reaction, but learns a cognition of the goals and the goals and means, that is, the learning is not actions but learn the meaning. This process is done by the above O this intermediary variable.
2. Modern cognitive learning theory
(1) Bruna's cognition found
Bruna's learning theory is closely related to his theory of children's cognitive development, and his famous structuralism is based on both. The book focused on his thoughts of his structureist education. It was more involved in his cognitive learning theory, so it was just simply introducing his cognition and found. The reason why the theory of Bruna said that the reason is that the reason is that two points: 1. Bruna emphasizes that the learning process is a positive cognitive process. He believes that the essence of learning is to actively form a cognitive structure. Learning any discipline, there are a series of new knowledge, and every knowledge is learned, transforming, and evaluating these three cognitive learning processes. Bruina has pointed out: "Learn a discipline, it seems that three almost simultaneous processes." At the same time, he emphasized: "No matter what our discipline we chose, be sure to make students understand the basic structure of the subject." Second, he attaches great importance to people's initiative and experienced role, attaching importance to learning inner motivation and development of students' thinking, advocating knowledge of knowledge. He said: "It is not limited to the behavior of things that seek human beings' unknown, and it is found that it is found that all forms or methods of acquainted knowledge with their own minds." He believes that learning has the following advantages: conducive to excitation Students 'potential; help to strengthen students' internal learning motivation; help students learn to learn; conducive to the maintenance and extraction of knowledge. (2) Osuber's cognition
Ousbur is a famous American cognitive education psychologist, in his "educational psychology: a cognition (Educational Psychology: a Cogn
IT
Ive View) "(1978), proposed unique" meaningful learning "theory," 即 "Cognition" (also known as cognition). "
The basic view of cognitive assimilation is that the learning of new knowledge must be based on existing cognitive structures. The process of learning new knowledge is that learners have actively taken knowledge from their existing cognitive structures, and the "fixed" or "home" is a dynamic process of extracting with new knowledge in their existing cognitive structures. The results of the process cause the original cognitive structure to constantly differentiate and integrate, so that learners can get new knowledge or clear and stable experience, the original knowledge has also changed in this assimilation process.
According to the relationship between the new content that will be learned and the related content of the learner, Ousbur divides the study into the next learning, super-order learning, and combined with the combination of Combinator Learning. Three categories. (1) If the new content to be learned is lower than the related content of the learner's original cognitive structure in the package and generalization level, this time the study is the next learning or class learning. .. Subsumptive Learning. For example, if the student has formed an axial symmetrical concept (existing knowledge) when learning square, rectangular, and triangular, when learning circle, "round is also a shaft-aligned graphic" this life (new knowledge) learning, is the next Learn. (2) If the new content to be learned is higher than the related content of the learner's original cognitive structure in the package and summary levels, this time the study is the upper study or summary study. For example, students have a square, rectangular, triangular concept in the original cognitive structure, when learning a new concept axis symmetrical graph, the upper study. (3) If the new content to be learned is just a reasonable combination of related content existing in the original cognitive structure, it can only be associated with the general background of related content in the cognitive structure, and cannot be associated with cognition Some specific contents in the structure constitute a lower relationship (dependency) or the upper relationship (including the relationship), then the study is in parallel. Most of the concepts studied in mathematics, natural science, social disciplines, and humanities are examples of studying. In a concurrent binding study, it is more difficult to learn and memory for new content due to only the general non-specific correlation content in the original cognitive structure. From the principle of the classification principle of our own learning, Ousbele proposed the textbook writing should follow the principle of continuous differentiation, comprehensive penetration: "A specific subject's textbook content in human heart is composed of a hierarchical structure. The broadest concepts are located in the vertices of this structure, and they accommodate more and lower propositions, concepts, and factual materials that are increasingly differentiated. "
At the same time, Ousboor divided the student's learning into learning and discovery learning, according to the nature of the learning process into mechanical learning and meaningful learning.
Accepting learning, the learner presented the form of learning materials in the form of ready-made conclusions, linked to its well-formed structure to achieve a learning method of this learning material.
Discovering learning, in the case of teachers, students rely on their own strength to get new knowledge, seek a learning way to solve the problem method. I found to learn independent discovery of learners. In contrast to Bruina, Osuber has emphasized learning.
Mechanical learning, that is, it is not an understanding, repeated learning, that is, the learning materials are only mechanically identified.
The meaningful learning refers to the new knowledge expressed by language or symbols to establish a substantive, non-human connection with the old knowledge in the learner's cognitive structure. There are two conditions for meaningful learning requirements: students must have a sense of learning, that is, the intention of associating new knowledge and cognitive structures; learning materials have potential significance, ie learning materials have logic Significance, and can contact the relevant concepts in the student cognitive structure. These two conditions are unable, otherwise it will lead to mechanical learning.
(3) Gagne's accumulated learning
Gagne is recognized as a representative that combines behavioralism and cognitive learningism. He learned reasonably from two theories, and in the 1970s, he introduced the views and methods of modern information theory, thus becoming a representative of information processing models in the awareness of information.
Gagne believes that the learning process is the process of acceptance and use of information. Learning is the result of the subject and environment interaction. "The previous learning of individuals has led to an individual's wisdom." Therefore, he advocates the most intensive students. Guide, enabling students to learn in one step in step by step in step by step. It is in this sense that Gagne's cognitive learning concept can also be called a cognitive guidance learning theory. According to the above-mentioned general point of view, Gagne believes in the text of the "learning base" of teaching methods, it can be considered as a motive stage (expected) → understand the phase (paying selectivity and perception) → Get stage (encoded storage channel) → Maintaining a chain lock (memory reserves) → Memory phase (retrieval) → summary phase (migration) → job phase (reaction) → feedback phase (enhanced) such a chain lock.
Gagne believes that external events can be plans and implemented in various ways of intensive, maintenance, promoting or enhancing the inherent process of learning. This process is the teaching process. Gagne will divide the teaching process related to the above learning process into eight stages. (1) The motivation phase has a certain learning situation to become the cause of learning behavior, stimulates individual learning activities, and triggered students to achieve the psychological expectations of learning goals at this stage. (2) Understand the stage: In this stage, teaching measures should cause students to pay attention, provide stimulus, guiding attention, so that the specific features of the stimulus context can be selected by the students. (3) Getting phase: This phase plays an encoding effect, that is, the selection information is processed, and the short-time memory is converted to a long-term memory persistent state. (4) Maintaining the stage: The information obtained is repeated, after strengthening, in a certain form (watch or concept), it is permanently stored in long memory. (5) Memories Stage: This stage is the process of searching, which is to find a stored knowledge, making it resurrected. (6) In summary stage: Apply the knowledge and skills that have been obtained in new situations, this stage involves the migration of learning. (7) Working phase: At this stage, most of the teaching is the time to provide knowledge, so that students show the effect of learning, and at the same time prepare for the next phase of feedback. (8) Feedback stage: learners have completed their new jobs and realized that they have reached the expected goals, so that the learning motivation is strengthened. Gagne believes: "It is worth noting that strengthening the learning of human beings, because the expectation established by the learning motivation phase, at this moment, the feedback phase is confirmed."
Another important thinking of Gagne's accumulation is his classification of learning. Gagne published "learning conditions" in 1965, the book has become a classic work on the classification of learning from 1970, 1977 and 1985. In this book, Gagne puts the learning into eight categories according to the situation where learning is generated, and is aligned with a level:
First type, signal learning: Classical condition reflection, including no reconciliation; second type, stimulating reaction learning: operating conditions reflection; third type, chain learning: a series of stimulating response action combination; fourth class, language combination : Like a third type of study, it is only the connection of language units; fifth categories, multiple identification learning: differences from multiple stimuli; seventh, concept learning: When you classify stimuli, things Reaction of abstract characteristics; seventh categories, principles learning: concept of concept; eighth categories, solve problems: Application principles under various conditions achieve ultimate goal.
In 1977, Gagne pointed out that the division of these eight types of learning was still not suitable for school learning, so he proposed five learning results according to the results of the students: 1) Speech information, Refers to the knowledge that can express the expression of language text; 2) Wisdom skills, refers to the ability to use symbolic work; 3) Special cognitive skills of cognitive strategies, internal, control, and regulate their cognitive activities; 4) Action skills, refers to the ability to acquire, coordinate their muscles; 5) attitude, referring to acquisition, determines the internal state of personal behavior choice. Third, a brief evaluation of cognitive learning theory
1. Cognitive learning theory highly attaches great importance to students' subjective initiative. Adapt to behavioral learning concepts, teaching should create contexts to lead to the reaction of the scholars and provide appropriate enhancement for each reaction. Drilling and exercise is the teachment of teaching. If the teacher gives students a problem, if the student answers the correct, then the teacher said "correct", to strengthen; if the student answers the error, the teacher will continue to practice. In this teaching process, students are passive recipients. However, modern awareness is regarded as the construction process of knowledge. The learner has also become the main constructors of knowledge by passive recipients. For example, Vista (1989) also believes that "an important aspect of the cognitive campaign in education psychology is to recognize that learners appear as a positive participant during the learning process."
2. Cognitive learning theory is strong, highlighting the close combination of theory and practice. For example, the school teaching goal is also the expected student learning results, so Gagne's classification of learning has direct guiding significance for teachers to determine the teaching objectives, and the eight stages of his study, the ideas and assumptions of classroom teaching It has a positive meaning and a certain reference value for the actual teaching. For another example, Brua is based on its idea of discovering learning and teaching. Write or adapt the teaching materials of primary and secondary school mathematics, physics, chemistry, and biological materials, and directly guide American education reforms.
However, it must be pointed out that cognitive learning theory is also facing severe challenges.
1. Cognitive learning theory lacks a unified theoretical system. Although the recognition study has become the mainstream of contemporary learning psychology research, it is very loose from the recognition of cognitive research. From this book, we can see that the view of Gagne and Bruna is very different. The former represents the information processing model orientation; the latter is more focused on pure cognitive research. Moreover, cognitive learning theoretists also have different research perspectives, like Bruina to promote discovery of learning, Ousbur advocate learning. For another example, Gagne has a classification of learning, and Ousbeier has a classification.
2. Cognitive learning theory has less consideration to the specific role of mood, will and other factors for the teaching process. For example, Gagne is attributed to a large number of organizational knowledge. On the ability of the ability, only the role of knowledge, and ignores the role of thinking and intellectual skills, which has a certain piece. What is the status of emotional intelligence and multivariate intelligence, multivariate intelligence, etc. in cognitive learning theory? Recent studies on cognitive learning have begun to consider these issues.
4. Application examples of cognitive learning theory in teaching
Since the 1990s, cognitive learning theory has caused more and more deepening and extensive attention in China. In particular, with the popularity of network education, distance education, and CAI design, there is already a small number of cognitiveism and its branches - constructivism. The large-scale topics about cognitive learning can also be said to be an endlessly, such as the famous "primary language" four "teaching reform experiments" and the "teaching reform" and the "teaching reform" and the "teaching reform" and the "teaching reform" and the "application" Teaching psychology principle ten years of experiments "etc. This actually reflects the tired of the majority of teachers to neglect the active behavioral of the student's subjectivity.
Then, the awareness of learning theory genre and branches are prosperous, and the theoretical system is profound, how does the specific teaching process reflect the idea of cognitive learning? We believe that we must first grasp the overall education concept of cognitive learning according to the basic view of the cognitive in the previous introduction; then on this basis, learn from your own teaching requirements, learn from the idea of yourself. The case described below is the exploration of the two young teachers Shen Qingcan and Chen Qiangren in primary school mathematics from the understanding of the theory of cognition. According to the basic view of cognitive learning, learning is the formation and reform group of cognitive structures, and we have to pay attention to the migration of students' learning. At the same time, according to the discussion of Oosbele, the formation of a good cognitive structure is also transformed from a good textbook structure. Mathematical knowledge is a strict organizational knowledge system, student learning mathematics, in the process of mastering knowledge, the corresponding cognitive structure is formed. In order to promote positive migration, Shen Qingcan and Chen Qiang Ren emphasized that we have to pay "prototype" between the teaching of old knowledge and new knowledge, and use it as a mediator, organically connect new and old knowledge, inspire students' thinking, optimize students Cognitive structure. Here are one of their practices: as prototypes with "transition questions", thereby simplify new knowledge.
Nine-year compulsory education materials attach great importance to the textbook structure, increasing the content of the "quasi-preparation" to communicate new and old knowledge, but how to communicate in specific teaching, actually not a very easy thing. For example, in the first book of the new textbook, you should talk about "9 ". The calculation method of "9 " is "grouped ten law", and its analysis foundation is 10 consisting and decomposition of the end number, the calculation basis is the addition of 10 addition and 10 calculations. Three types of preparation questions in teaching materials: (1) Digital filling blank. (2) 9 () = 10 9 1 1 = □ ... (3) 10 5; 10 7 ... The purpose is to let students review the old knowledge prepared by the "Ten Act". Some teachers let the students do the above practice, think that they can teach new courses, that is, transfer to the new case 1: Teachers show the ball box, there are 10 spaces, load 9 flower trees, the teacher has 2 Flower ball, ask students how many balls do you have? In order to introduce "Make Ten Laws", the teacher asks: take a few balls from the box to put into the box in the box. At this time, some said not to take the ball in the box again, as long as the oral calculation is 11; some have to put it in the box, but if you ask why, he asked: The box is not only left Is the next space?
Comrade Shen Qingcan and Chen Qiangnong began to reflect on the theory of cognitive learning, they believe that the "prototype" in the teaching of the old knowledge and the new knowledge will be paid to the "prototype" between the old knowledge and the new knowledge. To optimize the students' cognitive structure. In this teaching activity, prototype and intermediary is "transition questions" in preparation questions and examples. By the inspiration of the prototype of the "Transition Question", guide students to carry out active understanding activities, and communicate new and old knowledge. So after practicing the preparation questions, increase the two "circle 10" exercises as a transition problem. The first question is that the teacher has 9 birds on the left side of the flank, and 4 birds on the right, the teacher first with the students a place with a total of 13 birds. It is then pointed out that although it is also possible, but it is more troublesome, the teacher teaches the students a quick way. Then Teacher Question: How many birds on the left? (9 only) Several small birds from the right to the left, the left bird can make 10? (1) Teacher moves 1, immediately put the 10 birds on the left with the wool coil, and ask a few left on the right? (3) There are 10 on the left, 3 on the right, how much is it? (13) Is this fast? (Fast) At this time, the students are very emotional. The teachers immediately show the second question: the left 9 monkeys, the right 7 small monkeys, ask you to move a small monkey like just moving the birds, so that everyone will calculate Is it fast? After the student is eager to try, after completion, the teacher will timely and summary in question and answer form: a few small birds just added to 10? 9 small monkeys add a few more than 10, that is, 9 add a few to the 10? 9 plus 1 to 10, use 10 calculation methods to calculate fast? (Fast) and then the teacher pointed out that when you encounter a 9 a few, we first add 9 to 1 to 10, then calculate the calculation. This transition problem has both collapsed three types of old knowledge, but also made a solid pave for students. Through the practice of "circle 10", the students' thinking is inspired. Students have a preliminary understanding of the process and principles of "Ten", and the teacher has completed the teaching tasks of Example 1 smoothly. The teaching of prototype inspiration in the three "Ten Acts" in the latter three Finally, through the class "to do one" comparison 9 1 3 = 9 4 =, the teacher is rebounded again: 9 plus 1 plus 3, a total added? So how to calculate 9 4? Thus, the new and old knowledge is integrated from rationally, and the students' cognitive structure is expanded. In addition to the "transition questions" as prototype, comrades Shen Qingcan and Chen Qiang Ren also put forward some practices, the specific practice is consistent with the principle of "transition questions" above, and no longer be described here. (Gu Mingyuan, "New Contemporary Contemporary International Education Concept") References:
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