Observation learning is a basic way of human learning, and it is also a shortcut for students to learn knowledge and skills. % of students have the ability to obtain information and self-adjust through verbal and non-verbal images. This ability enables students to acquire complex behaviors only by observing others, especially when learning ready-made knowledge. Although this kind of learning involves imitation, they will become students through their own active thinking and cognitive processing, digestion and absorption. Therefore, the observational learning theory can inspire teachers to impart knowledge effectively.
(2) Pay attention to the interaction of cognition, behavior and environment, and form a joint force of education.
In practice teaching, teachers should break through the traditional concepts of heredity, environment and education, realize the decisive role of activities and the ability of the subject in individual development, and carefully design various activities that are conducive to the development of students' subject, so that students can learn to learn.
Achieve development through activities. On the other hand, teachers must not ignore students' subjective factors, pay attention to the role of students' cognition, improve students' self-awareness, and take the cultivation of students' subjectivity, initiative, self-education and self-monitoring ability and the ability to use the environment as the fundamental task and implement it in all stages and activities. Therefore, teachers should pay special attention to the important position of students' subjective factors in teaching. Only by fully mobilizing students' enthusiasm and initiative and giving full play to their potential can we improve our behavior under the dynamic influence of environmental and cognitive factors.
(C) to cultivate students' self-regulation ability
Bandura's self-regulated learning theory regards learning as a process of internal reinforcement of learners, and students form corresponding behaviors through positive reinforcement or negative punishment of self-behavior. Teachers should attach importance to cultivating students' autonomous learning ability, making students the center of learning activities and teaching students to learn independently. Bandura's experimental research shows that effective self-regulation depends on students' positive self-efficacy and positive attribution in their studies. In order to cultivate students' autonomous learning ability, teachers should not only improve students' sense of self-efficacy, but also cultivate students' positive attribution style. "Students with learning difficulties" usually attribute their academic achievements to external and uncontrollable factors such as ability, teachers or luck, and rarely associate them with their own efforts. This requires teachers to consciously guide them to do more subjective attribution in the teaching process, so that they can have effective achievement motivation, participate in learning more actively and learn to learn.
(D) Guide students to improve their sense of self-efficacy.
In the process of learning, every student always has to face various difficult learning tasks. How to look at these jobs, what efforts should be made, and whether he is competent or not are all related to personal self-efficacy. If a student thinks that he is incapable of completing the task, he may have anxiety and evasive behavior, and if he judges that he is capable of completing the task, he will study hard without hesitation.
Bandura's sense of self-efficacy plays an important role in developing students' potential ability, stimulating students' learning motivation and promoting the development of students' self-awareness, and it is also instructive to explore how teachers can improve teaching quality.