1. On the process of behavior acquisition. Bandura believes that human behavior, especially complex behavior, is mainly acquired by later generations. The acquisition of behavior is not only restricted by genetic and physiological factors, but also influenced by the acquired experience environment. Physiological factors and acquired experience are subtly intertwined in determining behavior, and it is difficult to separate them. Bandura believes that there are two different processes of behavior acquisition: one is the process of obtaining behavior response mode through direct experience, which Bandura calls "learning through the results of response", which is what we call direct experience learning. The other is the process of learning behavior by observing the behavior of the demonstrator, which Bandura calls "learning through demonstration", which is what we call indirect experiential learning.

In the process of observation and learning, people get the symbolic representation of demonstration activities and guide the appropriate operation. The whole process of observational learning consists of four stages (or four sub-processes): attention process, retention process, action reproduction process and motivation process. The logical flow of the four stages is as follows: (sample demonstration) → attention process → maintenance process → action reproduction process → motivation process → (generating matched individual behavior). The process of attention is the initial link of observation learning. In the process of attention, the action characteristics of the presenter, the cognitive characteristics of the observer and the relationship between the observer and the presenter affect the learning effect. In the maintenance stage of observation learning, although the demonstrator no longer appears, his behavior still affects the observer. In order to keep the demonstration behavior in memory, it is necessary to visualize the demonstration behavior in the form of symbols. Through the medium of symbols, short-term examples and demonstrations can be retained in long-term memory; The third stage of observation learning is to transform the symbols and representations in memory into appropriate behaviors, that is, to reproduce the previously observed demonstration behaviors. This process involves a series of cognitive and behavioral operations such as cognitive organization of sports regeneration and adjusting behavior according to information feedback. After the demonstration behavior can be copied, observe whether the learner (or imitator) can often show that the demonstration behavior is influenced by the behavioral outcome factors. Behavior results include external reinforcement, self-reinforcement and vicarious reinforcement.

Second, the social significance of social learning theory to contemporary moral education practice

In the study of observational learning, Bandura paid attention to the influence of social factors, changed the ideological tendency of traditional learning theory to emphasize individuals and despise society, and paid due attention to observational learning. In Bandura's view, the object of observation and learning-example, reflects the requirements of social norms, and social norms have an impact on observers through the behavior of example. First of all, observational learning is a basic and effective way of individual self-education and lifelong learning. This possibility will make individual self-study and education become a reality through the participation of individual's independent consciousness and subjective ability, the demonstration and observation of real cases, and the combination of individual's independent consciousness and subjective ability. Therefore, schools and teachers should teach students how to learn through observation, teach them what observation is, what to observe, how to observe, how to treat the observation results and whether to put the observation results into their own explicit behavior. Secondly, Bandura's social learning theory puts forward that role models have the function of vicarious reinforcement, which makes people have a further understanding of the importance of role models in educational practice. Moral education should provide as many positive and positive examples as possible and less negative and negative examples; Educators should demand that their behaviors conform to the moral standards, not only pay attention to words and deeds, but also pay attention to setting an example; In teaching, teachers should carefully demonstrate, highlight the main characteristics of knowledge and skills, and provide detailed oral explanations, so that students can establish a good representation system and symbol coding, mobilize students' autonomy, and improve their learning through self-adjustment.

Bandura's self-efficacy theory has a positive impact on education and teaching, especially on developing students' potential ability, stimulating students' learning motivation and emotion, and promoting students' positive self-awareness development. First of all, schools and teachers should build a ladder of success for students. Successful experience will enhance students' sense of self-efficacy, enable students to establish confidence in success and treat their abilities correctly. This requires teachers to pay attention to cultivating students' good psychological quality, hobbies and specialties, creating opportunities for students to enhance their self-confidence and paving the way for students to succeed. Secondly, teachers should give students positive encouragement and timely and positive evaluation. Giving positive evaluation can further promote students' development in a better direction, and at the same time, it can also inspire other students to observe and learn. Finally, Bandura's sense of self-efficacy has great enlightenment to our contemporary education. In teaching, we should cultivate students' self-confidence and establish a correct and stable sense of self-efficacy.

The development of social learning theory is instructive to the educational research and the development of quality education theory in China today. First of all, the development of educational thought can't be limited to one school's theory, but become a closed and exclusive way of thinking. It is necessary to learn from others' strengths, accept everything, and establish an open theoretical model that actively absorbs the strengths of various schools. Only a dynamic, open and developing theory, that is, a theory that is constantly revised and enriched, can have strong vitality. Secondly, in the discussion and development of educational thoughts, we should prevent the thinking mode of either/or and advocate the mutual determinism of the relationship between individuals, behaviors and environment. In the discussion of educational thoughts, on the one hand, we should criticize the disadvantages brought by traditional education, and at the same time, we should attach importance to carrying forward the reasonable factors in traditional education, actively absorb the progressive educational thoughts, and create a set of educational theory system suitable for China's national conditions.

Above Bandura's social learning theory, I hope it will help and inspire you.