Brief introduction of principle
The representative figure of program teaching theory is American psychologist Skinner. Skinner is a famous representative of contemporary New behavioral psychology. Through experiments, he found that the behavior of animals can be gradually strengthened, forming an operational conditioned reflex.
He introduced this theory of operational conditioning into people's learning behavior and applied it to students' learning process. He believes that the learning process is the formation process of the connection between the stimulus acting on learners and the learners' response to the stimulus. Its basic schema is: stimulus-response-reinforcement. A complex behavior can be connected by simple behaviors through gradual methods and accumulation.
Program teaching divides the learning content into small questions and arranges them systematically. Through programmed textbooks or special teaching machines, students gradually ask questions (stimulate), choose answers, answer questions (react), know the learning results immediately after answering questions, and confirm whether their answers are right or wrong.
If the answer is correct, you are encouraged (strengthened) and go to the next program. If it is not correct, take supplementary procedures and learn the same content again until you master it. Its basic operating procedure is: explain-ask (question)-answer-confirm.
research method
1. literature research method: collect and sort out the relevant materials of program teaching and cognitive psychology, and make theoretical preparations for the development of the subject.
2. Investigation method: By investigating teachers' situation and their own development needs, investigate and analyze students' needs, take effective countermeasures and formulate research contents.
3. Action research: strengthen the research and development of the subject in specific practical reflection activities to improve the ability. Educational narrative research: Teachers obtain research materials through interviews, teaching diaries, community activities and teaching practice. And use the relevant theories of project development to guide their own educational practice and improve the professional level of teachers.
Teaching case study: through the study of typical cases, teachers are encouraged to reflect on their own teaching process, evaluate and learn from others' growth experience, and improve their teaching ability.
4. Cooperative research: teachers form cooperative research groups among themselves or with off-campus research teachers to discuss research topics and solve practical problems.