Behaviorism teaching theory originates from the research of behavioral psychology, and the related research results of behaviorism learning theory are the important theoretical sources of behaviorism teaching theory. Behaviorist learning theory came into being in the United States in the 1920s, and its representatives are Pavlov, Watson, Thorndike and Skinner.

Behaviorism's view of learning and teaching has profoundly influenced the worldwide education reform, and it is one of the three major teaching movements in the 20th century, which are equally famous as the program teaching movement and the discipline structure movement. Skinner's behavioral psychology project teaching is the representative of this school.

Skinner's program teaching is mainly based on his theory of operating conditions and reinforcement. The theory of operant conditioning inherits and develops the traditional stimulus-response theory. After studying mice and pigeons, Skinner thinks that the body doesn't necessarily need to receive obvious stimuli to form a response.

There are two kinds of reinforcement: positive reinforcement and negative reinforcement. Positive reinforcement can be understood as the stimulation that the body wants to increase, while negative reinforcement is the stimulation that the body tries to avoid. Increasing positive reinforcement or decreasing negative reinforcement can increase the probability of physical behavior response.

Teaching principles of behaviorism teaching theory and procedure;

First of all, small steps are still the principle of gradual progress. That is, the learning content is divided into many small units according to its inherent logical relationship, and the divided small units are arranged according to a certain logical relationship to form a programmed teaching material or courseware. Students' learning is from easy to deep, from easy to difficult, step by step, which is the so-called small step learning principle.

Secondly, there is an obvious reaction. Skinner believes that students' reactions can be observed by others, and correct reactions need to be strengthened; Incorrect reactions need to be corrected.

Third, strengthen in time. When students react, they must know whether their reaction is correct or not in time. If the answer is correct, feedback is an enhancer. If the answer is wrong, feedback is a way to correct it. Finally, set your own pace. Each student sets his own learning pace and speed according to his own characteristics, and carries out program learning.