Behaviorism learning theory, on the other hand, originated from Gestalt school's cognitive learning theory. After a period of silence, it came back to life. Since the mid-1950s, with the creative work of a group of cognitive psychologists such as Bruner and Ausubel, the study of learning theory has entered a glorious period since Thorndike. They believe that learning is a process of facing the current problem situation and actively organizing it in the mind, thus forming and developing the cognitive structure. Therefore, cognitive learning theory began to occupy a dominant position in the study of learning theory.
Cognition refers to the process and analysis of cognition. American psychologist G.A.Gilbert thinks: "Cognition is the general name of several processes that a person goes through when he' understands' the objective world. It includes several unique processes such as perception, understanding and reasoning. This term contains the meaning of consciousness. " The construction of cognition has become the core issue of student psychology that modern educational psychologists try to understand.
Cognitive learning theorists believe that learning lies in the change of internal cognition, and learning is a much more complicated process than S-R connection. They pay attention to explaining the intermediate process of learning behavior, that is, purpose, meaning and so on. And think that these processes are variable factors to control learning.
Cognitive learning theory provides a theoretical basis for teaching theory, enriches the content of educational psychology and makes great contributions to the development of educational psychology. The main contributions of cognitive learning theory are:
1. Attach importance to the subjective value of people in learning activities, and fully affirm the initiative of learners.
2. Emphasize the important position and role of awareness activities such as cognition, meaning understanding and independent thinking in learning.
3. Pay attention to people's preparation in learning activities. That is, the effect of a person's learning depends not only on external stimuli and personal subjective efforts, but also on a person's existing knowledge level, cognitive structure and non-cognitive factors. Preparation is a prerequisite for any meaningful study.
4. Pay attention to the enhanced function. Cognitive learning theory regards human learning as a proactive process, so it attaches great importance to the intrinsic motivation and reinforcement brought by learning activities themselves.
5. Promote the creativity of human learning. The discovery learning theory advocated by Bruner emphasizes the flexibility, initiative and discovery of students' learning. It requires students to observe, explore and experiment by themselves, carry forward the creative spirit, think independently, arrange materials, discover knowledge by themselves, master principles and principles, and advocate an inquiry learning method. It emphasizes that students can find learning, develop intellectual potential, adjust and strengthen learning motivation, firmly grasp knowledge and form innovative skills.
The deficiency of cognitive learning theory is that it does not reveal the psychological structure of learning process. We believe that learning psychology is composed of psychological structure in the learning process, that is, intellectual factors and non-intellectual factors. Intellectual factors are the psychological basis of the learning process and play a direct role in learning; Non-intelligence factors are psychological conditions in the process of learning and play an indirect role in learning. Only by combining intellectual factors with non-intellectual factors can learning achieve the expected goal. However, cognitive learning theory does not pay enough attention to the study of non-intelligence factors.
Scientific research paper
1, "Every psychological phenomenon is a separated whole, a gestalt and a gestalt." This is very important because an isolated phenomenon in the history of literature should be regarded as an independent whole, and it is possible to restore its prototype and gestalt.
2. "Learning is the acquisition of expectations, and learners have an inherent state of expectations, which promotes learners' understanding of the environmental conditions for achieving their goals. "This is very important. In our current education, professors are centralized and rarely interact well. How can students have the subjective consciousness of learning without the inherent expectation?
3. "Learning is to integrate new materials or new experiences with old materials or experiences, thus forming an internal knowledge structure, that is, a cognitive structure. Piaget pointed out that this structure is in the form of schema, assimilation, adaptation and balance. Bruner believes that learning does not lie in passively forming reactions, but in actively forming cognitive structures. " Yes, the same research material will produce different conclusions for different knowledge structures.
4. "Cognitive structure refers to the internal cognitive system that reflects the stable connection or relationship between things, or it is the whole content and organization of a learner's concept. People's cognitive activities are formed in a certain order, and after developing into the understanding of the structure of things, the cognitive structure is formed, which is the category and its coding system. Bruner believes that people actively participate in the process of acquiring knowledge and actively select, transform, store and apply the information that enters the senses. In other words, people actively choose knowledge, and they are learners who remember and transform knowledge, not passive recipients of knowledge. Bruner believes that learning is based on the original cognitive structure. No matter what form it takes, individual learning actively constructs a new cognitive structure by linking newly acquired information with the original cognitive structure. Bruner believes that learning includes three almost simultaneous processes: acquisition of new knowledge, transformation of knowledge and evaluation of knowledge. These three processes are actually the process in which learners actively construct new cognitive structures. "
Bruner thinks that teachers can't tell students everything. In order to achieve teaching objectives, teachers must enable students to acquire a set of general basic ideas or principles to a certain extent. These basic ideas and principles constitute the best knowledge structure for students. The higher the generalization level of knowledge, the easier it is for knowledge to be understood and transferred. "Summarize the basic ideas and principles, which is the most important and the most difficult.
6. "The feature of discovery method is that it cares more about the learning process than the learning result. Specific knowledge, principles, laws, etc. let learners explore and discover themselves, let students actively participate in the learning process, and reorganize the teaching materials through independent thinking. " Discoveries in learning really affect students and make them' structuralists'. "Learning is the organization and reorganization of cognitive structure." Discovery method, which allows students to discover by themselves, is good, but it is also difficult.