Chapter 2：

The Technical Core:Learning and Teaching

• 
  

• 1 Behavioral Perspective on Learning
  

• 1.1 Consequences
  

• 1.1.1 Two kinds of consequences: Reinforcement and Punishment
  

• (1) Two main types of reinforcement: positive and negative
  

• Both types of reinforcement strengthen behavior: positive through adding stimuli; negative by subtracting stimuli
  

• (2) Two main types of punishment:
  

• Direct Punishment (Type I)
  

• Direct punishment: appearance of stimulus following behavior suppresses or weakens behavior.
  

• Removal Punishment(Type II)
  

• Removal punishment: stimulus is removed following behavior in order to weaken or suppress it.
  

• Both types suppress behavior--Direct punishment by adding something to stop it, and removal punishment by withholding something
  

• 1.2 Antecedents
  

• Cueing 暗示
  Police car
  

• Prompting 提示
  Checklist

• 1.3 ABC 序列 演變?yōu)?AXC
  

• 1.4 應(yīng)用
  

• 1.4.1 Positive Behavior Support based on a Functional Behavioral Assessment
  

• FBA
  

• 1.Receive attention from others—teachers, parent, or peers.
  

• 2. Escape from some unpleasant situation—an academic or social demand.
  

• 3. Get a desired item or activity.
  

• 4. Meet sensory needs, such as stimulation from rocking or flapping arms forsome children with autism.
  

• PBS
  

• 1.4.2 Learning Objectives
  

• 1.4.3 Direct Instruction
  

• 1.5 思考
  

• 家校合作 家校共育
  中國(guó)式請(qǐng)家長(zhǎng)

• 教師懲戒
  

• 班主任 皮皮巴哥犬
  

• 師生關(guān)系
  

• 家庭教育
  

• 人的基本假設(shè)
  

• 教育起點(diǎn)等
  

• 2 Cognitive Perspectives on Learning
  

• 2.1 Categorizing Knowledge
  

• Generalknowledge vs. Domain-specific knowledge:
  

• General:applies to a variety of situations
  

• Domain-specific:relates to particular task or subject
  

• Also categorize knowledge by how it’s manifested
  

• Declarative knowledge:can be declared, usually in words
  

• Procedural knowledge:“knowinghow” todo something—knowledge that is demonstrated
  

• Self-regulatory: “knowing when and why” to apply declarative and procedural knowledge
  

• 2.2 Information-Processing Model
  

• 2.2.1 Sensory Memory
  

• Sensory memory:holding system that maintains stimuli so that perceptual analysis can occur
  

• Sensory memory = the initial system that briefly holds stimuli we perceive through our senses; other names for sensory memory are sensory buffer, iconic buffer (for images), and echoic memory for sounds.
  

• Weattend to some stimuli and not to others—this attention is first step inlearning.
  

• A challenge to teachers is to structure classroom environment to get and keep student attention at outset of lesson and keep them focused throughout the class.
  

• 2.2.2 Working Memory
  

• (short-term memory) holds 5-9 bits of info at a time for up to 20 seconds
  

• Working memory defined: where newinformation is held briefly and combined with knowledge from long-term memory.
  

• Resemblesscreen of computer—content is activated information, in-the-momentconsciousness.
  

• Capacity= 5-9 separate new items at once or the amount of info we can rehearse in about1.5 seconds
  

• Recenttheories: two working memory systems—one for language-based information, onefor nonverbal, spatial, visual information
  

• Durationof info in working memory is short: 5-20 seconds.
  

• Easily overwhelmed if cognitive load (especially extraneous load) is too great.
  

• 2.2.3 Long-Term Memory
  

• stores huge amounts of info for long periods of time; may be coded verbally or visually or both
  

• Long-term memory holds information that we move fromworking memory for indefinite storage
  

• Virtually unlimited, but not always easy to access specific information if much is stored over a long time
  

• 3 main kinds of long-term memory:
  

• 1. Episodic:associated with particular times and places—personal memories of events of yourown life
  

• 2. Procedural: howto do things—may take a while, but once learned, such knowledge is rememberedfor a long time
  

• 3. Semantic:memory for meaning: general concepts, principles, and their associations
  

• 2 important ways of storing semantic memory
  

• Images:visual representations—”mind’s eye”
  

• Schemas: abstract structures, patterns, systems, scripts
  

• 2.3 Storage and Retrieval
  

• 2.4 Metacognition
  

• 2.5 思考
  

• 記憶策略
  

• 《記憶宮殿》 《刻意練習(xí)》
  

• 培訓(xùn)？記憶方法？
  

• 3 Constructivist Perspectives on Learning
  

• 3.1 特點(diǎn)
  

• 主動(dòng)建構(gòu)
  

• 社會(huì)互動(dòng)性（學(xué)習(xí)者 互助者 學(xué)習(xí)共同體）
  

• 情境性
  

• 3.2 Several different approaches to constructivism:
  

• Psychological/Individual Piaget
  

• Schemes
  

• Assimilation
  

• Accommodation
  

• Radical Postmodern
  

• 主體主動(dòng)建構(gòu)
  

• 新舊知識(shí)相互
  

• 激進(jìn)：
  

• 嘗試去理解 make sense
  

• 用理論區(qū)解釋客觀實(shí)踐
  

• Social Vygotsky
  

• 低級(jí)心理（人與動(dòng)物）
  

• 高級(jí)心理（工具符號(hào)）
  

• 最近發(fā)展區(qū)
  

• 4 案例分享

• 考點(diǎn)：
  

• 不同學(xué)習(xí)方式，理論的使用限度
  

• 理論的理解和應(yīng)用
  

• 建立在共同的對(duì)話基礎(chǔ)上，挑戰(zhàn)，辯駁
  

• 分析：
  

• direct instruction
  

• 雙基 基礎(chǔ)知識(shí) 基本技能
  

• 合作學(xué)習(xí)（特殊需要 special needs)
  學(xué)習(xí)障礙 學(xué)習(xí)習(xí)慣不好
  多動(dòng)癥 注意力缺失

• 不利于超常兒童，優(yōu)秀兒童
  

• 落后兒童
  

• 所以要分層分組
  

• 答案：

• 觀點(diǎn)：繼續(xù)
  

• 結(jié)合三種理論，回應(yīng)家長(zhǎng)關(guān)切
  

• 家長(zhǎng)關(guān)切有沒(méi)有意義，是否真實(shí)存在
  

• 根據(jù)現(xiàn)實(shí)，調(diào)整
  

• 啟示：
  

• 將零碎，無(wú)目的，粗放的個(gè)人經(jīng)驗(yàn)，個(gè)人感覺(jué)
  

• 通過(guò)記憶 使用 熟悉 結(jié)合專業(yè)術(shù)語(yǔ) 專業(yè)思維 深入思考
  

• 梳理、建構(gòu)進(jìn)理論（盒子）
  

• 提供知識(shí)貢獻(xiàn)，促進(jìn)思維提升