Abstract]: This article is based on the study of learning theory, sorting out the research results of Thorndike, Pavlov, Skinner, and Bandura, important representatives of behaviorism, and listing the author's artistic practice. real cases are explained.

[Keywords]: learning theory; behaviorism

As the saying goes: live until you are old and learn until you are old. People are learning throughout their lives. It is not limited to imparting knowledge in schools. Everything involving movement, language, skills, life, memory, cognition, thinking, etc. falls within the scope of learning psychology research. There is no doubt that the thing that college students are most exposed to is learning. Whether the learning method is correct or not directly affects the learning efficiency and learning results. I believe that everyone will often have questions like this during the learning process: "Why can't I always remember this word?" Come down? Why can't I meet the teacher's requirements no matter how much I practice, but the more I practice, the worse it gets?" Wait. This is especially true for students who will engage in music education in the future. It is related to whether you can successfully help students solve learning problems in the future and become a qualified people's music teacher.

Today's rapid social and economic development has also brought some negative impacts on education. The causes of these impacts come from many aspects, such as family factors, physical and mental factors, school factors, etc. Under the influence of these factors, a series of learning problems have arisen, which tend to increase exponentially with age. Such as learning aversion disorder, learned helplessness disorder, attention disorder, over-learning anxiety disorder, phobia of learning, etc.

The author once encountered such a case during the piano teaching process of artistic practice: Yanyan is seven years old this year. He is a little boy with a high IQ, strong self-esteem and self-confidence, although he is young. , but he is the best in the second grade of primary school and won the first prize in the National Children's English Competition. When he first transferred to me to learn piano, he had already learned piano for three months. In the first lesson, I discovered his extraordinary talent. But one thing that dissatisfied me was that when other children were taking lessons, he Often laughs at other people's shortcomings. During the second class, he had a piece of music that was too fast and the notes were not very grainy. I motioned for him to slow down and practice, but he didn’t listen. So I demonstrated two playing effects. One was very slow but not very grainy. There were clips with very clear notes, and one clip with very fast speed but vague notes. Then I asked him which kind of playing effect he liked. He was silent for a minute, frowned, and suddenly cried, "This is me." The first time he encountered such a situation, he felt a little helpless. He threw himself into his mother's arms and cried loudly: "Mom, I don't want to learn piano anymore. It's boring to learn. The teacher said I can't play well." "It sounds nice..." Learning piano is boring, that's what I'm most afraid of hearing from students. I hurriedly explained: "The teacher didn't say that you don't play well. As long as you play slowly, it will be better. The little boy shouldn't cry." This time, he cried even harder and hugged his mother. go home. So I asked Yanyan's mother about his situation. His mother said that she cried in class, but the original teacher always praised him because he was smart and the whole family pampered him. At this time, I understood the reason, but it was too late. His problem was that his family and school education gave him too many reinforcers, which caused him to lack the courage to overcome setbacks. After that, although he often came to art classes to take basic music lessons, he never touched the piano again, and his mother had nothing to do. Whenever I see this child now, my heart is filled with guilt. He is the first student I have lost, and he will also be the last.

In view of the above learning problems, the author summarizes three learning schools, namely behaviorism, cognitivism and humanism. It focuses on behaviorism. I hope it can be a reference and help for everyone’s study.

Learning theory is a theory about the nature of learning, learning process, learning mechanism, learning conditions and their impact. However, the learning phenomenon itself is complex, especially the change process that occurs in learners' minds cannot be directly observed. People form different schools of learning theories based on the viewpoints of their respective schools.

Learning theory is one of the oldest and most developed areas of research in psychology.

Long before W. Wundt (1832-1920) established scientific psychology in 1879, educators and thinkers in ancient China and ancient Greece had made incisive discussions on learning. In particular, ancient Chinese learning thoughts were the most systematic and comprehensive. Rich. In terms of the essence of learning, they put forward the view that learning is a process that combines the accumulation of knowledge, skills and comprehensive application. The so-called "there are many accumulated habits", "speech comes out of nowhere" and "sudden understanding" (Zhu Xi, "Zhu Xi's Four Books or Questions" Volume 2, "Great Learning or Questions") should prove the above point of view. The learning process is divided into seven stages, namely determination (forming learning motivation), erudition (extensive acquisition of knowledge), interrogation (discovering problems in learning), deliberation (in-depth processing of learning materials), and discernment (thinking activities). The analysis process in the process of mastering knowledge), practicing (reviewing and consolidating the knowledge learned), and practicing (putting it into practice). These seven stages comprehensively and systematically summarize the complete process of learning activities, which is enough to show the advanced consciousness of my country's educational thinkers at that time.

From the perspective of Western academic history, science is a derivative of philosophy. Later, science became independent as a discipline parallel to philosophy. Science and philosophy have an interactive relationship. Science produces knowledge and philosophy produces ideas. Therefore, when conducting learning theory, we first explore its ideological roots. Discussing learning issues from a philosophical perspective belongs to the category of epistemology. "How do we understand the world?" "How do we learn new knowledge?" "What is the source of knowledge?" etc. have always been questions that philosophers have been debating. The most influential of these are two opposing views: empiricism and rationalism.

Empiricism believes that experience is the only source of knowledge. Although they do not deny that some knowledge can be derived from rational thinking about the relationship between various experiences, they pay special attention to sensory experience. Its ideological roots can be traced back to the ancient Greek philosopher Aristotle. He firmly believes that ideas cannot exist independently of the external world. The external world that people feel is the source of all resources. The main representatives include Locke, Hume, etc. Among them, Locke put forward two views that had a greater impact on empiricism. First, he believed that the concepts that constitute knowledge come from two types of experience, namely external experience (feeling) and internal experience (introspection). The second is association theory, that is, people acquire complex knowledge mainly through association, gathering fragmented ideas into systematic knowledge. These views made theoretical preparations for association psychology. By the end of the 19th century, they evolved into connectionism. At the same time, the association between concepts was transformed into the connection between stimuli and responses, which gave rise to behaviorism.

Rationalism believes that reason is the source of knowledge, innate intuition and deductive reasoning that are self-evident. The only reliable basis for knowledge, belief, and behavior is rational data, not sensory data, divine revelation, or intuition. The roots of his thought can be traced back to Plato, who believed that although the material world is reflected through human feelings, the material world can only be truly known through human rational thinking. The main representatives include Kant, Herbart, Hegel, etc. Among them, Kant is the master of rationalism. He believes that the external world is actually disordered. The reason why it is understood as orderly is because reason thinks it is orderly. Reason plays an important role in understanding the world. Certain forms of experience given by reason are innate. . The idea of ??innate structure of rationalism had a significant impact on subsequent European Gestalt psychology.

The typical and core view of behavioral learning theory is to regard learning as a process of changing an individual’s explicit behavior. Learning is passive. Whether the individual’s inner psychological process during learning is Changes are generally not explained, but changes in an individual's explicit behavior are mainly shown in the connection between stimuli and responses. It advocates that all human behaviors are determined by the environment, which is a famous extreme environmental determinism and educational omnipotence in history. The banner of behaviorism was set up by J. B. Watson (1878-1958).

In this regard, one of his most famous and most quoted passages illustrates this point: "Give me a dozen healthy babies without defects and raise them in a special environment designed by me, and I will You can guarantee that I can train any one of them to be any type of expert I choose - a doctor, a lawyer, an artist, a business leader, even a beggar or a thief, regardless of his talents, hobbies, tendencies, and abilities. , or what is the occupation and race of his ancestors?" Below I will use important representatives of behaviorism as clues to further explore behaviorism.

Edward L. Thorndike (1874-1949)'s trial-and-error learning theory puts forward his own views on the essence, process, rules, transfer and other issues of learning. The first person to use animals to conduct learning research, constructed the earliest and relatively systematic theory in educational psychology, and established the use of experimental methods to study phenomena. He was hailed as the "Father of Educational Psychology" by future generations. But the biggest shortcoming of his theory is that it regards learning as a blind behavior and analogizes the learning rules of animals to human learning. This is a mechanical view of learning and ignores the initiative and initiative of human learning.

In the experiment, he made a mystery box and observed how the cat stepped on the trap, escaped from the mystery box and obtained things. After repeated experiments, he found that the cat's movements were disordered when it first entered the maze box. It only accidentally hit the switch and escaped from the maze box. However, in subsequent repeated exercises, the disordered movements gradually decreased as the number of exercises increased, and finally Learned that as soon as you enter the mystery box, you can open the door to get food. From this, his famous trial and error systematic learning theory was born, the main contents of which are as follows:

The essence of learning is to form connections, which include artificial connections and non-artificial connections, and those who obtain connections The method is trial-and-error learning. Although it is obtained from animal experiments, it has a certain degree of accuracy. Trial-and-error learning is indeed an important way for humans to learn, especially when people solve new problems. So true. To a certain extent, the history of human civilization is a history of trial and error. Edison's passage is the best explanation of trial and error learning: "Failure is also what I need. It is as valuable to me as success. Only after I know how to do everything wrong can I know how to do something well." What is the working method?" From today's perspective, this is also the biggest difference between our Chinese education and Western education. The West advocates letting students boldly explore on their own, while China can't wait to tell students the so-called correct answer. This is Chinese children. Learning the root causes of problems and being accustomed to receiving knowledge for a long time make them extremely lack the ability to solve new problems. They are helpless when facing new problems. They can only choose to escape and rely on others to solve them, and gradually lose interest in learning. The case of Yanyan mentioned earlier is such a situation, which is worth pondering.

In the trial-and-error learning process, he summarized three important learning laws:

1. Law of readiness: Readiness mainly refers to a motivational state, but This is his shortcoming when it comes to preparation for knowledge structure. Whether a learner responds to a certain stimulus is closely related to whether the learner is ready, just like a cat must be hungry before the experiment. .

2. Law of exercise: also called the law of advance or retreat. Including the law of use and the law of disuse: if an already formed connection is applied, the power of the connection will be strengthened, and vice versa. But he later admitted that simple repeated practice will not unconditionally increase the strength of the connection between stimulus and response. Practice will only have an effect when the learner sees satisfactory results after practice. Therefore, when we practice the piano, we must use our brains to think about whether it is correct. We cannot just practice hard, otherwise the wrong connections will be strengthened and affect efficiency. At the same time, in addition to making requirements for students, the teacher must also provide guidance on practice methods. .

This is the saying that it is better to teach a person to fish than to teach a man to fish. This solves the problem mentioned above of why repeated practice cannot meet the teacher's requirements, but the more you practice, the worse you get.

3. Law of effect: The reason why a certain reaction is connected to a certain stimulus is that the behavior (touching the switch) can achieve a satisfactory effect (getting food out of the cage). This is the basic principle of trial and error learning. Imagine that the cat finally escapes and sees a big wolfdog. Would the cat still be willing to find ways to escape? This is also worthy of our deep thought. If a student stumbles over a difficult piece of music after painstaking efforts, but what he gets is a sharp scolding or indifference from the teacher, it is conceivable that the student's enthusiasm will be greatly increased. Discounts are available, but this should also be based on the student's personal circumstances. When teachers comment on students' homework, they must pay attention to talking about the advantages first, affirming the results of the students' labor, and then mentioning the shortcomings.

Thorndike’s important theory of learning transfer, the theory of identical elements, is also worth studying. Beginning in the 17th century, European education circles were influenced by the theory of formal training and believed that transfer was unlimited. However, he proposed that only when the original learning situation and the new learning situation have the same elements, can the original learning be transferred to the new situation? In learning, the number of identical elements is directly proportional to the degree of transfer. Just like learning to ride a small bicycle as a child will help you learn to ride a big bicycle when you grow up, but it will have little impact on learning to drive.

Pavlov’s (Ivan Petrovich Pavlov 1849-1936) classical conditioned learning is an early representative of behaviorism. It is the simplest stimulus-response association learning. He attaches great importance to the relationship between animals and people. The relationship between behavior and the nervous system, studying the activity of the cerebral cortex through conditioned reflexes. In his experiments on conditioned reflexes in dogs, he reached several conclusions that would have great influence on future generations. However, he regarded learning as a passive and mechanical behavior, which was inappropriate. The following is the author’s summary of his research results.

Unconditioned stimulus (UCS): a stimulus that causes a response in an unlearned response. In the Pap test, the meat that causes the dog to salivate is the UCS

Unconditioned response (UCR): The behavior of the learner itself, that is, the response caused by the UCS. In the Pap test, the saliva caused by meat is the UCR

Conditioned stimulus (CS): A stimulus that causes a response during learning. For example, if a dog learns to salivate upon hearing a bell, the bell is CS

Conditioned response (CR): a response caused by conditioned stimulation during the learning process. In the experiment, the saliva secreted by the dog after hearing the bell was CR

Later generations summarized his experiment into five learning laws:

1. Acquisition law (acquisition) : The process of establishing an association between a conditioned stimulus and an unconditioned stimulus is called the acquisition process of conditioned reflexes.

2. Extinction law: After the conditioned reflex is formed, if it is not reinforced, the conditioned response will gradually weaken or disappear.

3. Generalization law: In the early stage after the conditioned reflex is formed, other similar stimuli will also cause the conditioned reflex. The closer the new stimulus is to the original stimulus, the more obvious the generalization phenomenon will be.

4. Discrimination: the response to differences in things. Differentiation can be achieved through selective reinforcement or extinction.

5. Secondary conditioning: treating the learned conditioned reflex as an unconditioned reflex, adding another neutral conditioned stimulus to form a new conditioned reflex

Although Pavlov was formed early but has had a huge impact on the development of modern psychology. It is very effective in overcoming people's anxiety and fear.

I will prove it with a case:

Some children have fearful emotions (UCR) when they enter kindergarten or school (UCS) for the first time. Teachers can use systematic desensitization to solve this emotional disorder and constantly design some Interesting games allow children to familiarize themselves with the environment as quickly as possible, like the new environment (US), eliminate anxiety, and achieve the purpose of relaxation. (CR)

Some of today’s failed music classroom teaching can also be analyzed using the theory of classical conditioning. For example, strict teachers and boring staff (UCS) will cause children’s disgust and fear (UCR). , and music class (CS) itself does not produce strong emotions for students, but after UCS and CS appear repeatedly in pairs, music class has become a stimulus associated with negative reactions. This is a problem that today's music teachers must be deeply aware of.

In the late 1930s, Kenneth W. Spence (1907-1967) improved Thorndike's mystery box experiment, designed the "Skinner box" to study animal learning, and proposed The theory of operant conditioning learning better explains the learning that occurs when organisms spontaneously initiate behaviors, and avoids the learning phenomena that are difficult to solve with the classical conditioning theory; it places the explanation of principles and concepts above operant conditioning, It enables people to control and predict behavior more effectively; Skinner's reinforcement theory is an extension of Thorndike's law of effect; his emphasis on direct experience also has certain rationality. Taking ourselves as an example, the school has always attached great importance to our ability to practice art, because during school, we can gain direct experience that cannot be learned in books through practice, which will help us better adapt to society after we leave campus. . However, there are also many shortcomings in his theory. First, it emphasizes the shaping of explicit behavior, makes it difficult to explain complex learning, and exaggerates the role of reinforcement. The second is that there is too much emphasis on direct learning. In fact, people have various learning methods, such as indirect learning that was later proposed. The third is that too much emphasis is placed on the role of the environment in learning, and "intrinsic factors" such as students' initiative and interest are ignored. For example, he can very well explain the phenomenon that people who are close to vermilion are red and those who are close to ink are black, but he cannot explain the phenomenon of mud but not staining.

The main contents of operant conditioning learning theory (operant conditioning) are: He believes that there are two types of behaviors, namely responders and operant behaviors. Pavlov studied the former, while the latter is the behavior or reaction of the organism itself that is caused by unknown stimuli. The difference between Skinner and Thorndike is that Thorndike believed that the result of reinforcement is to strengthen the connection between S and R, while Skinner believed that the stimulus is unknown and has nothing to do with learning, and the connection is in response and reinforcement. Formed in operant learning, what happens in operant learning is that a response is reinforced. Increases the likelihood of it being repeated.

The most worthwhile thing to learn in the operant conditioning learning theory is the principle of reinforcement: In conditioning, any stimulus that can increase the frequency of an individual's operant response or maintain it is called reinforcement. ), the stimulus that produces a reinforcing effect is called a reinforcer. Reinforcers can be divided into primary reinforcers (primary reinforcers) and secondary reinforcers (generalized reinforcers). Primary reinforcers refer to the reinforcement that the organism has without learning, and are related to innate needs and drives, such as food, water etc. Secondary reinforcer refers to any neutral stimulus that if it is repeatedly combined with a primary reinforcer, it can obtain the nature of reinforcement, which can be material, but more often it is spiritual. For example, money is not a reinforcer for babies, but when children know that money can buy candies and toys, money can also have an effect on children's behavior.

Therefore, when teachers choose reinforcers, they must be very careful and do not always rely on material reinforcers. Students will rely too much on reinforcers. Take many of our piano teachers as examples. Students will be rewarded with small stickers when they complete their homework. But after a period of time, Students are no longer interested in stickers. In fact, mental reinforcers can promote students' learning. A smile, a compliment, and an action are enough, and they can stimulate students' enthusiasm for learning.

Reinforcement is divided into positive reinforcement (positive reinforcement) and negative reinforcement (negative reinforcement). Speaking of this, we have to mention positive punishment (positive punishment) and negative punishment (negative punishment). Here, I will make a more comprehensive analysis of these four concepts.

The purpose of reinforcement is to strengthen a certain behavior.

Positive reinforcement refers to a stimulus added after a certain behavior occurs to strengthen the behavior. For example, rewards are the most common examples, such as the school's annual scholarship and the evaluation of three good students.

The purpose of negative reinforcement is also to enhance a certain behavior, but it uses the removal of unpleasant stimuli after the behavior occurs. For example, before a student takes an exam, he is still watching TV and not reviewing his homework, and his mother keeps nagging him until he goes to the study room to read.

The purpose of punishment is to weaken a certain behavior.

Positive punishment refers to adding a stimulus that weakens a certain behavior after the behavior occurs. Criticism and punishment are common methods of punishment. For example, a student talks nonsense in class and is criticized by the teacher and ordered to copy the text.

Negative punishment, like negative reinforcement, is withdrawn. The difference is that negative punishment achieves the purpose of weakening the original behavior by withdrawing the stimulus that makes the learner like and enjoy it. This is actually the Pimker principle. For example, as long as parents do not take piano lessons seriously, parents will not take their children to the amusement park.

During the reinforcement process, Skinner obtained two types of reinforcement programs: continuous reinforcement (reinforcement is given for each correct response) and intermittent reinforcement. Intermittent reinforcement is divided into ratio reinforcement (according to the correct rate). said) and spaced reinforcement (in terms of time intervals). Experiments have proven that ratio reinforcement among indirect reinforcement is the most effective. Correctly mastering the reinforcement program is also the key to the success or failure of teaching. The case of Yanyan is the best proof. The consequences of abusing the reinforcement program are unimaginable and may push students to a dead end.

Finally, Skinner elaborated on the formation process of his operant conditioning.

The most important of these is small step shaping, which was later used in psychotherapy as the famous systematic desensitization method. He first decomposed a complex behavioral response that required acquisition into a number of comparisons. For simple reactions, first strengthen the movements that are easy for animals to do, and then gradually increase the difficulty of the movements and strengthen them one by one to achieve the purpose of mastering complex movement skills. Circus animals are trained this way. There is a short story that fully illustrates this principle. There was a cowherd boy who was herding a newborn calf. Because the herding required crossing a river, but the river was too deep for the calf to cross, the cowboy could only carry the calf across the river. Year after year, when Niuwa grew into a young man, the cow was taller and stronger, but Niuwa still carried the cow across the river. Everyone admired Niuwa's magical power. This method is very effective in educating children with intellectual disabilities.

Now, I will demonstrate the small steps shaping theory with the example of one of my students.

Her name is Tingting. She is six years old. She is usually very quiet. She especially likes to learn the piano. She is the first to come every time and refuses to go home after class. She wants to play some more. For a normal child, she likes to practice the piano so much. Children who learn piano should be the best, but she is the slowest among all children. Three months later, she still does not know the staff. She just finished telling the name of the musical note baby in one second, and then forgot it after asking. This made me anxious, so I asked her grandma how she was learning other things. Her grandma was hesitant, which probably meant that she was very slow. I judged that she must be a child with delayed intellectual development, so I changed the teaching Strategy, each lesson uses various methods to learn a note (starting with the treble clef), including five-finger line music games, using colored pens to draw notes, finding the corresponding notes on the piano, etc. Each three notes recognized is one In the first stage, I compiled these three notes into a children's song. I helped her accompany her while she sang and pointed out these notes on the staff. Then the difficulty gradually increased, and she learned more and more notes. After understanding the seven notes of the treble clef, I asked her to find the rules by herself. She soon learned that the baby notes sit in rows one by one. Then I started learning the bass clef. In order to prevent her from being confused, I also only taught one note in each lesson, but the added difficulty was to let her find the note herself and compare it with the note in the treble clef to find the note on the key. It sounds easy now, but it is very difficult to do. Teachers need extreme love and patience. During this process, I fully realized that it is not easy to be a good teacher. I basically taught each child for an hour (Normal class duration is 45 minutes). But what makes me gratified is that after six months, this child can fully understand the seven basic levels of the treble clef. Although the bass clef is not very good yet, I believe that with the active cooperation of her grandma, I With careful training, she will definitely learn well!

The subsequent theories of extinction, generalization, and differentiation are roughly the same as those of Plov, and I will not repeat them here. Behaviorism has developed to Skinner and has been relatively complete. However, behaviorism only explains explicit behavior and rarely involves the internal changes in the learning process. It can explain simple behaviors better but does not involve complex behaviors. The disadvantages are not suffered by patients. was resolved, Bandura, Tolman and others questioned behaviorism, and their views were between behaviorism and cognitivism.

A. Bandura (1925---?) proposed his own social cognitive learning theory (social learning) to address the shortcomings of behaviorism. In his observational learning research, he focused on social factors. Influence, it absorbs the research results of the cognitive psychology school, organically combines reinforcement theory and information processing theory, and changes the ideological tendency of behaviorism that emphasizes stimulation and neglects central processes. It has changed the erroneous tendency of behaviorism to directly extend conclusions drawn from animals as experimental subjects to humans. The observational learning model, classical conditioning, and operant conditioning are together called the three major tools of interpretive learning. Fully emphasize the importance of observational learning and the role models of teachers and parents. Parents are the first people a child comes into contact with after birth, and their importance is self-evident. Followed by teachers, who impart knowledge and teach students survival skills. , being a role model is a very important quality for a teacher. However, there are still many shortcomings. First, it has never departed from the perspective of behaviorist environmental theory, ignored children's own cognitive structure, and underestimated the importance of developmental variables. Second, the role models in the laboratory include perceived compliance and pressure. It affects the credibility of the experiment and makes the effect of role models higher than in real life. Third, there is too much emphasis on indirect learning and underestimation of the importance of direct learning. The following is the author's summary of Bandura's social learning theory:

Bandura advocates a three-element orientation theory of behavior, individual, and environment.

These three factors influence each other, so he pointed out that learning comes from observation and imitation. From this, he believed that observational learning does not necessarily have an explicit behavioral response. By observing the exemplary behavior of others, This behavior can be learned, which can avoid unnecessary mistakes, such as learning to swim, learning to drive and other skills. This is very suitable for those of us who study art. The study of Chinese art has always been oral and heart-taught, relying entirely on imitating the master and being highly stylized.

For example, Peking Opera, which was formed during the Qianlong period of the Qing Dynasty, has been passed down to this day without losing its essence. However, Western art is very different. From baroque to classical to romantic to ethnic music to impressionism to post-modern music, the changes are so huge. ah! At the same time, observational learning does not necessarily rely on direct experience reinforcement, and it is not a mechanical response, but a subjective response with a subjective color.

Based on the foundation of the above theory, he proposed ----- self-efficacy theory (self-efficacy)

Self-efficacy refers to an individual's belief in whether he or she can complete a certain level of work The ability judgment, belief or subjective self-understanding and feeling of a certain activity. That is, an individual’s sense of competence and his feelings of self-confidence, self-esteem, and self-esteem when faced with a certain task activity. Self-efficacy can also be called "self-efficacy", "self-belief", "self-efficacy expectations", etc.

Bandura pointed out: "Efficacy expectations not only affect the choice of activities and occasions, but also affect the level of effort. Perceived efficacy expectations are what activities people choose and how much they spend when they encounter stressful situations. The main determiner of strength and how long to support the effort.” Bandura conducted a large number of studies on the conditions for the formation of self-efficacy and its impact on behavior. He pointed out that the formation of self-efficacy is mainly affected by five factors, including the success or failure experience of behavior; vicarious experience; verbal persuasion; and emotional arousal. and situational conditions. As long as music teachers can understand this principle, they can fully mobilize students' enthusiasm, tap their potential, and create a good learning atmosphere.

By Bandura, behaviorism had developed into the transition period to cognitivism. Educational psychologists were no longer satisfied with the study of explicit learning and turned to the study of internal learning. Cognitive learning emerged one after another. Intellectualism and humanism have gradually improved human learning theory.

Although behaviorism is the earliest school of learning theory, some learning problems have been well solved, including the cases mentioned above, which can basically be solved using the behaviorism perspective (such as reinforcement procedures, etc.) . I believe it will be helpful to everyone’s future teaching. But after all, people are complex biological individuals. In addition to having the same social nature, everyone also has personal characteristics. The author believes that no school of thought can completely summarize human learning, and all have their own limitations. But what is certain is that as long as we correctly judge the types of problems students have, teach students in accordance with their aptitude, and combine the three concepts of behaviorism, cognitivism, and humanism When major schools are combined organically, unexpected results can be achieved. This is also a difficult problem to be solved and the direction forward in educational psychology.

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