英国巴斯大学论文代写:行为主义学派

Keywords:英国巴斯大学论文代写:行为主义学派

行为主义学派发展了经典的条件作用，即通过联想学习，经巴甫洛夫(1849-1936)和桑代克(1874-1949)的科学证明。他们的理论认识到“积极经验”的重要性，因此可以指导他们。在这方面，他们强调以建设性的支持和赞扬的方式采取行动的重要性，以促使被试者取得进展。沃森的“(1876-1958)”(1876-1958)通过分期演绎法促进了这一阶段的发展，在此过程中，为了加强学习和辅助继承，之前的学习被复制。Gagne(1916-2002)对“心理事件”的科学研究表明，学习是进步的，学习者能够建立在之前所学的技能上。通过这些相关的理论来指导,他们可以保持学员的学习通过重复的经验和相关的行动支持完美,构建学习可以使个体来完成他们的目标.Cognitivists认为,学习者应该被鼓励的反映自己的,在某种意义上,他们应该多积极搜寻出知识归纳方式,代表他们的知识和理解，并能够反思他们所学到的东西。杜威(1859-1952)将学习定义为“学会思考”。Bruner(1915)声称，学习者应该接受教育，如何评估问题本身，并发展成为独立的学习者。Kolb(1939)的andragogy模型，提供了一个学习的结构，它促进了所有四种学习方式的使用，就像蜂蜜和芒福德(1982)一样。这些理论在试图理解反思的重要性(波顿2005)和在指导过程中的双圈学习时非常重要。
英国巴斯大学论文代写:行为主义学派
The behaviourism school of thought developed classic conditioning which is learning by association, scientifically proven by Pavlov (1849-1936) and likewise as Thorndike (1874-1949). Their theories recognized the significance of 'positive experience' and hence can be pertained to mentoring. In that they stress the significance of acting in response with constructive support and commend to prompt mentees' to progress. Watson's' (1876-1958) promoted the stage by stage deductive approach, in which previous learning was replicated in order to strengthen learning and assist succession. Gagne's (1916-2002) scientific study of 'mental events' signified that learning was progressive and that learners were able to build on previously learned skills. By relating these theories to mentoring, they can sustain mentees' as learning through repetitive experiences and by relating actions to endorse perfections, building on learning can enable individuals to accomplish their objectives .Cognitivists deem that learners should to be encouraged to 'reflect for themselves', in the sense that they should actively hunt out knowledge in a more inductive manner, and represent their knowledge and understanding and be able to reflect on what they have learnt. Dewey (1859-1952) identified learning as 'learning to think' using reflection. Bruner (1915) claimed that learners should be educated how to evaluate problems themselves and develop into independent learners. Kolb's (1939) andragogy model, provided a structure to learning, in which it promoted the use of all four learning styles, in the same way as Honey and Mumford (1982). These theories are essential when trying to understand the importance of reflection (Bolton 2005) and double loop learning in the mentoring process.