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【摘要】 本文通過对发现学习与程序(教学法)学习的比较，分析其在学校设置中的运用。
【关键词】 发现学习 程序(教学法)学习 学校设置
【Abstract】 Through the comparison of discovery and programmed learning of children, this article analyzes their uses in school settings.
【Author unit】 Teaching Affairs Office, Liaoning Finance Vocational College, Shenyang, Liaoning, 110122
ⅠDiscovery and Programmed Learning.
Learning to a child can take many different forms depending on a variety of factors such as the age and personality of the child, the type of school, the educational philosophy of the school and the teacher, the abilities of the teacher and the subject to be learned. There are two main learning and teaching methods: Programmed learning and discovery learning.
ⅰProgrammed learning is based on the work of Skinner and the principles of operant conditioning. It consists of an individualized program of learning which will reinforce to increase the likelihood of a correct answer being repeated. There are four important principles of leaning used in programmed learning including aims and objectives, active participation, immediate feedback and individualization of instruction.
There are three guidelines to design a program:
1. An ultimate learning aim is stated and then broken down into a number of small steps.
2. Any progress in the right direction is reinforced.
3. Reinforcements are immediate and carefully scheduled.
Many different forms of programmed learning have been designed based on Skinner’s work. There are two special programs including Linear program and Branching program.
In Linear program, a small piece of information is presented in a frame. The child is asked a question after each frame and he receives immediate feedback being given the correct answer straight away. A maximum success rate is ensured by arranging the frames carefully and limiting the possible number of responses.
A Branching program is more complex but more flexible. It presents the children a question with several alternative answers for the child to choose from. If the child gives the correct answer the program moves on to the next frame, if he chooses the wrong answer, he moves to an extra remedical frame to help explain any misunderstanding.
ⅱDiscovery learning.
Discovery learning is based on Piaget’s view of intellectual development—activity is essential in intellectual development. Piaget believes that all children are naturally curious and eager to explore and learning about their environments. If a child is provided with the appropriated environmental opportunities to learn, then he will do so spontaneously, without being specifically taught. It is the core of discovery learning. In discovery learning the child completes the learning task from his own initiative with little or no help from the teacher.
ⅲSimilarities of Programmed learning and Discovery learning.
1. Both are learning and teaching method based on theories.
2. Both teaching method emphasizes the importance of a child actively involving in the learning situation
3. Both learning methods realize that curiosity motivates learn.
ⅳDifference of Programmed learning and Discovery learning.
1. Discovery learning---a child learns through discovery; programmed learning—a child learns through answering programmed questions.
2. Discovery learning replies more on the teachers while programmed tend to lean more to the machine.
3. Discovery learning allows teacher to identify a child’s interest in related topics which the programmed learning cannot.
4. Programmed learning allows the teacher to be relieved of route teaching chores, so that they can have more time to help children requiring particular help.
5. Discovery learning is most effective in nursery and infant schools and some extent junior schools; programmed learning takes place from secondary school onwards.
ⅡThe use of the learning methods in school settings.
ⅰProgrammed learning
Programmed learning has proven successful in practical use in several teaching areas particularly in secondary school. This method had been used in teaching languages, mathematics and remedial reading. Like any other learning method, it has its own advantage and disadvantages.
1. The advantages of the use of programmed learning in schools
① Immediate feedback of results helps prevent misunderstanding.
②Thorough testing of programs helps ensure their quality and standard for all children.
③ The teachers can be relieved of routine teaching chores.
④ Programs can run at the child’s own pace.
⑤ The quality of a programmed is constantly maintained and is not subject to human temperament.
⑥ At least initially, curiosity and aid motivation learn.
⑦ Atkinson (1968) found that with traditional methods, girls tend to learn to read more quickly than boys; when used programmed learning, these difference disappear and the boys showed great gains though both sexes gained from programmed learning.
2. Disadvantages of programmed learning:
① It can be very expensive if sophisticated machinery is used.
② Programs can take a long time to write and check thoroughly.
③ Teaching machines do not create an atmosphere of learning
④ Some children are disturbed by the impersonality of teaching machines.
⑤ Programs cannot take account of a child’s interest in related topics.
ⅱDiscovery learning.
Discovery learning is most used in nursery and infant schools and some extent junior schools. A teacher using the discovery learning must be aware that discovery leaning stresses the importance of “readiness” to learn, the need and importance of active exploration, and Piaget’s theory of intellectual development stages.
The role of the teacher in discovery learning:
1. Knowledge of the stage which the child has reached, what skills he has acquired and what he has yet to learn;
2. To aid the child’s development form one stage to the next.
Some assistance in the form of guided discovery should be used by the teacher to ensure that the child does gain from all of the experiences that have been planned. It will allow the child to continue and learn more through discovery.
【关键词】 发现学习 程序(教学法)学习 学校设置
【Abstract】 Through the comparison of discovery and programmed learning of children, this article analyzes their uses in school settings.
【Author unit】 Teaching Affairs Office, Liaoning Finance Vocational College, Shenyang, Liaoning, 110122
ⅠDiscovery and Programmed Learning.
Learning to a child can take many different forms depending on a variety of factors such as the age and personality of the child, the type of school, the educational philosophy of the school and the teacher, the abilities of the teacher and the subject to be learned. There are two main learning and teaching methods: Programmed learning and discovery learning.
ⅰProgrammed learning is based on the work of Skinner and the principles of operant conditioning. It consists of an individualized program of learning which will reinforce to increase the likelihood of a correct answer being repeated. There are four important principles of leaning used in programmed learning including aims and objectives, active participation, immediate feedback and individualization of instruction.
There are three guidelines to design a program:
1. An ultimate learning aim is stated and then broken down into a number of small steps.
2. Any progress in the right direction is reinforced.
3. Reinforcements are immediate and carefully scheduled.
Many different forms of programmed learning have been designed based on Skinner’s work. There are two special programs including Linear program and Branching program.
In Linear program, a small piece of information is presented in a frame. The child is asked a question after each frame and he receives immediate feedback being given the correct answer straight away. A maximum success rate is ensured by arranging the frames carefully and limiting the possible number of responses.
A Branching program is more complex but more flexible. It presents the children a question with several alternative answers for the child to choose from. If the child gives the correct answer the program moves on to the next frame, if he chooses the wrong answer, he moves to an extra remedical frame to help explain any misunderstanding.
ⅱDiscovery learning.
Discovery learning is based on Piaget’s view of intellectual development—activity is essential in intellectual development. Piaget believes that all children are naturally curious and eager to explore and learning about their environments. If a child is provided with the appropriated environmental opportunities to learn, then he will do so spontaneously, without being specifically taught. It is the core of discovery learning. In discovery learning the child completes the learning task from his own initiative with little or no help from the teacher.
ⅲSimilarities of Programmed learning and Discovery learning.
1. Both are learning and teaching method based on theories.
2. Both teaching method emphasizes the importance of a child actively involving in the learning situation
3. Both learning methods realize that curiosity motivates learn.
ⅳDifference of Programmed learning and Discovery learning.
1. Discovery learning---a child learns through discovery; programmed learning—a child learns through answering programmed questions.
2. Discovery learning replies more on the teachers while programmed tend to lean more to the machine.
3. Discovery learning allows teacher to identify a child’s interest in related topics which the programmed learning cannot.
4. Programmed learning allows the teacher to be relieved of route teaching chores, so that they can have more time to help children requiring particular help.
5. Discovery learning is most effective in nursery and infant schools and some extent junior schools; programmed learning takes place from secondary school onwards.
ⅡThe use of the learning methods in school settings.
ⅰProgrammed learning
Programmed learning has proven successful in practical use in several teaching areas particularly in secondary school. This method had been used in teaching languages, mathematics and remedial reading. Like any other learning method, it has its own advantage and disadvantages.
1. The advantages of the use of programmed learning in schools
① Immediate feedback of results helps prevent misunderstanding.
②Thorough testing of programs helps ensure their quality and standard for all children.
③ The teachers can be relieved of routine teaching chores.
④ Programs can run at the child’s own pace.
⑤ The quality of a programmed is constantly maintained and is not subject to human temperament.
⑥ At least initially, curiosity and aid motivation learn.
⑦ Atkinson (1968) found that with traditional methods, girls tend to learn to read more quickly than boys; when used programmed learning, these difference disappear and the boys showed great gains though both sexes gained from programmed learning.
2. Disadvantages of programmed learning:
① It can be very expensive if sophisticated machinery is used.
② Programs can take a long time to write and check thoroughly.
③ Teaching machines do not create an atmosphere of learning
④ Some children are disturbed by the impersonality of teaching machines.
⑤ Programs cannot take account of a child’s interest in related topics.
ⅱDiscovery learning.
Discovery learning is most used in nursery and infant schools and some extent junior schools. A teacher using the discovery learning must be aware that discovery leaning stresses the importance of “readiness” to learn, the need and importance of active exploration, and Piaget’s theory of intellectual development stages.
The role of the teacher in discovery learning:
1. Knowledge of the stage which the child has reached, what skills he has acquired and what he has yet to learn;
2. To aid the child’s development form one stage to the next.
Some assistance in the form of guided discovery should be used by the teacher to ensure that the child does gain from all of the experiences that have been planned. It will allow the child to continue and learn more through discovery.