Educational Psychology

社会学习理论，社会建构主义和情境的观点，强调语境的作用。最近在学习领域取得了一些可观的进展。该研究的传统设备是串行迷宫。最近，有人认为一个有机体的学习者主要是通过改变其环境，这些变化已经被仔细地操纵。社会学习理论，社会建构主义和情境的观点，都解释学习的特点和在不同方面的行为（Skinner，1954）。我们不能说哪个理论是在教育心理学领域中最好的，因为不同的理论有不同的特征，对学习过程的不同观点。我们就来分析一下吧！

Social learning theory, social constructivism, and situative views emphasize the role of context and the community. Some promising advances have recently been made in the field of learning. The traditional devices for the study is in the serial maze. Recently, someone holds the idea that an organism learners mainly by producing changes in its environment, those changes have been carefully manipulated. Social learning theory, social constructive, and situative views all explain the characters of the learning and the behavior in the different aspects (Skinner, 1954).We cannot say which theory is the best in the field of the educational psychology, because different theory has different feature and holds the different view about learning processes. And all of them emphasize the role of context and the community. 

We all know that the situative view has been popular in recent years. So how does a situative view move the theoretical conversation forward beyond a Bandura and Vygotskian view? 

Bandur’s view represents the social learning theory. The essence of humanness refers to the capacity to impose control over one’s daily life and the nature. Some core features which function by means of consciousness and phenomena characterize the human agency. For instance, forethought, self-reflectiveness about the quality of one’s life and the temporal extension are included in human agency. When it comes to the personal agency, it operates within a wide range of social structural influences. Under that condition, the human beings are not only as the producers, but also the products of the social system. In this situation, social cognitive theory is applied to distinguish from the three types of agency, which are proxy agency, collective agency and personal agency. “Growing transnational embeddedness and interdependence are placing a premium on collective efficacy to exercise control over personal destinies and national life (Annu, 2001).” The core characteristics of agency prompt the public to play an active role in people’s self-development and self-adaptation with time. Before the agentic perspectives conveyed by the social cognitive theory are presented, the field of educational psychology has undergone a brief discussion. “In these theoretical transformations, the core metaphors have changed but for the most part, the theories grant humans little, if any, agentic capabilities (Annu, 2001).”

Vygotsky’s view is part of the cognitive development theory, whose work is mainly about some scientific concepts on children’s development involving children’s language and thought. Vygotsky outlines and illustrates the relationship between the nonspontaneous scientific concept and the spontaneous everyday concept, the relationship between mental development and school instruction and the relationship between children’s language and thought by numerical examples. Much recent work attempts to explore the internal differences lying in Vygotsky’s theoretical positions and Piaget’s theoretical positions. And the work is also used to summarize Vygotsky’s profound perspective about educational issues. “Implications of this perspective for research and practice are discussed (Howe, 1996).” Vygotsky conducted a study on germline development and individual psychological development, especially his theory about the origins of human social psychology, and on children's psychological development of education, teaching of dependency theory, made a more in-depth Discussion. Vygotsky believed that the use of the tool, causing people to adapt to new methods, namely indirect way of material production, unlike the animals is a direct way to adapt to the natural body. Production tools in one condensed indirect human experience, namely, social and cultural knowledge and experience, which makes the development of human psychology are no longer constrained by the laws of evolution, and the law by the social and historical development of the constraints.

Of course, the tool itself does not belong to the field of psychology, psychological structure does join, just because of this indirect "material production tool", has led to the emergence of the human psychological "spiritual production tools" that human society specific language and symbols. Similar production tools and language of symbols is that they make indirectly to the emergence and development of mental activity. The difference is, production tools directed to the outside, he causes a change in the object, a symbol pointing inside, it does not cause a change in the object, but the impact of human behavior. Control nature and control of behavior are interrelated, because people in the transformation of nature itself has also changed the nature of man. (Howe, 1996). On the relationship between teaching and development, Vygotsky raised three important issues: one is the "recent developments" idea; one is teaching should walk in front of the development; one is about learning the best term problems

The situative view is different from the Bandura and Vygotsky’s view. “Situative view: the learning environment should become involved in exploring and learning environment of social practice. Learning environment for students to learn practical organization aimed at promoting participation in exploration and learning, designed to enable students to become a confident, personality, capable learners. These activities include a variety of questions, questions, speculation, opinion, expression and interpretation to evaluate and understand the significance of social learning. Practical activities both in learning to adapt to the many social resources and material resources, capable of social learning activities contribute to the organization and to concentrate the efforts of individual mobility (Borko, 2000).” This environment should support the development of a positive understanding of personality. Organizational learning environment designed to develop students' ability to self-confidence so that some personality, including the organization of learning activities should allow students of different cultural backgrounds and differences in social interaction and complementary expertise in areas get enhanced.. 

Cognitive apprenticeship Act “is a manifestation of teaching situations Learning View, cognitive apprenticeship law, teachers demonstrate expert skills, students will observe behavior expert demonstration, ask questions, discuss the answers, students receive external support, as students practice the skills of the students gradually acquire conceptual understanding, you can try to express their knowledge --- learn to express their understanding of the content and language programs, teacher and student exchange roles, providing feedback, the students on their own progress reflection, and finally, the students learn to apply what they have learned new ways content (Borko, 2000)..”

There are many critical similarities and the salient differences in these different perspectives. 

The critical similarities of these perspectives are as following. On the one hand, each perspective does not separate from others. On the contrary, it is connected with other theories. For example, Bandur’s view represents the social learning theory, but there still many cognitive factors in Bandura's social theory of learning. We can see that there are many common things in the different two theories. They do not against each other. To some extent, some parts of one theory contains the similar things to another theory. On the other hand, the purpose of each perspective is enhancing the motivation of learning and doing well in the learning process.

The salient differences among these perspectives are numerous. A behavioral prospective of learning and teaching relies on some basic ideas which are controlled by the consequences. Behaviorist tradition holds that people are under the control of the environment, the behavior is the product of the environment, so the relationship between psychological researches should be the external environment and the human response to the environment between the two. 

Bandura believes that there is a causal relationship between people's cognitive activity and their behavior, these internal and external environmental factors thinking activities together, determine people's behavior; human behavior depends not only on external factors, but also depends on the internal factors; people what kind of cognitive process, there will be what kind of external behavior. Therefore, learning is an extremely complex process, and never think like traditional behaviorism so simple.

It is likely that the combination of extinction and reinforcement happens frequently in the classroom and brings out many great benefits, though the utility of the two which is helpful for the school students to improve their behavior has been established well. However, the observation of a classroom situation is unusual to exclude one from the other. For instance, if a teacher ignores the off-task comments from his or her student in a lesson, it is sure that he or she will attend positively to those who pay more attention and respond appropriately.

In conclusion, these different learning perspectives are helpful for both teachers and learners. We can learn more things from using these perspectives in our studying and get more things about the education psychology. 

References
Bandura, A. (2001). Social cognitive theory: An agentic perspective. Annual review of psychology, 52(1), 1-26.
Good, T. L. (Ed.). (2008). 21st century education: A reference handbook. SAGE Publications.
Skinner, B. F. (1954). The science of learning and the art of teaching. Cambridge, Mass, USA, 99-113.
Borko, (2000). Teacher education does matter: A situative view of learning to teach secondary mathematics. Educational Psychologist, 35(3), 193-206.
Howe, A. C. (1996). Development of science concepts within a Vygotskian framework. Science Education, 80(1), 35-51.



51Due网站原创范文除特殊说明外一切图文著作权归51Due所有；未经51Due官方授权谢绝任何用途转载或刊发于媒体。如发生侵犯著作权现象，51Due保留一切法律追诉权。