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교학2차ppt
교학2차ppt
교학2차ppt
교학2차ppt
교학2차ppt
교학2차ppt
교학2차ppt
교학2차ppt
교학2차ppt
교학2차ppt
교학2차ppt
교학2차ppt
교학2차ppt
교학2차ppt
교학2차ppt
교학2차ppt
교학2차ppt
교학2차ppt
교학2차ppt
교학2차ppt
교학2차ppt
교학2차ppt
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교학2차ppt

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  • We comparing B.F. Skinner and Albert Bandura 각각 어떤 사람인지 간략히 설명 ..
  • 밑에 하얀 글씨 내용 수정 필요 !
  • 밑에 하얀 글씨 내용 수정 필요 !
  • Transcript

    • 1. We conquered Skinner & Bandura Group No.4 Prof. Lee JungMin 1146015 박지혜 1146009 김하경 1146014 박지윤 1146029 주현정
    • 2. /16 Ⅰ COMPARE Ⅱ DESIGN PLAN
    • 3. /16
    • 4.
      • B.F. Skinner
      • (1904~1990)
      • Operant Conditioning
      • Theory
      • Albert Bandura
      • (1925~ )
      • Social Learning
      • Theory
      /16
    • 5. /16
    • 6. /16
      • Learning behavior
      • Environmental events and conditions
      • Reinforcement
    • 7. /16 Reinforcement Type Modeling Standard Skinner Bandura Key factors of learning Direct reinforcement -one to one Indirect reinforcement through the modeling Basic Strategies Positive Reinforcement Negative Reinforcement Positive Punishment Negative Punishment
    • 8. /16 Standard Skinner Bandura The role of Instructor Provide reinforcement
      • Can be one of model
      • When learner failed, offer help / When learner succeed offer reward
      • Indicate learner to follow model’s behavior
      The role of Learner Passive -Response to reinforcement Active -deciding one self's behavior through modeling
    • 9. /16 Standard Skinner Bandura Strengths Skinner studied about reinforcement seriously -> reinforcement type, reinforcement schedule
      • Considering personal factors
      • Accepting various situation
      • Existing many types of model; not only direct but also indirect modeling
      Weakness
      • Overlooking of students’ internal cognitive process
      • Overlooking of the side effect(opposite effect)
      • Ignoring student’s personal factors
      To interact with environment, self-efficacy is so important element but in class where many students attended, it is difficult to develop self-efficacy, individually
    • 10. /16 Standard Skinner Bandura Educational Implication
      • Set behavioral goals
      • Experimental analysis of
      • behavior
      • Considering different
      • learning speed between
      • students
      • Uniting behaviorism and social learning
      • Influence of various factor(mass media) as model
      • Self-regulatory system
    • 11. /16
    • 12. /16 Give me a child and I’ll shape him into anything B. F. Skinner We are more heavily invested in the theories of failure than we are in the theories of success A. Bandura
    • 13. /16
    • 14. /16
    • 15. We apply Skinner’s theory and Bandura’s theory to physical education. It’s the assumable situation that class for learning some gymnastic movement with a specific device like Nintendo-Wii that can catch user’s pose and give immediate feedback to user. /16
    • 16. /16 Learning Step Teaching-Learning Process Application with Theories Introduction
      • Straightening up a row of students
      • Stretching and running for warming up
      • Providing learning goal
      • gaining attention
      Development
      • Teacher’s demonstration
      • Explaining the division of motion
      • State learning contents
      • Modeling
    • 17. /16 Learning Step Teaching-Learning Process Application with Theories Application (Practice)
      • Individual practice with Nintendo –Wii
      • Using the principle of teaching machine
      • -> providing immediate feedback individually
      • -> complement for improving self efficacy
    • 18. /16 Learning Step Teaching-Learning Process Application with Theories Application (Practice)
      • Public praise for excellent-doing students
      • punishment for poor-doing students.
      • Offer reinforcement and punishment for students
      • -> Direct reinforcement
      • Observing and feeling
      • -> Indirect reinforcement
    • 19. /16 Learning Step Teaching-Learning Process Application with Theories Application (Practice)
      • Providing opportunities for student to fix their performances spontaneously by observing other excellent-doing friends’ motion
      • Teacher’s coaching for individual students
      • Observing and repeating other students’ performance
      • -> Modeling
      • Direct feedback & coaching
    • 20. /16 Learning Step Teaching-Learning Process Application with Theories Evaluation
      • Final evaluation for students’ performance (Grading)
      • Finishing stretching
    • 21. /16
    • 22. /16

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