교학2차ppt (1)

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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 !
  • 교학2차ppt (1)

    1. 1. We conquered Skinner & Bandura Group No.4 Prof. Lee JungMin 1146015 박지혜 1146009 김하경 1146014 박지윤 1146029 주현정
    2. 2. /16 Ⅰ COMPARE Ⅱ DESIGN PLAN
    3. 3. /16
    4. 4. <ul><li>B.F. Skinner </li></ul><ul><li>(1904~1990) </li></ul><ul><li>Operant Conditioning </li></ul><ul><li>Theory </li></ul><ul><li>Albert Bandura </li></ul><ul><li>(1925~ ) </li></ul><ul><li>Social Learning </li></ul><ul><li>Theory </li></ul>/16
    5. 5. /16
    6. 6. /16 <ul><li>Learning behavior </li></ul><ul><li>Environmental events and conditions </li></ul><ul><li>Reinforcement </li></ul>
    7. 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. 8. /16 Standard Skinner Bandura The role of Instructor Provide reinforcement <ul><li>Can be one of model </li></ul><ul><li>When learner failed, offer help / When learner succeed offer reward </li></ul><ul><li>Indicate learner to follow model’s behavior </li></ul>The role of Learner Passive -Response to reinforcement Active -deciding one self's behavior through modeling
    9. 9. /16 Standard Skinner Bandura Strengths Skinner studied about reinforcement seriously -> reinforcement type, reinforcement schedule <ul><li>Considering personal factors </li></ul><ul><li>Accepting various situation </li></ul><ul><li>Existing many types of model; not only direct but also indirect modeling </li></ul>Weakness <ul><li>Overlooking of students’ internal cognitive process </li></ul><ul><li>Overlooking of the side effect(opposite effect) </li></ul><ul><li>Ignoring student’s personal factors </li></ul>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. 10. /16 Standard Skinner Bandura Educational Implication <ul><li>Set behavioral goals </li></ul><ul><li>Experimental analysis of </li></ul><ul><li>behavior </li></ul><ul><li>Considering different </li></ul><ul><li>learning speed between </li></ul><ul><li>students </li></ul><ul><li>Uniting behaviorism and social learning </li></ul><ul><li>Influence of various factor(mass media) as model </li></ul><ul><li>Self-regulatory system </li></ul>
    11. 11. /16
    12. 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. 13. /16
    14. 14. /16
    15. 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. /16 Learning Step Teaching-Learning Process Application with Theories Introduction <ul><li>Straightening up a row of students </li></ul><ul><li>Stretching and running for warming up </li></ul><ul><li>Providing learning goal </li></ul><ul><li>gaining attention </li></ul>Development <ul><li>Teacher’s demonstration </li></ul><ul><li>Explaining the division of motion </li></ul><ul><li>State learning contents </li></ul><ul><li>Modeling </li></ul>
    17. 17. /16 Learning Step Teaching-Learning Process Application with Theories Application (Practice) <ul><li>Individual practice with Nintendo –Wii </li></ul><ul><li>Using the principle of teaching machine </li></ul><ul><li>-> providing immediate feedback individually </li></ul><ul><li>-> complement for improving self efficacy </li></ul>
    18. 18. /16 Learning Step Teaching-Learning Process Application with Theories Application (Practice) <ul><li>Public praise for excellent-doing students </li></ul><ul><li>punishment for poor-doing students. </li></ul><ul><li>Offer reinforcement and punishment for students </li></ul><ul><li>-> Direct reinforcement </li></ul><ul><li>Observing and feeling </li></ul><ul><li>-> Indirect reinforcement </li></ul>
    19. 19. /16 Learning Step Teaching-Learning Process Application with Theories Application (Practice) <ul><li>Providing opportunities for student to fix their performances spontaneously by observing other excellent-doing friends’ motion </li></ul><ul><li>Teacher’s coaching for individual students </li></ul><ul><li>Observing and repeating other students’ performance </li></ul><ul><li>-> Modeling </li></ul><ul><li>Direct feedback & coaching </li></ul>
    20. 20. /16 Learning Step Teaching-Learning Process Application with Theories Evaluation <ul><li>Final evaluation for students’ performance (Grading) </li></ul><ul><li>Finishing stretching </li></ul>
    21. 21. /16
    22. 22. /16

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