Backgroundintroduction
Gagneisoneofthemostinfluentialfamouseducationalpsychologistsinthe20thcentury.Gagnebelievesthatthelearningmodelisusedtoillustratethestructureandprocessoflearning.Ithasgreatapplicationsignificanceforunderstandingteachingandteachingprocess,andhowtoarrangeteachingevents.Heproposedafar-reachinginformationprocessinglearningmodel:
Processingmodel
Informationflow
Inthefigure,informationflowsfromonehypotheticalstructuretoanotherTheprocessofgoinginahypotheticalstructure.Firstofall,studentsreceivestimulifromtheenvironment,thestimulipushthereceptors,andtransformthemintoneuralinformation.Thisinformationentersthesensoryregistration,whichisaveryshortmemorystorage.Generally,theinformationfromeachsensorcanberegisteredwithinafewhundredthsofasecond.Somepartsareregistered,andtherestarequicklygone.Thisinvolvesattentionorselectiveperception.
Thevisuallyregisteredinformationquicklyenterstheshort-termmemory,wheretheinformationcanlastfor20to30seconds.Thecapacityofshort-termmemoryisverylimited,generallyonlyaboutseveninformationitemscanbestored.Oncethisnumberisexceeded,newinformationwillcomeinandsomeoftheoriginalinformationwillbedrivenaway.Ifyouwanttokeeptheinformation,youhavetoadoptastrategyofretelling.Butretellingcanonlyhelppreserveinformationforencoding,andcannotincreasethecapacityofshort-termmemory.
Whenmovingfromshort-termmemorytolong-termmemory,theinformationundergoesacriticaltransformation,thatis,ithastogothroughthecodingprocess.Theso-calledcodingisnottocollectrelatedinformation,buttoorganizetheinformationinvariousways.Informationisstoredinlong-termmemoryinencodedform.Itisgenerallybelievedthatlong-termmemoryisapermanentrepositoryofinformation.
Whenyouneedtouseinformation,youneedtoretrievetheinformation.Theextractedinformationcandirectlyleadtothereactiongeneratortogeneratearesponse,oritcanbereturnedtoshort-termmemory.Furtherconsiderationofthesuitabilityoftheinformationmayresultinfurthersearchingforinformationorthroughreaction.Thedeviceresponds.
Controlstructure
Inadditiontotheinformationflow,thelearninginformationprocessingmodeshowninFigure7-2alsocontainsexpectationsandexecutioncontrol.Expectationsrefertothegoalsthatstudentsexpecttoachieve,thatis,themotivationforlearning.Itispreciselybecausestudentshavecertainexpectationsforlearningthatthefeedbackgivenbyteachershasastrengtheningeffect.Inotherwords,feedbackiseffectivebecauseitaffirmsstudents’expectations.ExecutioncontrolisthecognitivestrategyinGagne'slearningclassification.Theexecutioncontrolprocessdetermineswhichinformationisregisteredfromsensoryregistrationintoshort-termmemory,howtoencode,whichextractionstrategytoadopt,andsoon.Itcanbeseenthatexpectationsandexecutioncontrolplayanextremelyimportantroleintheinformationprocessingprocess.ThereasonwhyGagnedidnotconnectthesetwowithotherstructuresinthelearningmodelismainlybecausethetwomayaffectallstagesoftheinformationprocessingprocess,andtherelationshipbetweenthemisnotyetclear.
Learningstage
Fromtheinformationprocessingmodeoflearning,wecanseethatlearningistheresultoftheinteractionbetweenstudentsandtheenvironment.Thelearningprocessiscomposedofaseriesofevents.Gagnebelievesthateachlearningactioncanbebrokendownintoeightstages(seethefigurebelow).Ontheleftisthelearningstage,wheretheboxaboveisthenameofthestage,andinsideisthemainlearningprocesswithinthestage;ontherightistheteachingevent.Inthisway,theinternallearningprocessofthestudentsisoneafteranother,andthecorrespondinglearningstageconnectstheseinternalprocesseswiththeexternaleventsthatconstituteteaching.
Motivationstage
Effectivelearningmusthavelearningmotivation.Thisisthebeginningstageofthewholelearning.Therearemanyformsofmotivation.Inthecontextofeducationandteaching,thefirstthingtoconsideristhemotivationofstimulatingstudentstocarryoutlearningactivities,thatis,themotivationofstudentstryingtoachieveacertainpurpose.Itisestablishedbymeansofthepsychologicalexpectationprocessgeneratedwithinthestudents.Expectationreferstoakindofexpectationthatstudentswillgetsatisfactoryresultsaftercompletingthelearningtask.Itcanpointthedirectionforsubsequentlearning.
However,onsomeoccasions,studentsarenotinitiallymotivatedbytheincentivetoachieveacertaingoal.Atthistime,itisnecessarytohelpstudentsestablishlearningmotivationandformlearningexpectations.Theidealexpectationcanonlybeformedthroughthestudents'ownexperience,andnotonlythroughtheteachertellingthestudentstheresultsoflearning.Therefore,inordertomakestudentsformidealexpectations,beforestudentsactuallyacquirecertainknowledgeandskills,arrangementsshouldbemadetoenablestudentstoachieveacertaingoal,soastoshowstudentsthattheycanachievethedesiredgoal.
Thecomprehensionstage
Studentswithlearningmotivationmustfirstacceptthestimulus,thatis,theymustpayattentiontothestimulirelatedtolearningandignoreotherstimuli.Whenstudentsdifferentiatethestimuluscharacteristicstheypayattentiontofromotherstimuli,thesestimuluscharacteristicsareperceptuallycodedandstoredinshort-termmemory.Thisprocessisselectiveperception.
Inordertoenablestudentstoeffectivelyperformselectiveperception,teachersshouldusevariousmethodstoattractstudents’attention,suchaschangingthetoneofspeech,gestures,etc.;atthesametime,variouscharacteristicsofexternalstimulimustthemselvesItcanbedifferentiatedanddistinguished.Studentscanonlyenterotherstagesoflearningaftermakingselectiveperceptionsofthecharacteristicsofexternalstimuli.
Acquisitionstage
Whenstudentspayattentiontoorperceivetheexternalsituation,studentscanacquireknowledge.Theacquisitionstageinvolvesperceptuallyencodingthenewlyacquiredstimuliandstoringtheminshort-termmemory,andthenfurtherencodingandprocessingthemintolong-termmemory.
Theinformationtemporarilystoredinshort-termmemoryisdifferentfromtheinformationthatisdirectlyperceived.Here,theperceptualinformationhasbeentransformedintotheeasiestformtostore.Thistransformationprocessiscalledthecodingprocess.Whentheinformationentersthelong-termmemory,theinformationundergoesanotherconversion.Thepurposeofthisencodingistomaintaintheinformation.Suchasorganizingstimuliinacertainway,orclassifyingstimulibasedonlearnedconcepts,orsimplifyingstimuliintosomebasicprinciples,thesewillhelpmaintaininformation.Inthisprocess,teacherscanprovidestudentswithvariouscodingproceduresandencouragestudentstochoosethebestcodingmethod.
Retentionstage
Aftertheinformationacquiredbystudentsisretelledandstrengthened,itentersthelong-termmemorystoragestageintheformofsemanticcoding.Humansdonotunderstandlong-termmemorydeeply,butafewpointsarecurrentlyclear:First,theintensityoftheinformationstoredinlong-termmemorydoesnotdiminishwiththeprogressoftime.Theeventsofthetimeareoftenclearerthantheeventsoftheday;second,someinformationwillgraduallyfadeduetolong-termuse,suchasforeignlanguagewordsthatapersonhaslearnedwillbeforgottenduetofrequentuse;third,memorystoragemaybeaffectedbyinterference,Theconfusionofoldandnewinformationoftenmakesinformationdifficulttoextract.Therefore,ifteacherscanmakeappropriatearrangementsforthelearningconditionstoavoidpresentingverysimilarstimuliatthesametime,thepossibilityofinterferencecanbereducedandthedegreeofinformationretentioncanbeimproved.
Recollectionstage
Theinformationacquiredbystudentsmustbeexpressedthroughhomework,andtheextractionofinformationisanecessarypartofit.Comparedwithotherstages,therecallorinformationextractionstageismostsusceptibletoexternalstimuli.Teacherscanusevariousmethodstoenablestudentstoobtainclues,andthesecluescanenhancestudents'informationrecall.Butasateacher,themostimportantthingistoinstructstudentssothattheycanprovidethemselveswithteasersandbecomeindependentlearners.Therefore,forinstructionaldesign,itisimportanttoactivatetheextractionprocessthroughexternalcues,butitismoreimportanttoenablestudentstomasterthestrategyofprovidingcluesforthemselves.
Generalizationstage
Theprocessofextractinginformationbystudentsisnotalwayscarriedoutinthesamecontextaswhentheyfirstlearnedtheinformation.Atthesametime,teachersalwayshopethatstudentscanapplytheknowledgetheyhavelearnedtovarioussimilarsituationsinordertoachievethepurposeofdrawinginferencesfromoneanother.Therefore,thelearningprocessmusthaveageneralstage,whichistheproblemoflearningtransfer.Inordertopromotethetransferoflearning,teachersmustallowstudentstolearnindifferentsituations,andprovidestudentswithopportunitiestoextractinformationindifferentsituations;atthesametime,moreimportantly,guidestudentstogeneralizeandmastertheprinciplesandprinciples.
Assignmentstage
Itseemsself-evidentthatacompletelearningprocessrequiresassignmentstage,becauseonlythroughassignmentscanitreflectwhetherstudentshavelearnedwhattheyhavelearned.Animportantfunctionofhomeworkistogetfeedback;atthesametime,studentscangetakindofsatisfactionbyseeingtheresultsoftheirownlearningthroughhomework.
Ofcourse,thehomeworkismainlyforteachers.Generallyspeaking,itisdifficulttojudgeastudent’slearningsituationbasedononlyoneassignment.Somestudentsmayhappentodowell,andsomestudentsmayhappentobeunsatisfactory.Therefore,teachersneedseveralassignmentstolearnfromstudents.Makeajudgmentonthesituation.
Feedbackstage
Whenthestudentfinisheshishomework,heimmediatelyrealizesthathehasachievedthedesiredgoal.Atthistime,teachersshouldgivefeedbacktoletstudentsknowwhethertheirhomeworkiscorrectintime,soastostrengthentheirlearningmotivation.Ofcourse,thereasonwhyreinforcementplaysaroleinthelearningprocessisthattheexpectationsformedbythestudentsduringthemotivationphaseareaffirmedduringthefeedbackphase.
Whenteachersprovidefeedback,theycannotonlyusewordssuchas"right","wrong","correct"or"incorrect"toexpress,buttheycanalsousemanysubtlewaystofeedbackinformation,suchasnoddingandsmiling..Atthesametime,feedbackdoesnotalwaysneedtobeprovidedexternally,itcanalsobeobtainedfromwithinthestudents,thatis,self-reinforcing.Forexample,studentscanknowwhethertheiranswersarecorrectbasedontheconceptsandrulestheyhavelearned.
Inshort,Gagnebelievesthatteachersaredesignersandmanagersofteachingactivities,aswellasassessorsofstudents'learningeffects.Acompletelearningprocessiscomposedoftheaboveeightstages.Ineachlearningstage,thelearner'sbrainiscarryingoutinformationprocessingactivities,sothattheinformationistransformedfromoneformtoanother,untilthelearnerrespondsbywayofhomework.Theteachingproceduremustbecarriedoutaccordingtothebasicprinciplesoflearning.Afterthelearningresults(ie,speechinformation,cognitivestrategies,wisdomskills,motorskills,attitudes)aredetermined,theymustbearrangedinanappropriateorderoftheteachinggoals.Effectiveteachingrequiresteacherstocreateorarrangeappropriateexternalconditionsbasedonstudents’internallearningconditionstopromotestudents’effectivelearninginordertoachievetheexpectedteachinggoals.