摘要
本文分析了班杜拉观察学习理论的4个过程，即注意、保持、产出和动机。在此基础上阐述了班杜拉观察学习理论对听障儿童班级常规教育的启示，即净化听障儿童生活环境、用简单的表征来记忆常规行为、反复练习常规以达成再现榜样行为的技能、给予适当的表扬和批评来增加常规行为的动机。
This paper analyzes the Bandura observational learning theory consisting of four stages： attention, retention, motor reproduction and motivation. Based on the analysis, this paper discusses the implications of this theory for the standard education for hearingimpaired students. It suggests that teachers purify the living environment of hearing-impaired children, help them memorize the routines with simple signs, instruct them to exercise the routine behaviors repeatedly and strengthen their motivation by giving appropriate praise and criticism.
出处
《中国听力语言康复科学杂志》
2011年第1期50-52,共3页
Chinese Scientific Journal of Hearing and Speech Rehabilitation
关键词
观察学习理论
听障儿童
常规教育
Observational learning theory
Hearing-impaired children
Routine education
