Content text Chương 11 - Góc nhìn nhận thức xã hội về học tập và động lực.docx
quát được nội dung kiến thức trong kiểm tra cuối kì vào mùa xuân? ● Làm cách nào để bạn giúp HS phát triển được năng lực thực sự của bản thân và tự học hiệu quả? Overview and Objectives In the past four clusters, we analyzed different aspects of learning. We considered behavioral and information processing explanations of what and how people learn. We examined complex cognitive processes such as concept learning and problem solving. These explanations of learning focus on the individual and what is happening in that person’s “head.” Recent perspectives have called attention to two other aspects of learning that are critical: social and cultural factors. In the previous cluster, we examined psychological and social constructivism. In this cluster, we look at social cognitive theory—a current view of learning and motivation that discusses dynamic interactions among many of the behavioral, personal, and environmental (including social and cultural) factors involved in learning and motivation. Social cognitive theory has its roots in Bandura’s (1977, 1986) early criticisms of behavioral views of learning, as you read in Cluster 7. Social cognitive theory moved beyond behaviorism to focus on humans as self-directed agents who make choices and marshal resources to reach goals. Concepts such as self efficacy, agency, and self-regulated learning are key in social cognitive theories. These concepts are important components of motivation as well, so this cluster provides a good path from learning to the discussion of motivation in the next cluster. We end the cluster with a look back at our tour through different models of instruction. Rather than debating the merits of each approach, we will consider the contributions of these different models of instruction, grounded in different theories of learning. Don’t feel that you must choose the “best” approach—there is no such thing. Even though theorists argue about which model is best, excellent teachers don’t debate. They apply all the approaches, using each one when appropriate. By the time you have completed this cluster, you should be able to: 11.1 Distinguish between social learning theory and social cognitive theory, including an explanation of triadic reciprocal causality.