Second, behaviorism:
It is believed that the key factors of knowledge accumulation are stimulation, reaction and their relationship. Learning is to establish the connection between stimulus and response through reinforcement. The teaching goal of behaviorism is to make students respond correctly to stimuli, break down the learning materials into several small steps that can be mastered in order, and give feedback at each step to help students complete their final learning goals. Main representative theories: Thorndike's connectionism, Skinner's operating conditions, etc.
Second, cognitivism:
Think of the learning process as an information processing process. The teaching goal of cognitivism is to help learners acquire things and their characteristics, and internalize external objective things (knowledge and its structure) into their internal cognitive structure. Compared with behaviorism, the focus is on the thinking process that causes behavior, not the behavior itself. Cognitive theory emphasizes that learners' existing cognitive structure must be understood in teaching design, and then corresponding teaching should be designed. Main representative theories: Bruner's discovery learning, Ausubel's meaningful learning theory, etc.
3. Constructivism: It is believed that knowledge is not taught by teachers, but acquired by learners with the help of others (including teachers and learning partners) and necessary learning materials in a certain situation, that is, social and cultural background. Therefore, constructivist learning theory holds that "situation", "cooperation", "conversation" and "meaning construction" are the four major elements in the learning environment. Constructivists not only oppose the mechanical reflection theory of behaviorism, but also resent the objective empiricism of cognitivism. It is believed that individual knowledge is neither pre-generated nor completely derived from experience, but from the interaction between subject and object. Constructivism emphasizes that it is one of the important contents of teaching design to create a situation that is conducive to students' constructing meaning. The main representatives of constructivism are Dewey, Piaget and Vygotsky.