西方两大派别学习理论发展过程的系统分析

西方学习理论可以分为学习的联结主义理论与学习的认知主义理论。学习的联结派认为，学习实质上是通过建立简单的联系而获得经验的过程，从桑代克的试误说起，到华生的经典性条件反射说，斯金纳的操作性条件反射说，再到班杜拉的观察学习说，联结派在本规范内经历了不断完善的过程。学习的认知派则认为，学习是经过复杂的加工活动建立认知结构而获得经验的过程，学习认知派理论从格式塔完形说、托尔曼的认知地图说开始，经历了从认知主义到建构主义的发展过程。由于两大派学习理论都无法解释学习的全野，因此也出现了企图融合两大派理论的折中主义学习理论。

A Systematic Analysis of the Developmental Course of the Two Western Schools of Learning Theories

The author of this thesis attempts to analyze the developmental course of two Western schools of learning theories during the past century. The Western learning theories could be divided into two schools: the associative learning theory and the cognitive learning theory. According to the associative theory, learning is the course in which experience is acquired by setting up a simple association. The associative theory has been improved gradually according to its norm from the trail-and-error theory by Thorndike, the classical conditioning theory by Watson, the operant conditioning theory by Skinner, to the observational learning theory by Bandura. On the other hand, the cognitive learning theory has been maintaining that learning is the course in which experience is acquired by proceeding the complex mental activities to set up the cognitve structure. The cognitive learning theory which originated from the Gestalt has gone through a process from the cognitivism to constructivism. The eclectic learning theory that intends to merge the two schools of learning theories because neither the associative theory nor the Cognitive theory could explain learning all-sidedly.