英语翻译Robert M.Cagné,an American educational psychologist.According to Cagné,all learning outcomes can be reduced to five major categories:(1) motor skills,(2) attitude,(3) cognitive strategy,(4) verbal information,and (5) intellectual skills

英语翻译Robert M.Cagné,an American educational psychologist.According to Cagné,all learning outcomes can be reduced to five major categories:(1) motor skills,(2) attitude,(3) cognitive strategy,(4) verbal information,and (5) intellectual skills
英语翻译
Robert M.Cagné,an American educational psychologist.According to Cagné,all learning outcomes can be reduced to five major categories:(1) motor skills,(2) attitude,(3) cognitive strategy,(4) verbal information,and (5) intellectual skills.The last one is composed of a hierarchy of five component parts.In increasing order of difficulty,these involve learning (a) discrimination,(b) concrete concepts,(c) defined concepts.(d) rules,and (e) higher order rules (6).For each category,Cagné identified the external and internal conditions which can critically influence the process of learning.He also identified the essential features of instructional design for all categories of learning (7,8).Central to Cagnés theory of instruction is the requirement to develop a hierarchy of learning sets for any major instructional goal.A hierarchy is typically generated by answering,for any particular task,the question:"What would the individual have to he able to do in order that he might attain successful performance on this task,provided he is given only instructions on this task?" (9-12).The essential attribute of a learning hierarchy is that the more complex tasks subsume the subordinate ones.Thus,in this context,a "simpler" task is not just an easier one to learn.It is a critical element in the hierarchy.Its importance stems from the fact that failure to acquire this "simpler" task prevents the learner from performing successfully on the more complex ones.This conception of performance is in sharp contrast with the Piagetian view which ascribes success or failure in performance largely to the learner's stage of intellectual development (13 and references therein,24).
In this study the most complex final objective,stated in behavioral terms,was:"Given a balanced chemical equation (or a skeleton one to be balanced) and given the starting amounts of all reactants (in moles or in grams),the student should be able to calculate the amount of any product,or percent yield if amount of product is specified,and also calculate the remaining amount(s) of the excess reactant(s) (in moles or in grams)." A detailed hierarchy of subordinate skills was derived by using the method of task analysis developed by Gagné and elaborated by others (15-18).As a result,it was decided to teach basic principles of stoichiometry first using only one unit-molecules.This approach reduced the confusion that often arises in the student's mind when several units (molecules.grams,moles) are used simultaneously,a common practice in general chemistry textbooks.This author recognizes that,historically,the concepts of atom and molecule were developed as a result of work on quantitative relationships among reactants and products.Nevertheless,an historical approach to teaching stoichiometry was found deficient because it does not allow the proper sequencing and hierarchization of tasks.

英语翻译Robert M.Cagné,an American educational psychologist.According to Cagné,all learning outcomes can be reduced to five major categories:(1) motor skills,(2) attitude,(3) cognitive strategy,(4) verbal information,and (5) intellectual skills
罗伯特·cagné,美国教育心理学家.根据cagné,所有的学习成果可归纳为五大类：（1）运动技能,（2）,（3）认知策略,（4）口头信息,和（5）知识技能.最后一个是由五个层次的组成部分.在难度增加订单,这些涉及歧视学习（一）,（二）具体的概念,（三）定义概念.（四）规则,和（五）高阶规则（6）.对每一类,cagné确定的外部和内部条件,严重影响学习的过程.他还确定基本特点的教学设计为所有类别的学习（7,8）.中央cagné的教学论是要求建立一个等级的学习任何主要教学目标.一个层次是通常所产生的回答,对于任何特定的任务,这个问题：“什么人要他能做的,他可能会实现成功履行这一任务,提供他仅是说明这个任务吗?”（9 - 12）.基本属性的学习层次,更复杂的任务,包括下属的.因此,在这种情况下,一个“简单”的任务不仅仅是更容易学习.这是一个关键因素的层次.其重要性在于,未能获得这个“简单”的任务,防止学习表演成功地对更复杂的.这一概念的表现形成了鲜明的对比与皮亚杰认为这归因于成功或失败的性能在很大程度上是对学习者的智力发展阶段（13参考文献,24）.在这项研究中最复杂的最终目标,在行为,是：“鉴于化学平衡方程（或骨架是一个平衡）和给定的起始数额的所有反应物（痣或克）,学生应该能计算的数额的任何产品,或如果百分产量产品量的指定,并计算剩余的金额（）的过量反应物（）（痣或克）.”一个详细的层次从属技能是使用的方法开发的任务分析·é和制定的其他人（15 - 18）.作为一个结果,这是决定教的基本原则的第一只使用一个unit-molecules化学计量学.这种方法减少了混乱,经常出现在学生的心灵,当几个单位（分子.克,痣）同时使用,一个常见的做法在普通化学教材.笔者认为,从历史上看,概念的原子和分子的结果制定工作的反应物和产物之间的定量关系.然而,历史教学方法计量发现缺陷,因为它不允许适当的排序和等级划分的任务.