人本主义学习理论的应用：(1) Attach importance to learners' inner world
Humanistic learning theory focuses on learners' cognitive, emotional, interest, motivation, potential intelligence and other psychological activities in the teaching process, advocating that learners should put themselves in their shoes to make them feel the fun of learning, so as to devote themselves to learning
(2) Have a positive and optimistic attitude towards learners
Humanistic psychologists oppose the traditional educational goal of forcing learners to adapt to school and neglecting the all-round development of the whole person. It is advocated that the goal of education should point to the creativity, purpose and significance of learners, which requires teachers to fully respect, understand and understand students, create a free, loose, happy learning atmosphere, stimulate students' learning enthusiasm, so as to promote students' learning and growth.
(3) Attach importance to teachers' attitude set and teaching style
Humanistic psychologists attach importance to the teacher-student relationship, classroom atmosphere and the role of mass dynamics, especially urging teachers to pay more attention to and study interpersonal relations and interpersonal feelings, such as self-concept and self-respect.
建构主义学习理论作用1.cooperative learning
Cooperative learning is one of the important ways for students to build knowledge. In the process of learning, students can discuss, exchange and argue with teachers or classmates to achieve a state of learning where they can express their own opinions and pool their ideas. In the process of cooperative learning, students can not only stimulate their thirst for knowledge and enthusiasm for learning, but also feel the joy of acquiring knowledge.
2. situational teaching
Situational teaching refers to the teaching of knowledge learning based on some real situations, so that students can well connect knowledge with practical problems, learn to find problems in reality, analyze problems, and find ways to solve problems.
3. Inquiry learning
In the process of teaching, teachers should motivate students to study independently and explore new knowledge, guide students to actively participate in learning, and cultivate students' learning skills by constantly exploring and solving problems.
4. scaffolding teaching
Scaffolding teaching is actually to carry out auxiliary teaching for students, provide certain help for students, assist students to complete some difficult teaching content. With the improvement of students' ability, the assistance should be gradually reduced, so that students can gradually develop the habit of completing tasks independently.

行为主义学习理论应用:
When teaching new movements to students, it is necessary to make use of intuitive means as far as possible, such as front demonstration, back demonstration and side demonstration to help students form as much intuitive information as possible in the brain, so that the new movements can be connected with the old movements and help students to reproduce the movements they have learned.
认知主义学习理论应用:
The transformation law, distributive law and associative law in algebra are the basic structure of this subject, and the students in the lower grade of primary school can fully grasp these basic principles. In fact, when playing on a seesaw in kindergarten, children learn that if someone is heavier than them, they have to move back. If the other person is lighter than you, you have to move forward, otherwise you can't play on the seesaw. Based on this principle, Bruner designed a balance like the one pictured here that allows eight-year-olds to master the basic structures of algebra with the help of manual manipulation, visual imagery and symbols.

       所谓元认知策略是指控制信息的流程，监控和指导认知过程进行的策略。元认知策略是利用认知过程中获得的知识，通过确立学习目标与计划，监控学习过程和评估学习结果等手段来调节语言行为。包括元认知计划策略、元认知监控策略、元认知调节策略。

       元认知有两个基本功能:意识性和调控性。具体讲,元认知在学习策略系统中的作用有三方面:①可以使学生意识和体验到学习情景有哪些变量,并且意识到这些变量之间的关系与它们的变化情况;②可以使学生意识和体验到自己拥有哪些可供选择的学习方法,并且明了这些学习方法和学习变量之间的关系。③可以使学生根据学习的效果,客观地评价自己的学习活动和学习方法的适用性,并把对学习效果的评价作为改进自己学习的重要手段。

原因一：生理原因
上海华师大心理咨询中心特聘儿童及青少年教育咨询专家陈默认为，拖延有可能是天生的，“一部分动作慢的孩子可能存在先天性的神经协调缺陷”。
陈默认为，熬夜过多、年龄偏大或有过多次人流经历的母亲，子宫环境可能存在一定程度的缺陷，也有可能影响孩子的运动协调能力、注意力及反应能力。
美国心理学家、《教养你失控的孩子》(《Parenting Your Out-of-Control Child》)一书的作者George M. Kapalka博士认为，孩子一直拖延、抗拒写作业，很可能是学习困难症的信号。
后天成长环境同样可能引发生理原因的拖延。中医大夫李辛认为，长期不好好吃饭、不好好睡觉，孩子也会变得拖延。“因为TA的精力都流失掉了，做事当然提不起精神。”
原因二：害怕做错
着有《拖延心理学》的美国资深心理咨询师简·博克认为，“拖延的毛病，既非恶习，也非品行问题，而是由恐惧引起的一种心理综合症”。
孩子很可能拖延去做、学一些新的东西，即使这件事是TA感兴趣的，因为他们害怕做得不完美。所以，即使是你的孩子自己强烈要求学钢琴的，TA也仍然有可能拖延练习，因为TA演奏得不像TA想象可能的那么好，或者认为应该的那么好。
原因三：缺乏信心
如果是个你知道TA能做的工作，比如清理房间、收拾玩具，那拖延有可能是因为这任务看上去困难得吓人，让孩子感觉无从下手，不知如何开始。
原因四：不了解做事的目的
如果一个孩子不了解TA的角色和做事的目的，TA就倾向于不想做。但孩子很难对抗家长的意志、拒绝家长的安排，所以只能退而求其次——拖延。
原因五：习惯依赖
在很多独生子女家庭，很多本来可以由孩子自己去做的事都被家长代劳了。衣来伸手、饭来张口，连学习、玩乐都有人“侍候”，甚至很多应由孩子自己做的选择和决定都被家长“代理”了。
长此以往，日久天长，孩子就形成了强烈的依赖心理和习惯，对自己的事缺乏参与感，总是很有“耐心”地等着家长“解围”。
原因六：孩子和你的优先事项不同
心理学主张，缺乏兴趣是造成拖延的重要原因。和写作业相比，玩游戏、看电视当然更有吸引力，更重要。没有积极性，拖拖拉拉当然在所难免了。
原因七：“时间有的是”
对孩子来说，如果事情不紧急，就很容易拖延，比如睡觉。
七大原因，逐一解决
生理原因，怎么办?
因生理原因造成的拖延习惯，父母可以帮孩子进行适当的补养。比如，让孩子早点睡觉，增加体育锻炼，适当食补等等。孩子身体强壮了，精力充沛了，做事自然更有劲头。
孩子怕犯错，怎么办?
《正在拖延的孩子》(《The Procrastinating Child》)一书的作者Rita Emmett认为，家长应该“让孩子知道犯错是做好任何一件事的一部分”。
“孩子要知道，犯错是OK的，不完美和失败是有区别的。与此同时，父母则要避免把结果看得比过程还重要。”
此外，父母应更多注意孩子做了什么，而不要老注意孩子还没做什么，否则会蚕食孩子的信心。孩子每按时做完一件事，父母就可以在日程表上贴一个小星星，如果孩子收集了足够多的星星，就给予奖励。此外，赞美孩子的计划、打算，激励TA按时完成。
缺乏信心，怎么办?
Rita Emmett认为，家长应教会孩子怎样把一件事拆成多个小任务，逐一完成。
“所以，不要说‘清理你的房间’，而要帮TA定义每一步：整理床、收拾桌子等等。然后让孩子专注在每件小事上，忘记其他直到手头的事已经做好了——如果你正在整理衣服，就不要考虑收拾书柜的事。”
让事情变简单的方法还包括，建立目标、制定计划。简单的开始对一个爱拖延的孩子来说是最难的部分。所以愿景要清晰，要让孩子清楚地知道该做什么、什么时间开始、什么时间结束。
不了解做事的目的，怎么办?
安排任务的时候，要花时间告诉孩子怎样完成任务，回答TA的任何问题。
让孩子对计划的事感兴趣，可以和孩子一起定计划。要考虑到课后活动、孩子最爱的电视节目、宝贝的脾气等等。有些孩子倾向于一次完成任务，有的则需要每隔一会儿休息一下。
给孩子选择，但不要太多。如果孩子想先看电视，再写作业，也是可以的，但一旦达成约定，就要执行。
习惯依赖，怎么办?
家长应尝试走下“火线”。如果你总是冲上去救火，孩子就会明白，拖延到最后一刻就能“被解围”。而且，“救火”太过频繁，也等于在向孩子发送信息——你不可能独自做好。
孩子和你的优先事项不同，怎么办?
想办法，把你认为重要、必须的事情，添加到孩子的优先任务名单上，George M. Kapalka认为，可以让任务和特权产生链接。
“如果你允许孩子做完作业再看电视、玩游戏，孩子就会明白特权是伴随着负责任的行为而来的。”
同时，让孩子每天都有自由支配的时间。如果孩子已经在规定的时间里完成了作业，家长又紧追着安排各种其他任务，孩子就会产生抗拒心理，干脆故意拖延进度，应付家长。
“时间有的是”。帮孩子设定一个deadline，提早完成的话，发放额外的奖励。
美国芝加哥DePaul大学的心理学教授Joseph R. Ferrari博士说：“我们倾向于惩罚拖延行为，而不是表扬提前完成的行为。”
“如果你期望孩子8点上床睡觉，7点45分TA就做到了，你必须说，我们可以再额外读一段故事了，因为今晚你这么早就上床了。最终，孩子会明白按时完成是好的，早早做完就更好了。”
急性子家长遇上慢性子孩子怎么办?
一个急性子家长，生出来一个慢性子孩子，这对双方来说都是很大的挑战。
很多给孩子贴“拖延”标签的家长需要明白，如果孩子生就慢条斯理的沉稳个性，自己也没有因为拖延而烦恼，做自己喜欢的事能专注持久、乐在其中，其实算不上“拖延”。
家长不能一味希望孩子按照自己的想法、节奏行事。要知道，孩子与大人的生活、生理、生命节奏都是大不相同的。孩子有自己的节奏，对他们而言，感觉最舒服、最顺畅、最好玩、最有利的就是顺应自然的生理节奏。
因此，家长和孩子要通过磨合，达成一种“共存”的和谐状态，家长不应打断孩子“乐在其中”的兴致，要发现、找到并尊重属于孩子个人的“独特节奏”，在“让孩子慢慢长大”和“凡事都拖拖拉拉”之间找到平衡点。

机器学习就是让机器通过大量数据的学寻找数据中的相关性。人类的智能除了相关性之外因果性，在今天的人工智能里头是没有的，机器学习是不懂因果的，他只知道相关性，所以这是机器学习和人类思维的最大区别。人还可以举一反三，比如给一个小孩看一只黄色的狗，再给他黑色的狗，小孩就知道这是狗不是猫，如果给机器看狗，输入数据全部是黑色的狗，再给一张黑色的猫的图像，机器会认为它是狗，因为机器认为狗的最重要的特征是黑颜色，这在人工智能中叫Overfitting。

元认知策略负责评估学习中的问题，确定用什么学习策略来解决问题，评价所选策略的效果，并且在必要时改变策略以提高学习效果。

学业拖延行为的心理原因及应对方式
学业拖延行为是指持续多日不及时完成学业任务，其原因因人而异。学生在学业上拖延事情一般有以下几大心理原因：
一是对新学习内容复杂难懂。如果学习的内容较为抽象或者复杂，学生会发现有许多没有明白的地方，他们整夜仔细地琢磨，却仍不能掌握，所以只得拖延学习的时间。
二是考虑不周全。比如考试有多次，当学生多次重复学习一种内容时，他们会把分数推后，认为下一次的复习会更加重要～而忘记了这次也需要仔细学习。三是害怕失败和焦虑。有时由于功课复杂，往往不知道从哪里入手，害怕失败担心自己不能胜任，因而产生拖延情绪，而心理焦虑也会使学业拖延。青少年拖延、行动力弱的解决方案
提升自控力
青少年在面临诸多任务时，应制定符合自身能力与期望的规划，可以根据事务的轻重缓急将其进行分类，按照顺序依次完成。当外界纷繁的干扰和诱惑较多时，有意识地使其远离自己的视线范围，主动克服或抑制欲望与需求，稳定自己的注意力，降低冲动性行为，关注当前的学业任务。在达成一个具体目标之后，可以适当地给予自己一些鼓励，为实现远期利益奠定基础。这些都是自控的很重要的方法。



良好的外在环境和内在尊重感
家长应该了解积极家庭教养方式的重要性，认识到拖延的危害和两者之间的关联。父母对子女的支持、理解，可以促使亲子间亲密关系的建立，而良好的家庭关系正是教育的基础和前提。家长可以在了解自身孩子特点的基础上，给予适当的监督。帮助子女学习时间管理，引导其学会合理安排时间，从而提升学习效率。

同时不要管教那么严苛，多倾听孩子的话，表达对孩子的尊重，这样可以减轻孩子的对抗性拖拉及行动力弱的问题。

正确看待负面情绪
青少年应学习对自身有积极正确的认识，善于发现自身优势，理性看待并接纳缺陷，通过积极心理暗示提升自信心。同时，将问题视为挑战而非威胁，获得的成功经验越多，自我效能感的水平也会越高，由此形成正向激励，让青少年对自己的能力充满信心，进一步减少拖延行为出现的频率。

养成健康的生活方式
良好的运动习惯，合理的睡眠时间，健康膳食，减少刺激性饮料的饮用，适度的同伴玩耍以及自然环境玩耍，都是青少年健康生活的重要组成部分。这些都为青少年身心健康提供很好的支撑，从而保障大脑能够更好地执行自控功能，保持稳定的情绪。

主动寻求帮助
青少年要对自身的拖延行为引起足够的重视，清楚地认识拖延所带来的不良影响，应主动找心理老师进行心态调整，早日解脱拖延与负面情绪缠绕循环的阴影；有意识地学习时间管理、自控力、专注力提升等相关知识，进行相关练习和心理辅导。

拖延和行动力弱是青少年成长阶段面临的挑战，也是提升的机遇。专业且有针对地训练可以帮助青少年正视和摆脱拖延行为，调整不合理的认知，摆脱负面情绪困扰，养成新的学习和生活习惯，这对于提升青少年的自我效能感，增强自信心都是非常有利的。同时，有关自控力、时间管理、专注力的学习可以在训练实践中得到反馈和体验。

1.元认知策略是一种典型的学习策略，指学生对自己的认知过程及结果的有效监视及控制的策略。 元认知策略控制着信息的流程，监控和指导认知过程的进行，包括计划策略、监控策略（注意策略）和调节策略。 元认知 由弗拉维尔于20世纪70年代提出，又称为反审认知、反省认知、超认知、后设认知。
2.元认知策略是一种典型的学习策略，指学生对自己的认知过程及结果的有效监视及控制的策略。 元认知策略控制着信息的流程，监控和指导认知过程的进行，包括计划策略、监控策略（注意策略）和调节策略。
3.元认知能力对学习成绩的提高非常重要，成绩提高又能提升自我效能感，也会进一步强化元认知体验，形成良性循环。
4.元认识是对大脑思考过程的反思总结。想把元认识用到学习中，那你应该清楚自己元认识存在的短板瓶颈，需要积累的知识，急需拓展的领域，用这些来牵引带动自己读书学习。比如，自己的逻辑思维能力差，那就多看这方面的书籍，同时在工作生活中有意识的运用这种能力，观察运用后的结果反馈，修正自己的思考方式和表达方式，形成逻辑思维运用的闭环体系。如此反复，不断精进.

元认知就是个体关于自己的认知过程的知识和调节这些过程的能力。元认知策略是一种典型的学习策略，指学生对自己的认知过程及结果的有效监视及控制的策略。
作用:元认知策略在实际指导学生认知自己学习能力和学习结果的过程当中所发挥的作用也是非常明显的。如果学生缺乏认知策略，而且缺乏使用认知策略的能力，就不可能正确认识自我和自我调节。在学习的过程当中，认知策略是一项必不可少的工具，可以帮助学生整合新信息和已知的信息。学生在学习的过程当中，会摸索出很多的学习策略，但是必须要以元认知策略来帮助学生决定在哪一种情况下需要使用哪一种策略，或者是在哪种情况下需要改变学习策略，只有这样才能够成为一个真正成功的学习者。

1)for more people procrastination irrespective of what they say,is not about lazy. in fact , when we procrastinate we often work intensely for long stretches just before our deatlines.working long and study hard is the opposite of lazy so that can't be the reason we do it. So, why do we procrastinate and ,more importantly, what can we do about it. procrastination is not a matter solely of having, poor time management skills, either but rather can be traced to underlying and more complex psychological reasons. these dynamics are often made worse by schools where students are constantly being evaluated and especially in college where the pressure for grades is high and a lot can riding on students performances. in reality, ptocratination is often self-proctection strategy for students. For examples if you procrastinate, then you always have the excuse of not having enough time in the event that you fail,so your sense of your ability is never threatened . 2)Cognitive strategies for developing students reading comprehension skills using short stories
3)Machine learning is considered a branch of artificial intelligence and computer science that focuses on mimicking human behaviors through a set of algrorithms and methods that use historical values to predict new values,without specifically being coded to do so and thereby learning over time.Machine learning is grounded in statistical learning theaory, which provides the contructs used to create prediction functions from date.The decision mechanism begins when information from either the internal or external eviroments feeds into the decision process. 4) Application behaviors the cognitive learning approach gives students the chance to reflect on what they are learning and how it applies to other material. 5)Learning theory constructivism,Humanism,Behaviorism is completely different from the above theeories.The theory suggest that there are positive and negative reinforcements of behavior.Constructivism theory is based on the assumption that people will always use what they know from past experiences to construct new ideas.

Humanistic education believes that human self-actualization is a dynamic, formative process in which human potential is constantly being realized. The primary function of education is to create the best conditions for each individual to achieve the best he or she can, to help the individual discover content and methods of learning that are more in harmony with his or her true self, and to provide an atmosphere conducive to learning and growth. Therefore, it is essential to develop adapted curricula and to foster excellent teachers who are facilitators, not authorities, as the most reliable vehicles for achieving this educational purpose. Based on this understanding, teachers must play "two roles" in the classroom: facilitator and questioner. According to humanistic educator Campos, "The teacher's task is not only to prescribe, to tradition, to template, to give orders; it is also to manage the process of existence. This role requires the teacher to be a facilitator, an encourager, and a helper." Being a facilitator of classroom instruction is an important role for teachers.
Second, in the classroom, students without problems are not the natural result of learning, and a teacher who does not keep students actively engaged in the material is not a teacher. The teacher should be good at asking questions according to the psychological characteristics and knowledge level of the students, play the role of a good questioner, guide the students to investigate, give full play to the subjectivity of their learning, so that students can really realize the "self" and experience the joy of learning. In this process, teachers should pay attention to the form of questions, as far as possible to meet the excitement of students, in order to cause strong resonance, to achieve the harmonious unity of teaching and learning; to pay attention to the gradient of the questions, reflecting the individual differences of the teaching object; to organize a good discussion with students in a democratic attitude, for the answer to the question, not to pursue a thousand people, certainly have biased answers, allow different answers, and encourage creative answers.

Constructivist learning theory emphasizes seeking knowledge in practical tasks, so teaching objectives should be determined in a variable and flexible manner to avoid excessive abstraction. Teachers should pay special attention to the formation of students' emotional experiences and attitudes. There is no quantitative limit to the content learned in a lesson, and teachers should transmit to students not just textbook knowledge, but also real-world, complex, real-world problems. What students should learn is a lively and rich "combination of meanings" that can make both teachers and students feel fulfilled and satisfied. During the teaching process, teachers can guide students to discuss the relevant content or problems and let them express their opinions freely, so that they can put forward different opinions from different perspectives and let them burst out the sparks of wisdom in the collision of their thinking. In the evaluation process, teachers should change the traditional evaluation strategy and attach great importance to the formative evaluation in the teaching process. Timely feedback on the effectiveness of student learning, correction of misconceptions, clarification of ambiguous ideas, and enhancement of the clarity of the knowledge structure, thus presenting the basis of new knowledge and points of interest. Teachers should know that evaluation is not just about saying what is good and bad, right and wrong, but also about enthusiastic and encouraging evaluation. Evaluation pays attention to the variability of different students' individual understanding of knowledge and allows and encourages students to have different understandings of the same knowledge.

所谓元认知策略是指控制信息的流程，监控和指导认知过程进行的策略。元认知策略是利用认知过程中获得的知识，通过确立学习目标与计划，监控学习过程和评估学习结果等手段来调节语言行为。
元认知时时刻刻帮我们从高处、深处、过去、未来看待现在的自己，继而让自己保持清醒不迷失，保持动力不懈怠，保持平和不冲动。

原因：寻找刺激（任务）和行为（拖延）之间的联结，以及短期结果对行为的强化。首先说刺激（任务）的性质，如果是因焦虑而引起的拖延，这些任务通常是对自己非常重要的，不得不完成的，繁杂或困难的，不知道从何入手的，挑战自己能力，就会自动引发「任务——焦虑」的反射联结，这就构成了拖延。
解决方案：设置合理的强化和惩罚，自我监管，认知重构。

机器学习就是让机器通过大量数据的学寻找数据中的相关性。
人类的智能除了相关性之外因果性，在今天的人工智能里头是没有的，机器学习是不懂因果的，他只知道相关性，所以这是机器学习和人类思维的最大区别。

人脑使用以下两种途径之一处理信息以进行决策：反射系统和反应（或自反）系统。 反射系统是合乎逻辑的，分析，故意的，和有条不紊，同时反应体系快速，冲动和直觉，依靠情绪或习惯来为下一步做什么提供提示。
而AI能够掌握大数据，它的算力也更强。AI的决策是“无记忆”的。

人类学习是人通过与世界的互动，将世界在自己头脑中进行内化的过程，结果体现在人的知识、行为以及价值观念的改变。
机器学习是计算机在没有明确编程的情况下采取行动的过程。机器学习与人工智能有很多相通之处，应用的例子也很多，比如自动驾驶，人脸识别、语音识别，机器翻译，共享汽车，网络搜索等等。机器学习的基本前提是构建可以接收大量数据的算法，然后使用统计分析来提供即合理又准确的结果。机器学习主要是算法、数据量以及分析，主要是输入与输出。人类可以通过各种感官体验学习还可以反思与讨论。关于人类学习的论述也十分久远。有关学习目的的论述：在止于至善、修身齐家治国平天下。有关学习方法的论述：学而时习之、举一反三、触类旁通、学不可以已、知行合一、积少成多、学而不思则罔，思而不学则殆、温故知新等等。有关学习层次的论述：［一］学而时习之，不亦説乎？［二］有朋自远方来 不亦乐乎？［三］人不知而不愠，不亦君子乎？关于学习境界的论述：［一］生而知之 ［二］学而知之 ［三］困而知之 ［四］困而不学。西方有关学习的论述主要有三大理论：行为主义 （刺激与反应）、认知主义（信息存储与加工）、建构主义（意义的建构）。布鲁姆将学习目标分为三类：认知、技巧、态度三类。在认知这一类中又分为六种：知识、理解、应用、分析、综合、评价。随着机器学习和人工智能的不断发展和创新，机器学习在认知和技巧方面会大大超过人类，然而在态度与价值观方面还是由人类主导。

拖延的原因：
1、忘记做作业。
无论是何种原因，比如缺课、在老师留作业时分了心、没有记下来或者忘记看班级网页，有时学生会把作业留到最后一刻，因为他们真的不知道有什么功课要完成。直到有朋友在最后一天提起或直到第二天早上走进课堂，他们才能发现。从技术上讲，这不应该归类为“拖延”，因为学生并没有抵触作业，而是他们根本就没意识到有作业要做！但这绝对是导致拖延的常见原因。
2、缺乏对课程期望结果的了解。
当学生对作业感到困惑，或者不完全了解作业背后的要求，他们通常会把作业推迟，希望以后能更好地理解作业。尤其是那些不知道如何做作业或对作业不确定的学生。不幸的是，当他们在截止日期的前一天晚上看作业题时，通常也得不到更多的信息，也没有时间向老师请教。
3、乐观估算时间。
在大多数情况下，乐观是一种美好的品质。但是，如果要估算完成一项课题需要花费多少时间，对时间的乐观可能会带来很大的问题。学生通常会高估距离完成任务所剩的时间，而低估了实际完成任务所花的时间。这导致他们没能留出足够的时间完成工作。
4、宽松的截止日期。
如果教师不执行最后期限，也不给迟交作业的学生任何惩罚，那么学生会发现最后期限并没有意义，因此不再认真对待。如果没有有效的后果，截至日期就会被随意当作内部截至日期，尽管有所帮助，这在阻止拖延方面并不凑效。
5、对作业无从下手。
当学生将论文或项目作为一个整体而不是一系列的步骤来考虑时，他们可能会感觉不堪重负，也不知道从哪里开始。从而导致拖延，直到最后的期限近在咫尺。他们并不是害怕没有足够的时间，而是对作业不知从哪里开始做。
6、不佳的学习惯例。
学生在放学后的惯例通常是习惯性的。一旦建立起来，他们便会自动遵循，很少会有意去思考。例如，在放学后学生想休息一下，有时打开电视，这会导致拖延，因为很难将电视关上。或者将最难的功课，学习和长期的课题留到作业截至日期前，这样的习惯也会导致拖延。
7、分心。
有时学生为了完成自己的作业而留出时间，但最终却因其它事情而分心。这些干扰可能是外部的，比如看脸书和发短信等，也可能是内部的，比如他们自己的想法和冲动。无论哪种干扰，都会占用原本应该专心学习的时间。
8、不堪重负。
当一项任务看起来非常复杂或耗时，光想一想都会令人感到害怕并且有压力时，学生常常陷入拖延的陷阱。不幸的是，拖延会让他们开始做课题时适得其反，因为课题本身的难度加上没用充足的时间，会让学生陷入困境，他们感到如果早一些开始做的话，就不会有更大的压力。
9、完美主义和对失败的恐惧。
专注于使自己的课题 “完美”，对犯错误或“搞糟事情”感到紧张，或害怕被批评的学生，经常担心自己的作业做得不正确，为避免在尝试做这个项目时感到焦虑，他们通常会推迟。这可能导致越在截止日期临近时越不愿意做课题，这似乎是不合理的行为，因为他们更有可能无法漂亮的完成。直到最后，已经非常接近截止日期，不再有可能做出理想的项目了，他们唯一的选择就是交出不完美的作业或什么都不做。
10、难以调节情绪。
最近的研究表明，拖延并不一定是我们曾经认为是时间管理上的问题，更多的与情绪调节困难相关联。在做作业时感到无聊、疲倦、沮丧或紧张的学生，为了缓解自己的情绪，通常低估作业的重要性，“没什么大不了；它不会太影响我的成绩。” 为了分散注意力，他们会让自己做一些有趣，更有回报性的活动来改善心情。
11、承诺过多。
如果学生预定活动很多，很少有空闲时间，好像生活被一连串的义务和琐事牵绊，几乎没有休息时间，他们可能会使用拖延作为一种为自己人为地创造“空闲时间”的方法。不幸的是，这种“空闲时间”通常不太令人满意，它还伴有一种内疚感，因为人们回避了他们“应该”从事的工作。
12、学习抵触。
当学生把作业当成不合情理的老师或强制的父母来强迫他们完成时，他们有时会用拖延作为一种反叛形式。当学生认为作业是他们“必须”做的事情，而不是他们来选择去做的事情，他们更倾向于拖延。 拖延成为了他们对“应该”完成工作的一种对抗，对老师或家长传达出“你无法让我做到”的信息。
解决方法：
1、学会专注，一次只做一次事情。
2、多给自己一个正面的精神激励。
3、给自己一些奖励。
4、给自己一个更好的环境。
5、把大目标分解成容易实现的小任务。
6、做每日详细计划。

元认知由弗拉维尔于20世纪70年代提出，又称为反审认知、反省认知、超认知、后设认知。 元认知就是个体关于自己的认知过程的知识和调节 这些过程的能力。 元认知策略是一种典型的学习 策略， 指学生对自己的认知过程及结果的有效监视及控制的策略。 元认知策略控制着信息的流 程，监控和指导认知过程的进行，包括计划策 略、监控策略（注意策略）和调节策略。
在课堂中，有些学生往往很难把注意集中在教学任务上，而分心于那些有吸引力的、能分散注意力的事物。教师常常埋怨课堂上那些不能维持注意力的学生不成熟、注意力有缺陷、或者不想学。不幸的是，使用不同的标签去描述注意力问题无助于提高他们的学习。柯诺（Corno,1987）指出，注意力关系到自我管理的问题，因为学生很难计划和控制他们的学习。她认为需要教学生一些抑制分心的学习策略，来帮助他们对行为进行自我管理和自我调节，如注意此刻自己正做什么、避免接触能分散注意力的事物等。许多心理学家认为学生缺乏注意力方面的知识，犹如他们缺乏数学概念。如果能教他们一些对注意进行监视和自我管理的技能，教师就不会再在意全班同学的注意了。学生无论在家还是在学校，都能使用这些技能来提高他们的学习。

Application of Humanistic Learning Theory

（1） Pay attention to the inner world of learners
Humanistic learning theory focuses on learners' cognitive, emotional, interest, motivation, potential intelligence and other psychological activities in the teaching process, and advocates putting oneself in the learner's shoes. Make learners feel the fun of learning, and then devote themselves to learning.

（2） Positive and optimistic attitude towards learners
Humanistic psychologists oppose the traditional educational goal of forcing learners to adapt to school and do not attach importance to the overall development of the whole person; It is advocated that education objectives should point to learners' creativity, purpose and significance, which requires teachers to fully respect, understand and understand students, create a free, relaxed and happy learning atmosphere, stimulate students' learning enthusiasm, and promote students' learning and growth.、

（3） Pay attention to teachers' attitude and teaching style
Humanistic psychologists attach importance to the role of teacher-student relationship, classroom atmosphere and mass motivation, especially to urge teachers to pay more attention to and study issues involving interpersonal relationships and feelings, such as self-concept and self-respect.

Enlightenment of constructivist learning theory on education

(1) Inquiry learning. Through meaningful problem situations, students can learn knowledge related to the problems they are exploring, form problem-solving skills and autonomous learning ability by constantly finding and solving problems.

(2) Scaffolding teaching. This means that teachers provide external support for students' learning, help them complete tasks that they cannot independently complete, and then gradually remove the support to let students explore and learn independently.

(3) Situational teaching. Situational teaching is based on authentic events or problems that are infectious. Knowledge and learning are linked with situational activities. Students should try to find, analyze and solve problems in real task situations.

(4) Cooperative learning. Cooperative learning mainly takes interactive cooperation (between teachers and students, between students) as the orientation of teaching activities, and takes learning groups as the basic organizational form to jointly achieve teaching objectives.

Applications of the humanistic learning throry:
1.Emphasize student's emotional needs.
2.Emphasize student's self-realization.
3.Focus on individual differences.
4.Emphasize teacher-student interaction.
Applications of the constructivist learning theory:
1.Emphasize the learner's activity.
2.Focus on the social nature of learning.
3.Emphasize reflection and metacognitive ability.

机器学习是一个算法系统，它接收输入，产生输出，然后检查输出并调整系统的原始算法以产生更好的输出。机器学习中使用的算法是已经存在很长时间的算法，例如线性回归和分类算法。通过使用预先存在的数据并调整从中学习来自动执行特定任务。
人工智能不擅长的是跳出框框进行创造和思考。不属于这一核心能力的事物包括：创造力、想象力、对事物的整体观察、艺术、运动技能、节奏、非语言交流和提示、音乐性、感觉、可视化和同理心。
人脑是一种典型的小数据学习机制，即在学习过程中，大多数时候不需要大量的数据输入就可以学习。
人类在成长、生活过程中积累了很多的历史与经验。人类定期地对这些经验进行“归纳”，获得了生活的“规律”。当人类遇到未知的问题或者需要对未来进行“推测”的时候，人类使用这些“规律”，对未知问题与未来进行“推测”，从而指导自己的生活和工作。机器学习中的“训练”与“预测”过程可以对应到人类的“归纳”和“推测”过程。

人本主义学习理论的应用：（1） Pay attention to the inner world of learners
Humanistic learning theory focuses on learners' cognitive, emotional, interest, motivation, potential intelligence and other psychological activities in the teaching process, and advocates putting oneself in the learner's shoes. Make learners feel the fun of learning, and then devote themselves to learning.
（2） Positive and optimistic attitude towards learners
Humanistic psychologists oppose the traditional educational goal of forcing learners to adapt to school and do not attach importance to the overall development of the whole person; It is advocated that education objectives should point to learners' creativity, purpose and significance, which requires teachers to fully respect, understand and understand students, create a free, relaxed and happy learning atmosphere, stimulate students' learning enthusiasm, and promote students' learning and growth.
（3） Pay attention to teachers' attitude and teaching style
Humanistic psychologists attach importance to the role of teacher-student relationship, classroom atmosphere and mass motivation, especially to urge teachers to pay more attention to and study issues involving interpersonal relationships and feelings, such as self-concept and self-respect.
构建主义学习理论的应用：1、 Cooperative learning
Cooperative learning is one of the important ways for students to build knowledge. During the learning process, students reach a learning state of expressing their views and brainstorming through discussion, exchange and argument with teachers or classmates. The process of cooperative learning can not only stimulate students' thirst for knowledge and enthusiasm for learning, but also feel the joy of acquiring knowledge.
2、 Situational teaching
Situational teaching refers to teaching in the form of establishing knowledge learning in some real situations. In this way, students can well connect knowledge with practical problems, learn to find problems in reality, analyze problems, and find ways to solve problems.
3、 Inquiry learning
In the process of teaching, teachers should drive students' enthusiasm for autonomous learning and exploring new knowledge, guide students to actively participate in learning, and cultivate students' learning skills by constantly exploring and solving problems.
4、 Scaffolding teaching
Scaffold teaching is actually an auxiliary teaching for students, providing them with certain help and helping them complete some difficult teaching content. With the improvement of students' ability, assistance will be gradually reduced, and students will gradually develop the habit of completing tasks independently.

答：人类在成长、生活过程中积累了很多的历史与经验。人类定期地对这些经验进行“归纳”，获得了生活的“规律”。当人类遇到未知的问题或者需要对未来进行“推测”的时候，人类使用这些“规律”，对未知问题与未来进行“推测”，从而指导自己的生活和工作。
机器学习中的“训练”与“预测”过程可以对应到人类的“归纳”和“推测”过程。
通过这样的对应，发现机器学习的思想并不复杂，仅仅是对人类在生活中学习成长的一个模拟。由于机器学习不是基于编程形成的结果，因此它的处理过程不是因果的逻辑，而是通过归纳思想得出的相关性结论。
人脑：总结经验、发现规律、预测未来；
机器学习：训练数据、建立模型、预测未知属性。

Metacognition was proposed by Flavell in the 1970s, which is also called counterexamining cognition, introspective cognition, supercognition and postcognition Metacognition is an individual's knowledge of their own cognitive processes and their ability to regulate those processes. Metacognitive strategy is a typical learning strategy, which refers to the strategy that students effectively monitor and control their own cognitive process and results. Metacognitive strategies control the flow of information, monitor and guide the cognitive process, including planning strategy, monitoring strategy (attention strategy) and regulation strategy. In the classroom, some students often have difficulty focusing on the teaching task and are distracted by the attractive and distracting things. Teachers often complain that students who can't sustain their attention in class are immature, have attention deficits, or don't want tolearn. Unfortunately, using different labels to describe attention problems does not improve their learning. Corno (1987) pointed out that attention is related to the problem of self-management, because students have difficulty planning and controlling their learning. She believes that students need to be taught some distract-resistant learning strategies to help them self-regulate their behavior, such as paying attention to what they are doing at the moment and avoiding distractions. Many psychologists believe that students lack attention knowledge, just as they lack math concepts. If they can be taught the skills of monitoring and self-managing attention, teachers will stop caring about the attention of the whole class. Students can use these skills to improve their learning at home and at school.

学习拖延的原因（一）内部原因：

1.动力不足，能拖则拖
动机是造成个体拖延的一个重要因素。研究发现，个体在外部动机的压力下不得不去执行某些任务时，比在内部动机的驱使下执行该项任务更易出现拖延。就内部动机而言,又可以进一步分为追求成功动机与回避失败动机，二者对拖延行为的影响也有所不同。当追求成功动机低于回避失败动机时,个体将倾向于不断地以拖延的方式逃避失败。
尽管青少年的自我意识处于飞速发展的阶段，但内部调节能力不足，意志发展尚不完善，还不能很好的激发自己在学习方面的内部动力。不论是外界强加的任务，还是自己想去做的事情，都可能产生动力不足的情况，态度消极倦怠，打不起精神，想到将会遇到的困难和麻烦，便会一拖再拖。
2.贪恋于当下的“即刻满足”
  人都有逃避痛苦、及时行乐、贪图一时安逸的天性，哪怕理性告诉我们先苦后甜，延迟内心的满足，往往也无济于事。事实上，延迟满足作为一种甘愿为更有价值的长远结果而放弃即时满足的抉择取向，是个体完成各种任务、 协调人际关系、 成功适应社会的必要条件，是一种克服当前的困难情境而力求获得长远利益的能力。
与睡懒觉、看电视，玩游戏等即刻就可以满足快乐的行为相比，学习与做作业带来的好处具有极大的滞后性。不仅如此，做作业需要耗费大量的脑力去思考，光是想一想很多青少年学生内心就一万个抗拒。
3.担心失败，不愿承担失败的后果
研究学者Schouwenburg和Lay认为,失败恐惧是预测拖延的重要因素。失败恐惧是一种焦虑反应，个体由于害怕自身的努力不能达到标准或是他人的期望,对评价表现出过度的担心、焦虑,所以采用拖延的方式推迟或逃避执行那些有“失败风险”的任务,从而维护自己的自尊,避免受到消极反馈的伤害。
对于自尊心极强的青少年而言，尽管他们很渴望成功，但同时也极度害怕承担失败的风险与后果，所以不愿意开始行动，有意无意把事情拖延到不了了之的地步。他们往往把成功和个人的能力、在别人心中的地位完全等价起来，于是，拖延成了一种逃避失败的工具。
4.自我管理的缺乏
有学者提出，拖延是自我管理的缺乏。当个体在从事某项任务时,由于不善于管理时间或行为,所以通常会推迟任务的开始。即使在执行任务过程中,也更容易受到外界刺激的干扰，频繁地出现中断该任务去进行其他活动的情况,并且不断推迟任务的继续。因此,糟糕的自我管理是影响拖延行为出现的一个重要因素。
对于青少年群体来说，大脑发育尚未成熟，自控能力、执行能力还比较薄弱。另一个方面，在家独自学习也缺少学校里同学间竞争的压力，以及老师的严格督促、考试分数的直观警告，更易使得学生在精神上出现懈怠，自我管理能力下降。
（二）外部原因：

1.诱惑太多，注意力分散
意志力、注意力就像是人的体力一样是有限的，在一件事情上消耗太多，就没有精力应对其他的事情。一个充满诱惑的环境会大大增加行动的难度，因为个体需要消耗大量的意志力来抵抗外界的诱惑，同时，注意力也会愈加分散。
与学校的黑板白墙相比，家中的“花花万物”都可以称之为诱惑物，尤其是触手可得的电子产品，更是让青少年们深陷其中。
2.被任务难度吓退
我们都有这样的体验，总喜欢把最不擅长的部分放到最后实在没有办法时再采取行动。相对于自身能力而言，任务难度越大，个体采取行动的动力越低，为了避免麻烦，更倾向于选择逃避的方式，待在自己的舒适区里。

对于青少年也不例外，当老师布置的作业太多，预感自己做不完时，索性放弃，不做了之；当面对作业题思前想后没有头绪时，扔下课本，借用电视、游戏来帮助自己回到快乐天地。
解决方案
（一） 增强个体的学业内在动机
自我决定理论(Self-Determination Theory简称SDT)是20世纪80年代美国心理学家Deci Edward L.和Ryan Richad M.等人提出的一种认知动机理论。该理论关注的焦点是人类的行为在多大程度上是自愿的和自我决定的，它认为每个个体身上都存在三种基本的需要，即自主需要、能力需要和归属需要，当基本心理需要得到满足时，个体就可以有效地执行各项功能，并以健康的方式发展
在特殊时期，青少年居家学习可能更需要父母的监督，很多父母在与孩子拖延行为“斗智斗勇”中苦不堪言。其实，在陪伴孩子学习时，父母可以有意识地为孩子提供一些自主选择的机会，比如在与孩子沟通的基础上制定学习计划，让孩子感觉到这是自己的决定，从而使孩子由不想让家人失望或是害怕受到惩罚被迫学习，转变为逐渐认识到学习对于自己的价值和重要性而主动学习。除此之外，父母在面对孩子的进步时，也应及时给予积极回应，肯定孩子的成长，营造良好的家庭氛围，以此来增强孩子的胜任力与归属感，促使孩子更自主地学习。而对于大学生而言，可能更需要明白学习对于自我的价值，可以合理制定学习计划，通过自我奖励、积极反馈等产生成就感，从而提高内在动机。
（二）调整不合理期望，正确面对失败
前文分析了拖延其实是害怕失败的保护壳，害怕失败其实是人之常情。失败是指个体参与一个行为后，出现了不希望见到的结果或没有达到预期的结果。当一个人自我期望过高时，往往因难以达成目标而失败，并导致自我效能感降低。因此调整不合理的期望是十分必要的，个体应对学习目标与自我能力重新进行合理的定位与评估，制定合理的学习计划，打破拖延——自责的循环。拖延不是害怕失败的保护壳，而是导致失败的温床，找到失败的原因，而不是让拖延导致失败。
（三）建立任务清单表，明确时间安排
前文我们提到自我管理能力缺乏是导致拖延行为的重要原因之一。所以拖延者可以建立任务清单表，通过制订详细的行为计划，明确完成每一项的时间安排。当然每一项任务的完成期限不宜过长，计划表过长，往往很难去完全执行，上一次任务的完成和下一次任务的开始间隔也不宜过长。

学习时，可以把一个计划分成多个小步骤，在每个小步骤边标上所要花费的时间，时间一般是15-30分钟左右。规划好之后，学习者可以通过逐一推进目标的方法促使自己及时完成任务，告别拖延。集中精力在规定的时间内把这一个小步骤做完，这样把一项学习任务分成多个小的步骤，完成了也会有动力，中途还可以休息一下。
当一项任务被分成若干个小的步骤陆续完成时，拖延者可以通过自我奖励的方式抑制个体的冲动，提高自我效能感。拖延者还应该随时进行自我行为监控。研究表明，高拖延者倾向于对延迟奖金的价值打更多折扣，拖延程度高的个体可以选择一些等待时间短、即时可获得的小奖品及时肯定自己。在每个子目标完成之后都及时进行自我奖励，通过这种方式可以有效地告别拖延。
（四）克服拖延五步法：

第一步：觉察。一旦开始拖延，自我欺骗就会接踵而至，“我一会儿再做”“时间还充裕”的想法就会呼之欲出。只有意识到拖延的存在，才有可能控制并且战胜它。你和自己的拖延症对话后，就可以尝试斩断拖延的思维，转向行动的思维。

第二步：行动。行动是克服拖延习惯最好的办法。

第三步：调节。拖延症不仅仅是一个时间管理的话题，它还源于你的价值观，关乎你怎么看待自己与这个世界的关系。如果你能够从自己的内在性格反思自己，感受到它对生活的影响，并能用正念来调节它，拖延症会逐渐变得温和可控。

第四步：接纳自己。接纳自己需要给自己一些正面的评价，看到自己进步的一面且不断鼓励自己，你会发现自己的每一次努力都卓有成效。

第五步：自我实现。如果你战胜了拖延，任何事情都能够按照日程表上的计划行动，你的人生会和过去完全不一样。自我实现意味着你完全自由掌握自己的时间，不被琐碎小事困扰，把时间花在重要的事情上，并能做出客观的决策。

AI机器学习与人脑学习过程、决策机制的异同：
人脑是一种典型的小数据学习机制，即在学习过程中，大多数时候不需要大量的数据输入就可以学习。而机器学习的基本前提是构建可以接收大量数据的算法，然后使用统计分析来提供即合理又准确的结果。机器学习主要是算法、数据量以及分析，主要是输入与输出。人类可以通过各种感官体验学习还可以反思与讨论。

行为主义学习理论：When teaching new actions to students, it is best to use intuitive means to carry out front demonstration, back demonstration and side demonstration to help students form as much intuitive information as possible in the brain and make the new action and the old action form a connection.
认知主义学习理论：Emphasizing the subject value of people in learning activities fully affirms learners' conscious initiative.It emphasizes the important position and role of awareness activities such as cognition, meaning understanding and independent thinking in learning.

2 元认知策略

学习的元认知策略，是指学生对自己整个学习过程的有效监视及控制的策略。大致分为三种：

（1）计划策略

计划策略是指根据认知活动的特定目标，在认知活动开始之前计划完成任务所涉及的各种活动、预计结果、选择策略，设想解决问题的方法，并预估其有效性等。元认知计划策略包括设置学习目标、浏览阅读材料、设置思考题以及分析如何完成学习任务等。

（2）监视策略

监控策略是指在认知过程中，根据认知目标及时检测认知过程，寻找两者之间的差异，并对学习过程及时进行调整，以期顺利实现有效学习的策略。它具体包括领会监控、策略监控和注意监控。领会监控是指学习者在阅读过程中将自己的阅读领会过程作为监控意识对象，不断对其进行积极的监视和调整；策略监控是为了防止学习者在学习了某种策略后，不加利用，而仍沿用以往的习惯；注意监控是为了调节自己的注意，使其集中在学习任务上，而获得较好的学习效果。

（3）调节策略

是指在学习过程中根据对认知活动监视的结果，找出认知偏差，及时调整策略或修正目标。在学习活动结束时，评价认知结果，采取相应的补救措施，修正错误，总结经验教训等。调节策略能帮助学生矫正自己的学习行为，补救理解上的不足。
可以有意识地反思和调整自己的记忆及推理策略

Remarc's Principle-Note to Parents: Irreversible Premak's principle, such as "If you can guarantee to do math homework at night, you can watch TV now." "If your child doesn't like doing math homework and procrastinates, and you allow him to watch TV first, he's not motivated to finish it. He will continue to avoid math, and will feel uneasy and guilty for not completing his math homework. Promises and guilt do not help children to do things they do not like. The reward for finishing work is an effective motivator. If you reverse the Premak principle, it is difficult to ask children to do things they do not like.
Interval repetition
Test effect
Interspersed exercise
For example, some teachers give quizzes in class.
The use of interlude exercises may be hidden a little deeper, but looking at the curriculum it becomes clear that there is a cognitive psychological basis for not teaching a subject all day.

行为主义学习理论应用:
When teaching new movements to students, it is necessary to make use of intuitive means as far as possible, such as front demonstration, back demonstration and side demonstration to help students form as much intuitive information as possible in the brain, so that the new movements can be connected with the old movements and help students to reproduce the movements they have learned.
认知主义学习理论应用:
The transformation law, distributive law and associative law in algebra are the basic structure of this subject, and the students in the lower grade of primary school can fully grasp these basic principles. In fact, when playing on a seesaw in kindergarten, children learn that if someone is heavier than them, they have to move back. If the other person is lighter than you, you have to move forward, otherwise you can't play on the seesaw. Based on this principle, Bruner designed a balance like the one pictured here that allows eight-year-olds to master the basic structures of algebra with the help of manual manipulation, visual imagery and symbols.

1、人类思维

在懂得计算机的人中，现在有很多人了解人工智能。虽说人工智能来自对人类思维的模仿，但却很少有人知道，人是如何进行思考的，尤其是对无意识的隐性思维，更是知之甚少。《重识哲学》经过始于单细胞生物感觉的详实论证后指出，人和其它高等动物，无论遇到任何事物，都是依据记忆中，以往处理此事时的行为，曾带给他（它）的感觉，来进行判断的，快感将导致行为重复，痛感将导致行为规避。从单细胞生物，到多细胞生物，再到动物，最后到人，无一例外。

生物只有把所遇事物、行为和感觉捆绑记忆，并依据记忆进行判断，才能有效生存。动物必须能够分清、注意、记住，曾给自己带来强烈快感或痛感的东西。否则，不是耽误了觅食，就是耽误了逃生，结果只有灭亡。微生物进化到高等动物后，单一的快感或痛感已经演变成了更为丰富的情感。高等动物必须也只能依据情感，进行无意识的注意、归类、记忆和判断。

在拥有语言之前，人类早已拥有了其它高等动物也具备的，无意识的注意、归类、记忆、判断、归纳与演绎等，无意识的隐性情感思维。这些能力是先期人类和其它高等动物生存所必须的，没有这样的能力，它们就无法生存。人的情感是人唯一的价值体系，情感强度是人唯一的价值尺度。

人类独有的语言和有意识的显性理智思维，都是在隐性情感思维的基础上，为了辅助情感思维，而逐渐发展起来的，所以很自然，显性理智思维一直受着隐性情感思维的支撑与支配。人类的思维包括了，无意识的隐性情感思维和有意识的显性理智思维。显性理智思维是以语言为支撑的，以隐性情感思维作为出发点和方向的，有意识的逻辑推理。

代表人类的理智源自语言。人类形成的原因有直立行走、制作工具、用火、劳动和语言等，这其中每一步也许都是必须的，但是，其中最重要的因素是语言。正是因为有了语言，1、人的思想意识才变成了人间的存在，2、才能定义出无法以隐喻为依托的，高度抽象的大量概念，3、才能扩充表象间的联系，4、人才能够有效长时地聚焦自身的注意力，5、才能增强人的抽象记忆力，6、才能形成由语言支撑的有意识思考，7、有意识的理智思维才能进行有逻辑的深入推理，8、人类才有了高效的社会交流。

因为有了高效的社会交流，人类的知识与智力得到了极其快速的倍增式提升，使人类智能飞速地跨越了，数亿年的进化历程，变成了具有理智的智能人。虽然理智思维受到情感思维的支配与支撑，但是理智思维对于情感思维也具有强有力的反作用。

正是语言成就了人类的理智，超群的理智正是人类与其它动物的根本区别，人类现在是世界上唯一依靠理智思维生存的文明生物，正因如此人是最依赖社会的社会物种。人性区别于畜性的根本在于，人性是利己本能与利他本能的依存、对立与统一。人间的根本差别也在于，有些人利他本能多些，有些人少些，从而形成了各不相同的情感价值观。

人类思维的根本依据是自己的情感价值观，它形成于言行成败带来的快感与痛感的累积。情感价值观可以被理智认同的理论价值观所改造，值得注意的是，这个改造非有大的情感冲击难以成功。高度抽象地看，人就是惯性体，思维与言行的惯性体，这个惯性就来自情感。

人的情感价值倾向最终是由人的情感价值观决定的，这是每个人最根本的价值观。这个价值观形成于自幼至今所有的实践感受，包括所有对自身有意识显性思维的感受，这其中就包括了反思、交谈、听讲、读书或观看时的显性思维。

情感思维支配与支撑理智思维，理智思维改造情感思维。这样的理论很好地解释了，世界上所有人的观念都有差别，人们的思想都在不断变化，和人类虽都有理智思维但每人所想并非完全一致，等实际存在的现象。

每个人的知识分别来自，自身实践的感受、反思的感受和从与他人交流中得到的感受，与他人交流包括了交谈、听讲、阅读与观看等等。人的知识可以被用于显性理智思维也可以被用于隐性情感思维。

人们在谈意识时，大多是指思想意识，或可长时持续的、有意识的显性思维，而不是其它高等动物也具备的短暂无意识的注意。人在每天遇到的无数事物中，偶尔会注意到某个事物，这个注意产生于头脑中无意识的相似比较，只有这个比较触碰到曾经情感强烈的记忆时，人才会产生注意并开始联想。这个注意是人类独有的可持续的有意识注意，也就是所谓的意识，这个联想就是人的思想意识，是由语言支撑的、有意识的显性理智思维。

人类联想的起点就是显性理智思维的出发点，产生于隐性情感思维；从注意开始联想，沿着思维方向，每个人的头脑中才会展开显性理智的逻辑推理，逻辑仅能保证思维方向的单一性。人的思维方向就是人的情感价值倾向，也就是人的情感取向，或称意向性。比如有些人的情感倾向很阳光，有些人的情感倾向很阴暗；有些人认为利最重要，有些人认为义最重要；有些人遇事会往积极的方向去想，有的人遇事会往消极的方向去想。

联想起始点也就是直觉，由于直觉产生于无意识情感思维，人们一直感觉很神秘。人在遇事后无意中关联到的记忆，就是在头脑已有的数个相关记忆中，曾给自己带来最强情感冲击（正负价值最高）的记忆，或最常用（还是价值最高）的熟悉记忆。如果这个记忆的情感足够强烈，就会引发注意，这个记忆就是联想的出发点或联想。这也就是在遇到同样的事物时，不同的人会有不同联想的原因。因为在此之前，不同的人有过不同的人生经历与感受积累，就会具有不同的情感思维，从而带出不同的理智思维。

联想既有顺序推论，也有倒序推论，既有可行推论，也有不可行推论，既有归纳也有演绎，既有猜测、假设也有追问。猜测就是对依据重要性顺序联想到的数个假设（可能），进行的推论。追问就是要追究为什么的为什么的为什么，就是寻找原因的原因或前提的前提，也是对猜测进行的猜测。

在逻辑推理的过程中，人类还会相继产生一些与某节点相关的联想。有些人的所谓逻辑混乱，其实不一定发生在推理当中，很多情况的原因就是，他们在这些节点上的联想，偏离了论证应该行进的方向或最重要的方向。也就是说，他们的情感倾向，偏离了最有实际价值的方向。也就是俗称的，“分不清孰重孰轻”。

人类的理解就是把新遇到的事物、观念或理论与自己记忆中的相似知识进行比较，这个比较既牵涉情感思维也牵涉理智思维，进而形成记忆中原有知识对于新遇见识的解释。解释通了就是理解了，解释不通就是没理解。对于深刻问题，只在表面解释通了属于简单理解，能够深入数层的解释属于深刻理解。每个人最原始的知识，形成于婴儿时期亲身实践的感受。

人类的理智思维依赖于概念，概念的原始出处就是动物的归类行为。虽说人类的理智思维依托于概念，但是每次理智思维的起点并非是由概念开始的，也不是严格按照概念分类的脉络行进的。正如上面所说，人类思维的起点和方向都取决于隐性情感思维，人的情感在思维中起着决定性的重要作用，甚至作用到理智推理当中的各个节点。

由于情感是人的价值体系，实际上人的思维归根结底是对价值的判断。任何价值（意义、贡献、重要性）都是相对于参照物而言的，不存在任何绝对的价值。情感价值的参照物是每个人自己，对自身而言，能够形成强烈快感或痛感（感觉、感受、情感）的价值就高，感觉不强烈的价值就低，还有很多不能形成感觉的，就是没有价值。

然而，人的情感时常也会欺骗人。因为人的产生情感的依据是情感价值观，价值观的正确与否决定了一个人感觉的对错，此外，即使价值观正确，人们也会受到眼前暂时小利或威胁的诱导，因而产生错误的感觉，再或者有些人根本就看不到长远或重大的利益或威胁。

上述这些观念，正是哲学几千年没有搞清楚的哲学的根本问题。因此也使得人工智能，只能在黑暗中摸索，甚至即使摸到了，也不知其所以然。今天的人工智能，的确是在模仿人类的思维，也确实一步一步地验证了如上所述的人类思维。

2、机器思维

通常研究哲学的人搞不懂人工智能包含的深奥科技，而人工智能的研究者更多的是专注人工智能框架下的解决方案和技术突破。两边都很少有人，深入探讨双方实质上可能靠拢的途径。现在我们不妨仔细提炼一下，把人工智能所做的工作与人类的思维，在更抽象的层面上进行一下高层对接。

总的来说人工智能是，先将某些事物的要素及其关系数字化，再用各种模仿人类思考的模型及相应的算法，逼近或实现人类的智能。人工智能现在的主攻领域主要有两个，一个是深度学习，一个是强化学习。

深度学习运用的是神经网络及一些相应的算法，各类算法解决了数据要素提取与筛选，也成就了神经网络的学习过程。神经网络模拟了人类大脑神经元的网络结构，神经网络的学习过程模仿了，人类学习中的反复摸索和无意识归纳。神经网络经过学习，就可以找出各要素对于学习目标的价值（权重）了。这些权重虽然未必被显示出来，但实际上它们已经存在了，并会在以后的辨别中发挥决定性作用。

深度学习主要是归纳探索，事物某方面特性的各个相关决定性要素，以及各要要素之间的关系，也就是归纳各个决定性要素对于形成事物某特性（目标）的贡献、意义或价值（权重）。深度学习就是学习各要素对于已知目标的重要性（权重），最终找到并记住最重要的各个决定性要素及其相关价值（权重）。

强化学习就是，模拟了人类以感受奖惩学习成果的奖励机制，抽象出来的模型。深度强化学习运用神经网络、算法和强化学习模型，把各种算法运用于数据要素的提取与筛选、神经网络和强化学习模型，将所有策略路径到达目标后的最终奖励，合理分布到其每一步动作上，得到每一步动作应得的奖励，也就得到了每一步动作对于目标实现的价值。

强化学习主要是依据一系列策略路径完成后的得失（奖惩），探索各种策略发展路径上每一步决策或动作的利弊，从而对比确定某个事件的最佳策略发展途径。强化学习就是演绎探索各种可能策略路径上的每步动作，对于目标得失的重要性或贡献。最终发现并记住，最佳策略路径以及沿途所有动作或决策。

从对深度学习与强化学习的抽象中不难看到，深度学习与强化学习的实质与情感思维高度一致，它们都是围绕达成目标的要素和目标与要素间的关系（权重），进行的运算或思考。人工智能之所以成功，也正是因为它恰好踩到了“价值”，这一人类隐性情感思维的核心逻辑之上。

3、各自的优劣及发展

无论是深度学习还是强化学习，都是利用构成事物的各要素对于事物的意义来运算的，这一点与人类情感思维的工作模式完全吻合。神经网络模仿了人类大脑神经元的构架， 而神经网络训练则模仿了，人类反复摸索要素价值的归纳过程。强化学习模型的奖励机制，与生物动作成败所获快感或痛感完全一致。

深度学习类似于人类对于事物构成要素及意义的反复摸索。人和其它高等动物的大脑，都具有极强的归纳能力，它们可以在反复的实践中，抓住目标在多次反复中表现出来的共性。对于任何事物，人的头脑通过五官多次反复的感知过程，可以无意识地归纳出，事物各组成要素对于事物判断的重要性。

强化学习模拟了，人类和其它高等动物以情感的感受来奖惩成败行为的模式。人类和其它高等动物一样，依据情感进行无意识判断，依据判断决策动作，动作的成败对人的感觉形成奖惩。成功带来快感，失败带来痛感。

人的学习每一次都会得到奖惩，对每个人来说，每次学习的结论与感受不一定完全正确，甚至完全不对，这个奖惩也不一定准确，甚至可能是错的。人对事物的每次认识，往往只是大体的正确，并非真正的正确。人类是依靠多次或众人的大量累积，获得的大量可比结果，才会最终比较得出某个方面的知识。强化学习归结了常人在某件事上一生的学习，乃至是很多人终生的学习，甚至超越了几代人的学习。

在人类头脑的记忆中，所有知识都含有与之相关的情感因素以及相关知识的关系。这个情感因素也就是人在获得这项知识时自己的感受，这个感受就是这项知识对于本人的主观重要性（重视程度）。本项知识与相关知识的关系，也包含着关系的权重（相互的重要性）。

每个人学习任何一项知识，都涉及从一生所有实践经历（包括读书或交谈）中获得的感受。每次遇到比较重要的相同事物，人都会刷新他已有的旧知识，这个刷新有可能是增加、削弱或反转。当新知识带来的感受足够强烈时，就会刷新脑中这项知识在所有知识中的价值地位。不仅如此，这些重要性还会随着本人各项知识的逐渐增加或改变而变化，也就是说某项知识在人脑中的地位是变化的。

需要注意的是，在遇事初起引发注意的情感依据，就是对此事此时的感受，它很可能已经随着其它知识的改变而转变了，不再是原来此项旧知识形成时的感受了。所有这些变化，都是在人的无意识状态中发生的。正因为如此，人脑中的知识才可能是一个知识的整体，人也才可能是一个意识的整体。这一点大概正是当前人工智能所欠缺的。

人工智能解决某个问题时，是一次性解决了人在一生中多次学习得到的这个知识点，或是对该问题之多人多次实践结论的一次性总结。而且，结论更加正确或精准。人工智能的这个特点，目前其实也有其缺陷，那就是此次学习如果片面，就会一直存在缺陷，再无改正的机会了，再或者，此结论再也不会随着条件的改变而变化了。

人工智能为了改进这一点，可能需要在构建知识网络（库）时，附加每项知识间的连接及其相对价值。其实在机器学习的过程中，机器已经掌握了所学知识与其组成要素（其它知识）的关系与权重（价值），但是，在各项学得的知识之间，还没有建立相关关系及其相对价值。如此这般人工智能就只是学会了各个单项知识涉及的关系，而不能像人脑那样形成一个完整的知识整体。

在人类社会中，有些人是明白的、理智的或明智的，也有些人不明白、不理智或不明智。通常在人群中，真正很明白、很理智或很明智的人，只是极少数。大多数人的一生都行走在大致正确或从众的轨道上。哲学到今天都不明白，每个人并非依据正确活着，而是依据自信活着。无论这个自信的正确与否，自己都会有意无意地确信它是对的；无论一个人被认为多么不自信，他都是自信的，不然，他就不会有任何行动了。

人的错误似乎发生在不够理智，根源却在情感价值观，这是因为人类思想的出发点和方向是由情感倾向决定的。常听人说某人的逻辑混乱，实际上差错往往不是发生在逻辑推理上，而是他思维的出发点，不在该问题价值最大的地方，或者，他思维的方向就不对。同样的错误，照样也会发生在逻辑推理过程中的各个节点之上。

在单一问题的处理上，人工智能已远强于很多不明智的人。实际上，很少有人能够准确把握问题，或能真正正确区分轻重缓急。任何人无论其多么理智，他的思想也必然依赖和受限于他自己的情感。参加围棋比赛的高手，都是人中顶级的理智之人，人机围棋赛的最后结果，就说明了人类思想的局限性。

在与他人打交道的时候，人还会猜测对方的思路，猜测得对就会赢得先机或得到对方的好感。从理智的角度看，要猜得对，需要正确把握对方流露出来的准确信息。对于人工智能来说，这些背后或许还隐藏着某些未知。

人类在竞争或博弈当中，会权衡敌我的优势与劣势，机会与威胁，价值与风险，人工智能现在似乎还没有做这样的对比评估，更没有进行评估后的取舍。勇敢之所以是人类的优秀品质，这是因为人类的很多进步，都是在勇敢的尝试中获得的，胜利者由此获得的快感也是超乎寻常的。

在前面谈人的情感思维时，有一点十分重要，这就是：人的情感是人唯一的价值体系，情感强度是人唯一的价值尺度。真正理解这一点，对于人工智能的发展也许会有所启发。这一点告诉我们，人的所有思想就是在做关系（价值）比较（判断），比较的依据就是，情感表达（代表）的，事物相对本人的价值（关系、权重）。人类思想就是在做价值比较，这就是人类寻找了几千年的人类的逻辑。所谓相对价值正是任意两者之间的关系（权重），而这一点已经在深度学习和强化学习中得到了很好的应用，树立了很好的榜样，这一点也必将继续带动人工智能的深入发展。相信会有具备高度理解力的专家学者，可以依此前行，实现卓越超群的科技突破

(一)主观原因

由于学生正处于人生的成长期，人格特征的形成与是否拖延有很大的关联。研究表明，人格中特有的神经质及责任心缺失与拖延行为相关，其中缺乏应有的责任心更是产生拖延行为的根源。在家庭不和睦环境中成长的学生，往往更爱采用拖延的方式，表达内心的抗拒:在家庭溺爱环境下成长的学生，因为“唯我独尊”的个性，也会有拖延行为的发生
(二)客观原因


当然，拖延行为的产生也有其客观原因。进入高校的大学生不可避免地要置身于社会环境中并受到一些不良行为的影响。尤其在每年的毕业季，学生要择业、就业，再加上竞争加剧、创业遇到挫折等客观因素，使大学生面临着巨大的挑战和心理压力。这时他们会受到周围同学或亲属的影响，受到人际环境和社会环境的影响，而趋向于“间歇性”地逃避竞争，从而形成在选择职业方面的有意拖延行为
解决方案
1. 降低心理预期，减轻心理压力。从易到难法：不要一开始就给自己设置太高要求，可以先从简单的入手，设置分期要达成的目标，逐渐提高难度，通过延长时间线的方式，完成一些难以立刻达成的任务。“三只青蛙法则”： 一天最多做三件大事。我们之所以拖延，在于想得多，做得少，什么都想做，但是什么都没做好。如果把每天要做的事情控制在三件事以内，相信执行的难度会降低数倍，完成的质量也会得到提高。需要注意的是，每天晚上睡觉前想好第二天要做的三件大事，提前准备，否则当天再想太浪费时间。接受不完美，才能完美：敢于承认自身的缺点，能在认知上迈出一大步，帮助我们更快地迭代学习，实现目标。
2. 组建学习小组，相互督促激励。可以通过组建学习小组的方式，营造学习氛围，与同伴相互监督和激励，增强学习的动力，提高学习效率。
3. 加强时间管理，制定任务清单。充分利用碎片化时间：比如等车或乘车的时候，可以听英语听力或听书，达成一些需要听力的学习计划。碎片化时间因人而异，关键是找到适合自己做的事情，再加以利用，就能提高学习效率啦。

元认知（metacognition）指个体关于与自己或他人的认知活动的过程、任务、目标和方法等有关的知识和信息，或者说是学生对自己的认知活动的自我意识和自我体验。

元认知是整个学习策略结构的核心，也是这一结构的最高层次的调节机制。学习方法和学习的调控只是一种执行的活动，而要自觉地、有计划地执行某种活动的首要条件，是要对活动中的各种因素及其相互间的关系有所认知和体验。在学习中，就是要对学什么、如何学、何时学、为何学、学习受何因素影响等具有明晰的自我意识。所有这些都是在元认知作用下产生的。所以说，学习方法和学习调控的执行过程是元认知活动的现实结果。正是由于学生的这种自觉意识能够反映影响学习方法和学习调控的因素间的关系，才使有自觉特点的学习监控活动成为可能。同时，随着学生自我调控技能的发展，其元认知的知识和体验也会不断丰富和成熟起来。

Preset the situational conditions for students' learning in the construction of innovative practical ability training platform

At present, most of the experimental equipment widely used in domestic colleges and universities are complete sets of laboratory boxes and test benches

It has the advantages of beautiful appearance, easy operation and storage, but the structure is closed, the function is fixed and solid

The formality of experience greatly limits students' innovative thinking and hinders the cultivation of students' practical ability.

The design of these complete sets of equipment overemphasizes appearance and convenience, and the components are basically sealed in beautiful panels

Students still have a poor understanding of relevant devices after using them. They do not really know about independent devices

How to use. When students use complete sets of equipment to do experiments, they mainly complete the connection of patch cords, namely

To make different experimental schemes, students only need to replace one patch cord from one socket to another

Hole. Therefore, the training of students' engineering practice ability is seriously insufficient. Such equipment cannot provide students with learning

Situational conditions. The construction of the laboratory should always maintain a concept, that is, focus on real engineering elements

And typical objects. The smallest unit with engineering background is the component of practical teaching

To overcome the defects of the complete set of experimental equipment, form a building block equipment module that exists independently and can be arbitrarily combined.

It is open to students, so that students can choose the minimum score independently as they enter the commodity supermarket

The ingenious combination of functional modules and unit modules can greatly mobilize the enthusiasm and creativity of students

Let students find and solve problems by themselves in the process of building and system debugging

The design can be realized so as to build a broad stage for cultivating students' innovative awareness and practical ability. Overlap product

Wooden experimental equipment provides them with enough space for development and imagination, which is conducive to awakening their main idea

Realize and stimulate personality design, tap students' innovative potential, and make the practice link truly student-oriented

Body.

3. Create a good atmosphere for students to learn in engineering practice classroom teaching

According to the five levels of the engineering practice teaching system, follow from easy to difficult, from simple to complex, from low to low

Advance the principle of advanced and gradual progress. When freshmen enter the school, they will hold professional thought lectures and visit experiments

Training center, professional knowledge practice in a short term, etc

Have a preliminary understanding of the theoretical knowledge, professional skill requirements and professional development trend of the professional position, so as to

Have a general understanding of the various levels of the practical curriculum system. In operation skill training, engineering ability sheet

The "scaffolding" teaching method is adopted in the project training, comprehensive engineering ability training and graduation design stage

Including preheating, triggering and exploring steps.

In the warm-up phase, teachers introduce students_ Define the problem situation, clarify the task and provide necessary work

Tools, devices and materials, teacher explanation, partial demonstration or provision of achievement templates, exploration

Let students do it by themselves, discuss with each other and consult with teachers. Teaching in various courses design

Chinese students are allowed to choose their favorite topics. Students can design, install and adjust independently or in groups

Try and reply to cultivate the ability of analysis, practice, assistance and expression. In carrying out engineering practice teaching

To enrich and enrich practical teaching by introducing professional qualifications, professional skills certification and scientific research achievements of teachers

resources. If students have completed the practical training of factory electrical equipment maintenance skills, they can apply to participate in the intermediate and senior maintenance

Assessment of professional skill certification of maintenance electrician and professional qualification certification of maintenance electrician. In PLC and group

In the course of comprehensive design of state software, the teacher's horizontal topic "gas heating furnace temperature control system" is included

Enter the course to train students to follow the design process and complete the design task under the real project drive

International exercise.

In the design of engineering practice teaching system, the construction of innovative practice ability training platform and engineering practice classroom

In teaching, we should always run through the main line of cultivating college students' engineering practice ability and actively absorb humanistic learning

The essence of theory and constructivist learning theory. Keep students' engineering ability training during the four-year undergraduate study

Disconnection will greatly improve the level of engineering practice teaching, which is important for ensuring teaching quality and realizing talent cultivation

The goal plays a strong supporting role.

humanism:
1.Education field: Humanistic education emphasizes students' autonomy and creativity, pays attention to students' personality development and self-realization, respects students' needs and interests, and encourages students to think and explore.
2.Field of psychology: Humanistic psychology emphasizes the subjective experience and self-realization of individuals, pays attention to human self-knowledge and self-understanding, and encourages individuals to actively explore themselves and change themselves.
3.Sociology: Humanistic sociology focuses on human dignity and equality, opposes discrimination and oppression, advocates social justice and human freedom, encourages individuals to participate in social and political activities, and promotes social progress and change.
4.Aesthetic field: Humanistic aesthetics emphasizes the humanistic value and human significance of artistic works, pays attention to the emotional expression and ideological connotation of works, encourages artists to express personal emotions and thoughts, and promotes the development and progress of art.
5.Field of cognitive science: humanistic cognitive science emphasizes human subjective experience and self-realization, pays attention to individual psychological needs and emotional experience, and encourages individuals to actively explore and develop themselves.
Constructivism:
1.Education Field: Constructivist learning theory emphasizes learners' independent learning and exploration, pays attention to learners' individual differences and learning styles, and encourages learners to construct new knowledge and understanding through interaction with teachers, classmates, and the environment.
2.Field of Psychology: Constructivist learning theory considers learning to be a cognitive and emotional process, focusing on learners' self-concept, emotional experiences, and psychological needs, encouraging learners to construct new knowledge and understanding through interaction with themselves and their environment.
3.Computer Science Field: The application of constructivist learning theory in the field of computer science mainly refers to constructivist programming education, that is, to promote learners' thinking ability and creative ability through programming, and encourage learners to construct new knowledge and understanding through programming.
4.Sociology: The application of constructivist learning theory in the field of sociology mainly refers to social constructivism, that is, people construct social reality and social meaning through social interaction, and encourage members of society to construct common social values and cultural traditions through interaction.
5.Management field: The application of constructivist learning theory in the field of management mainly refers to organizational constructivism, that is, the organization is constructed by members through interaction, and organization members are encouraged to construct a common organizational culture and organizational value through interaction.

（1） Highlight students' subjectivity



In the past, most of the teaching is based on teachers' teaching, and the teaching reference has also become a sharp tool to solidify teachers' thinking; Students are the passive recipients of knowledge, and the knowledge they have learned cannot be integrated into their specific lives in most cases. Teachers teach knowledge purely for the purpose of teaching, while students learn knowledge for the purpose of exam results. So our students are very deficient in practical application and innovative thinking. Some people say that our teaching is to turn the question mark full of curiosity of students in primary school into a silent comma in middle school and a full stop in college. However, constructivist learning theory believes that knowledge is not an accurate representation of reality, but is dynamic. Therefore, our teaching objectives are not rigid, it has strong flexibility; It should not be imposed on learners, but should be decided through consultation with learners. Therefore, the role of teachers has changed from "Preaching, teaching, and dispelling doubts have become promoters, organizers, and guides. Students' subjectivity has been brought into play. From the perspective of phenomenon, the teaching process is the process of teachers' teaching and students' learning; from the perspective of essence, the process of teaching and learning is the process of teacher-student interaction, and its basic attributes are interactivity and complementarity. Through teacher-student interaction, communication and complementarity, teaching and learning are mutually beneficial. Teachers and students are the main body of the teaching process, and both are Personally, they are completely equal. China's basic education curriculum reform clearly proposes to establish a new teacher-student relationship that fully reflects respect, democracy and development, and requires full attention to and respect for the main body of students, and enhance the way of students' participation, exploration, discovery, exchange and cooperation.



（2） Create learning scenarios



Constructivist learning theory believes that learning is based on the original experience of the subject and actively constructs a new psychological representation process through interaction with the external world. The construction of psychological representation has two meanings: one is the understanding and learning of information. That is, the process of using existing knowledge and experience to reconstruct new information; Second, the reading of existing knowledge and experience is a process of reconstruction, which is easier to construct in specific learning situations. For example, students born in the 1980s and 1990s generally lack knowledge of the Qing Dynasty and the history before and after the 1911 Revolution. In view of this background, which has a large gap between reality and history, it is difficult to achieve the desired effect by literal explanation alone. Therefore, teachers can create learning scenarios when teaching the lesson "Wind Wave" (Yang Ganzhong, College Chinese, Beijing Broadcasting Institute Press, 2002). That is, we can collect some visual data through the media, such as the image of men in the Manchu Dynasty with long braids; Clear up the historical facts of the struggle against the French formulation; The picture data of the hair of the army of Taiwan; Before and after the 1911 Revolution, the trend of wearing dresses and cutting braids, etc. Through these image data, students can have a more comprehensive understanding of the history of "pigtails". More importantly, through these image data, students can be introduced into an unexpected situation: a pigtail actually relates to the life and death of a nation, a country and a nation, and countless people in this country. Such teaching scenes greatly stimulate students' interest in "pigtails", thus promoting them to study, understand and study the learning content with strong interest.



This example of Chinese teaching shows us the role of "scene". Of course, the creation of "scenarios" is diverse. Teachers should create a process conducive to the "growth" of students' knowledge or the reconstruction of new experience according to different disciplines and different students' knowledge backgrounds. It also highlights the communication between school education and the real world.



（3） Attach importance to cooperation in learning



The constructivist learning theory believes that the existence of the world is not independent of the existence of the subject, but begins with the construction of the subject. Each of us has our own way to construct the meaning of the world, so our understanding of the world is diverse. Teachers and students are also independent subjects, and they also have their own ways to construct the world. Therefore, every teacher should recognize the differences of the construction of the world meaning of the subject, but this does not mean that the subjects are not connected with each other and isolated from each other in the teaching process. On the contrary, this difference shows the value of mutual cooperation between teachers and students, and between students and students. Through cooperation, the ideas between subjects are exchanged, collided, integrated and improved, which greatly enhances the effectiveness of learning.



For example, when teaching "Scientific Inquiry" in the first chapter of the seventh grade "Science" (I), the teacher first divided the students into groups. And prepare some boxes with different objects in advance. The objects for people should be as easy to detect as possible. Because it is carried out according to the students' own life experience, the exploration work is relatively simple, and it is appropriate to form a group of four people. Secondly, intra-group division of labor. The division of labor shall be carried out according to the specialty of the students in the group. For example, the students with high composition are "recorders", the students with more courage and strong language organization ability are "reporters", the students with strong action operation ability are "operators", and another student is "inspectors". Third, group experiment and black box exploration. The operator shall take the initiative, the recorder shall record in time, and the inspector shall supervise to complete the inquiry. In the whole process of student group cooperation, teachers must play a guiding role, otherwise the student group cooperation in class will not have a good effect. Teachers can also appropriately motivate students. Fourth, report the experimental results. After concerted efforts, the reporter reports the crystallization of the collective cooperation of the team members. The above case is a group cooperation. Under the guidance of the teacher, the students who are mainly in * are connected by grouping. Through intra-group cooperation and inter-group communication, the enthusiasm of the students is not only improved, but also can achieve good teaching objectives. The students not only give full play to their strengths, but also supplement their deficiencies in some aspects; Through inter-group communication and appropriate competition, students in each group can further supplement their own shortcomings and stimulate their enthusiasm for learning. Of course, during the study period, teachers should make preparations and give students cooperation skills in advance, such as how to organize and listen.



In short, constructivist learning theory poses a great challenge to traditional teaching, and it provides a broader vision for the development of education in the future. The dynamic knowledge view of constructivist learning theory breaks the traditional teaching idea of taking knowledge as the final conclusion, so as to broaden people's thinking and thinking ability, and fully affirms the subject status of individuals; Its learning view creates a harmonious learning atmosphere for students to communicate with each other, and actively constructs. Social interaction and situational nature reflect the process of learners actively constructing information; Its teaching view is to highlight the subjectivity of students and attach importance to their original knowledge and experience. Of course, every theory is not perfect. In the future study and work practice, we need to complete the shortcomings of its theory, so that the theory can better serve the practice.

学习拖延的原因；

1，缺乏时间观念，不知道每天的工作量到底需要多长时间才能完成。总以为时间还很充足，所以做起作业来不慌不忙。一旦发现时间很晚作业量还有很多，再着急也无济于事。

2，学习成绩差，对学习缺乏兴趣，对做作业感觉厌烦，虽然表面上在做作业，实际上则很不情愿，另外，做题速度也慢，使孩子失去了对学习的耐心，导致拖延。

3，过于追求完美，写字一笔一笔，一丝不苟，做作业速度慢，导致拖延。

4，诱惑太多，无法集中注意力。在一件事情上消耗太多，就没有精力做其他的事情，充满诱惑的环境会大大增加行动的难度，因此，注意力会愈加分散。

解决方案；

第一步：觉察。一旦开始拖延，自我欺骗就会接踵而至，“我一会儿再做”“时间还充裕”的想法就会呼之欲出。只有意识到拖延的存在，才有可能控制并且战胜它。你和自己的拖延症对话后，就可以尝试斩断拖延的思维，转向行动的思维。

第二步：行动。行动是克服拖延习惯最好的办法。

第三步：调节。拖延症不仅仅是一个时间管理的话题，它还源于你的价值观，关乎你怎么看待自己与这个世界的关系。如果你能够从自己的内在性格反思自己，感受到它对生活的影响，并能用正念来调节它，拖延症会逐渐变得温和可控。

第四步：接纳自己。接纳自己需要给自己一些正面的评价，看到自己进步的一面且不断鼓励自己，你会发现自己的每一次努力都卓有成效。

第五步：自我实现。如果你战胜了拖延，任何事情都能够按照日程表上的计划行动，你的人生会和过去完全不一样。自我实现意味着你完全自由掌握自己的时间，不被琐碎小事困扰，把时间花在重要的事情上，并能做出客观的决策。

由弗拉维尔于20世纪70年代提出，又称为反审认知、反省认知、超认知、后设认知。元认知就是个体关于自己的认知过程的知识和调节这些过程的能力。元认知策略是一种典型的学习策略，指学生对自己的认知过程及结果的有效监视及控制的策略。元认知策略控制着信息的流程，监控和指导认知过程的进行，包括计划策略、监控策略（注意策略）和调节策略。
元认知一般包括元认知知识、元认知体验和元认知监控三个部分。元认知知识主要包括个体对自己或他人的认知活动的过程以及结果等方面的知识；元认知体验指伴随认知活动而产生的认知体验和情感体验；元认知监控指认知主体在认知过程中，以自己的认知活动为对象，进行自觉的监督、控制和调节。

人类学习是人通过与世界的互动，将世界在自己头脑中进行内化的过程，结果体现在人的知识、行为以及价值观念的改变。机器学习是计算机在没有明确编程的情况下采取行动的过程。机器学习与人工智能有很多相通之处，应用的例子也很多，比如自动驾驶，人脸识别、语音识别，机器翻译，共享汽车，网络搜索等等。机器学习的基本前提是构建可以接收大量数据的算法，然后使用统计分析来提供即合理又准确的结果。这个图（http://scikit-learn.org/stable/tutorial/machine_learning_map/index.html）描述了机器学习的路径，也许对了解机器学习有所帮助。机器学习主要是算法、数据量以及分析，主要是输入与输出 （音频，视频，文字，图片，好像还没有味觉与感觉， 也许以后会有）与人类学习比起来就小屋见大屋了。人类可以通过各种感官体验学习还可以反思与讨论。关于人类学习的论述也十分久远。

Application of humanism：
1. Humanistic Curriculum Theory

Humanistic courses are also known as human-centered courses.

Main features: respect for students' nature and requirements; Emphasis on the integrated development of cognition and emotion; Acknowledging that there are significant and essential differences between students' learning styles and mature research activities; School curricula must be linked to the lives of adolescents and to real social issues.

(1) Cognitive course (or cultural knowledge course): refers to the course of understanding and mastering academic (scientific) knowledge in the natural sciences, social sciences, and humanities.

(2) Emotional course (or self-knowledge course): refers to the health, ethics, and play courses that aim to develop abilities in non-cognitive areas.

(3) Experiential course (self-actualization course): refers to a course that aims to arouse students' search for the meaning of life to achieve overall personality through the unity of cognition (or knowledge) and emotion.

2. Value education

Main Purpose: To enhance students' six abilities: communication, empathy, problem solving, critique, decision-making, and personal alignment.

Silver believes that there are seven main ways to implement value education, namely value indoctrination, value clarification, moral reasoning and cognitive moral development, value analysis, role play of social values, integrated education and action learning.

Value indoctrination: Instilling social and cultural values in students.

Methods include demonstration, positive and negative reinforcement, interpretation, and manipulation.

Value clarification: Students are encouraged to review and analyze the relationship between their own behaviors and beliefs to clarify their values.

Third, the cultivation of creativity

The first is to provide good physiological conditions.

Second, good learning opportunities.

Fourth, the learning of experience

Experiential learning: meaningful and interesting to students, is spontaneous and active learning.

Application of constructivism：
1. Random teaching.

It refers to the teaching model suitable for advanced learning proposed in the Spiro Cognitive Flexibility Theory Sutra.

2. Cognitive apprenticeship.

It refers to the advocacy of acquisition, development and use of tools through real domain activities, i.e. students with no or less experience participate in authentic activities under expert guidance.

3. Situational teaching.

4. Anchor teaching.

It means learning that is not based on real events and real problems that are infectious. Emphasize what really happened.

5. Scaffold teaching.

It refers to providing students with challenging tasks, providing students with external support to help them complete challenges that they cannot complete, and gradually reducing external support as the activity progresses until it is finally completed entirely by the student independently. Transform students' recent development areas into reality.

6. Cooperative learning. Manifested as social interaction.

7. Inquiry-based learning.

（学号尾号6,7）请用英文介绍行为、认知主义学习理论有哪些应用？
The application of behaviorism:
The application of behaviorism learning theory in school education practice requires teachers to master ways to shape and correct students' behaviors, create an environment for students, and strengthen students' appropriate behaviors and eliminate inappropriate behaviors to the greatest extent possible.
Teaching machines and programs designed according to the principle of operant conditioning have been popular all over the world.
Watson believes that human behavior is acquired, and environment determines a person's behavior pattern. Whether normal behavior or pathological behavior is acquired through learning, and it can also be changed, increased or eliminated through learning. He believes that if the regular relationship between environmental stimulus and behavioral response is identified, response can be predicted or inferred from stimulus. To predict and control the behavior of animals and people. According to him, behavior is the combination of various physical responses that an organism uses to adapt to environmental stimuli, some of which are displayed externally and some of which are hidden internally. In his eyes, there is no difference between humans and animals, and they all follow the same rules.
Skinner believed that psychology was concerned with observable outward behavior, not the internal mechanism of behavior. He believed that science had to work within the boundaries of the natural sciences, whose task was to determine the functional relationship between the experimenter controlled stimulus and the subsequent organic response. Of course, he takes into account not only the relationship between a stimulus and a response, but also the conditions that change the relationship between stimulus and response. His formula is R=f (SoA).
The application of cognitivism:
Attaching importance to the subject value of people in learning activities fully affirms the conscious initiative of learners.
It emphasizes the important position and function of consciousness activities such as cognition, meaning understanding and independent thinking in learning.
Attention is paid to the state of preparation in learning activities. That is, the effect of one's learning depends not only on external stimuli and individual subjective efforts, but also on one's existing knowledge level, cognitive structure and non-cognitive factors. Preparation is the prerequisite for any meaningful learning.
Advocate the creativity of human learning. The discovery learning theory advocated by Bruner emphasizes the flexibility, initiative and discovery of students' learning. It requires students to observe, explore and experiment by themselves, carry forward the creative spirit, think independently, reorganize materials, discover knowledge by themselves, master principles and principles, and advocate an inquiry-based learning method. It emphasizes that through discovery learning, students can develop their wisdom potential, adjust and strengthen their learning motivation, firmly grasp knowledge and form innovative skills.

学习拖延的原因：
1.动力不足：动机是造成个体拖延的一个重要因素。当追求成功动机低于回避失败动机时，个体将倾斜于不断地以拖延的方式逃避失败。
2.贪恋当下的“即可满足”：人都有逃避痛苦、及时行乐、贪图一时安逸的天性，哪怕理性告诉我们先苦后甜、延迟内心的满足，往往也无济于事。
3.担心失败，不愿承担失败的后果：个体由于害怕自身的努力不能达到标准或是他人的期望，对评价表现出过度的担心、焦虑，所以采用拖延的方式推迟或逃避那些有“失败风险”的任务。
解决方案：
1.增强个体的学业内在动机：当个体身上存在三种基本的需要，即自主需要、能力需要和归属需要，当基本心理需要得到满足时，个体就可以有效地执行任务项功能，并以健康的方式发展。
2.调整不合理期望，正确面对失败：个体应对学习目标与自我能力重新进行合理的定位于评估，制定合理的学习计划，打破拖延-自责的循环。
3.建立任务清单，明确时间安排。

原因
(一)内在因素。人格特质，甘良梅研究认为，人格维度中的严谨和坚韧等特质显著预测了学习拖延，“严谨主要反映工作态度和自我克制的特点即个体做事的认真踏实和严谨;“坚韧”则主要涉及个人做事的毅力特点，即能否坚持不懈，持之以恒。部分大学生缺乏严谨的学习态度，在学习中急功近利、不能专心专注、持之以恒，从而使自己陷入拖延的困扰中。
(二)外部因素。学习任务的难度会导致学生产生畏难情绪，从而导致拖延。大学教育属于精英教育，大学课程具有一定的难度，大学生获得较好的学业成绩需要耗费比较多的精力和时间。相比学习，社团活动、XX络游戏等则相对轻松有趣得多，尽管学生也许知道学习很重要但是总感觉期末考试尚早，从而选择即时享乐，随着时间的推移，当迫近的学习任务的主观重要性逐渐超过备选任务的主观重要性时，学生才开始学习，不过为时已晚，从而导致挂科等不良后果。
解决方案
(一)我们必须把拖延作为心理健康教育的一个重要组成部分。拖延是一个较新的研究范畴，我们对“拖延”的研究也一直处于拖延中学习拖延尚未得到足够的重视我们应该高度重视学习拖延的研究高校心心理咨询老师和思想政治辅导员在乎时的工作中，要深入学生一线，通过访谈，问卷，座谈等方式，了解学生的学习和心理状况并作深入细致的分析，找出解决问题的对策，帮助学生走出拖延困境。
(二)任课老师必须在课堂教学上下工夫，千方百计地增强课堂的吸引力。随着高等教育的迅猛进展，越来越多的学生进入大学学习，但是在某些学校，师资力量稍显薄弱。课堂人数过多老师科研任务繁重，上课照本宣科使学生的听课效果大打折扣，从而影响学生的学习兴趣直接导致学生将过多的精力放在学习以外的事情上，对学习则一拖了之。高校的主要任务是培养人才，我们应摒弃科研至上的进展思路，鼓舞专家教授走进课堂，将更多的精力放在课堂，改善教学模式，深入浅出，寓教于乐，激发学生的学习兴趣，使他们在课堂学习中真正感受到知识的魅力，化被动学习为主动学习，这样学生的学习拖延行为势必会得到有效缓解.
(三)注重引导学生合理进行时间治理。学习拖延的学生往往时间观念比较薄弱，我们要根据具体情况，帮助学生合理制订学习计划,同时将一些较难完成的学习任务进行分解，使学生在分阶段完成任务的同时收获自信，重获学习乐趣，而不至于因感觉过于困难而选择拖延。为了能够让学生有效执行其所制订的学习计划,我们还要紧密关注其计划完成情况，及时表扬或鞭策，对其形成一种无形的压力从而督促其按时完成学习任务直至告辞拖延养成良好的学习习惯。
(四)对学习拖延较为严峻的学生进行适当的心理疏导。很多研究表明，自尊、完美主义、人格特质等心理因素和学习拖延具有相关性,我们应从心理学的角度全面分析学习拖延的成因，针对学生个体特点进行心理疏导，帮助其走出心理困境克服学习拖延。我们要将策略性教学时间治理和心理疏导等有机结合，多管产下，通过激发学习兴趣、加强时间治理和健全心理等方式提高学生的学习主动性，从而达到良好的学习效果.

1.元认知学习策略：
元认知策略是一种典型的学习策略，指学生对自己的认知过程及结果的有效监视及控制的策略。元认知策略控制着信息的流程，监控和指导认知过程的进行，包括计划策略、监控策略（注意策略）和调节策略三类。
2.用处：元认知策略可以对人的认知及时进行监督、干预，其实质是人对自我意识的一种控制能力。它主要被运用在学习中。因而学习者可以利用它来合理安排自己的学习，在学习养成独立自主管理的能力，从而更加科学的学习。

The theory of behaviorism has played a considerable role in the research of teaching purpose, teaching design, teaching strategy, as well as learning mechanism, learning procedure, ability development and skill training, and computer-assisted teaching.
Cognitivist theory emphasizes flexibility, initiative, and discovery in students. It requires students to explore, observe, and experiment on their own. Carry forward the spirit of creativity, think independently, reorganize materials, discover knowledge by yourself, master principles and principles, and advocate an inquiry-based learning method. It emphasizes the ability to develop intellectual potential, regulate and reinforce learning motivation, firmly grasp knowledge and form innovative skills through discovery learning.

原因1.厌恶任务。只考虑到任务的挑战性，不关注结果或者享受完成任务的愉悦性，单纯的讨厌以及排斥
2.无法坚持。单纯的懒，没有找到开始的理由。
3.难以下决定。选择恐惧症，重视收集信息，做出决定很难。
4.对失败的恐惧。害怕努力后任然失败，选择逃避或者拖延。
5.低自尊，缺自信。总体上认为自己能力不足，觉得自己做不好，没有能力做这件事，害怕失败。
解决方法:1.立刻行动立刻去做。如果脑子里有想做的就立刻去做，不要说等五分钟十分钟之后再去做，等只会越拖越久，时间就会被无情的消耗，导致最后什么也没有做成。
2.制定计划，让自己的任务可视化。坚持每天每月每年给自己制定合理的计划，通过手写的形式对每天的任务进行合理的拆解，并且每天晚上对自己的计划是否完成进行打勾。
3.对自己施行奖励机制。如果一天完成超过了百分之八十就合理给自己一个小小的奖励，可以更好地提升自己第二天的任务效率。
4.保持自己内心镇静不急躁。做事情保持高效率的方法就是内心镇静不急躁，内心急躁什么事情也做不好，浮躁的时候可以安静的坐下来看书。
5.最不喜欢做的事情，难做的事情放在最前面做。一般来说，通过一个晚上的睡眠早上的时间是一天中效率最高的时候，所以通常把最难做的事情不喜欢做的事情放在任务的开始和早晨，不要一开始就做最喜欢的事情，给自己建立一种舒适感。

学习过程：相同点：1,人类学习流程：在日常生活学习中问问题动动手、交流、判断反馈的结果、修正自己的大脑认知。深度学习网络的训练套路相对简单又类似：2,先有生物学家和数学家对人脑的逆向和模拟，才有了机器学习神经网络的研究，而后出现了拥有超强计算力GPU，更是促成深度学习的广泛应用。不同点：人脑：总结经验、发现规律、预测未来；机器学习：训练数据、建立模型、预测未知属性。人类的学习能力是智能行为的一个重要特征，没有学习，就没有人类知识的传承与积累，也就没有了人类文明。虽然人类和机器学习都能产生知识，但两者之间的差别很大。人类和机器学习都能产生知识，但一个产生于人类大脑，而另一个则产生于机器。
决策过程：无论对于人还是机器，做决策都是基于对外界的感知，形成了理解和判断，最后再行动，其本质是一个认知的过程.但是，人再做决策时，不仅仅单纯依赖感知、理解和判断，还会收到人自身的需求、价值观等因素的影响。在当前阶段，人工智能还不具备处理这些复杂因素的能力 .

行为主义学习理论应用：
Cognitive learning theory holds that learning is to face the current problem situation, through active organization in the heart, thus the process of forming and developing cognitive structure emphasizes that the connection between stimulus and response is mediated by consciousness, and emphasizes the importance of cognitive process. Therefore, the cognitive theory of learning began to occupy a dominant position in the study of learning theory. Cognitive learning theorists believe that learning lies in the change of internal cognition, and learning is a much more complex process than S-R connection. They focus on explaining the intermediate processes of learning behavior, I .e., purpose, meaning, etc., and believe that these processes are the variables that control learning.
认知主义学习理论应用：
The transformation law,distributive law and associative law in algebra are the basic structure of this subject,and the students in the lower grade of primary school can fully grasp these basic principles. In fact,when playing on a seesaw in kindergarten,children learn that if someone is heavier than them,they have to move back. If the other person is lighter than you,you have to move forward,otherwise you can't play on the seesaw. Based on this principle,Bruner designed a balance like the one pictured here that allows eight-year-olds to master the basic structures of algebrawith the help of manual manipulation,visual imagery and symbols.

元认知策略是学生对自己认知过程的策略，包括对自己的了解和控制，有助于有效的安排和调节学习过程。
分别有1，计划策略，比如设置学习目标，产生问题，怎么完成这些学习任务。2，监控策略，比如考试的时候控制自己的速度和时间，对阅读到的材料进行自我提问啥的。3，调节策略，对认知活动的检查，及时修正，调整自己的认知策略及学习方法。
元认知能力对学习成绩的提高非常重要，成绩提高又能提升自我效能感，也会进一步强化元认知体验，形成良性循环。如果每次学习过程都能动用元认知能力，意味着每一次学习都在进行迭代。在学业生涯中，元认知能力强的学生，通常能够不断地思考自己的思考过程，从而获得更好地思考方式，为更快、更准确地掌握新知识提供更高效的通道。

定义：AI是人工智能的简称，指计算机系统执行任务时具有的智能行为。机器学习是人工智能的一种子领域，指计算机系统能够从数据中学习而不是明确编程。

目标：AI的目标是模仿人类智能，并在解决问题方面超越人类。机器学习的目标是让计算机系统能够从数据中学习和改进，从而达到自动化的目的。

范围：AI是一个广泛的领域，包括人工智能的所有子领域，如自然语言处理，图像识别，机器人学，深度学习等。机器学习是AI的一个子领域，专注于让计算机系统从数据中学习。

方法：AI通常使用各种算法来解决问题，包括规则基础的算法，统计算法和模拟算法。机器学习使用的是统计算法，以及一类叫做神经网络的算法，它们都是从数据中学习的。

应用：AI的应用领域非常广泛，包括自然语言处理，自动驾驶，机器人学，医学诊断，金融交易等。机器学习的应用领域也很广泛，如预测分析，文本分类，图像识别，自然语言处理，推荐引擎等。

输入：AI通常需要人类给定明确的规则或程序，然后执行相应的任务。机器学习则需要大量的数据来训练模型，以便让计算机系统能够从数据中学习。

决策：AI系统通常是根据给定的规则或程序来做出决策的。机器学习系统则是根据从数据中学习到的规律来做出决策的。

优点：AI系统可以执行复杂的任务，并且能够进行模拟。机器学习系统的优势在于它们可以从数据中学习，从而能够适应新的环境和任务。

缺点：AI系统的缺点在于它们依赖于人类给定的规则或程序，如果这些规则不准确或不完整，系统就会产生错误。机器学习系统的缺点在于它们需要大量的数据来训练模型，并且还可能存在泛化能力差的问题，即训练出来的模型在新的数据上表现不佳。

联系：AI和机器学习是相关的，因为机器学习是人工智能的一个子领域。但是，机器学习只是人工智能的一个方面，并不是人工智能的全部

人本主义应用：
Humanism emphasizes that the goal of teaching is to promote learning. Therefore, learning is not that the teacher strictly forces the students to learn the boring, trivial, rigid, and forgetful teaching materials helplessly and obediently, but that it is driven by curiosity to absorb any knowledge that he feels interesting and needs.
Humanism highlights the position and role of emotion in teaching activities, and forms a new teaching model with the main line of knowing and coordinating activities and emotion as the basic driving force of teaching activities;
With the "self" improvement of students as the core, it emphasizes the importance of interpersonal relationship in the teaching process, and believes that the curriculum content, teaching methods, teaching methods, etc. are all linked to the formation and development of classroom interpersonal relationship;
The focus of teaching activities is directed from teachers to students, and students' thoughts, feelings, experiences and behaviors are regarded as the main body of teaching, thus promoting the development of individualized teaching movement.

建构主义应用：
Constructivism advocates that the world exists objectively, but the understanding of things is determined by everyone. Different people will have different understanding of the same thing because of their original experience. According to constructivist learning theory, learning is to guide students to construct new experience from their original experience.
Inquiry learning is the process of constructing knowledge based on problem-solving activities. In the teaching process, students actively participate in and experience, and form their own knowledge and understanding through these activities;
Scaffolding teaching means that teachers or others complete learning activities with learners, provide external support for learners, and help them complete tasks that cannot be completed independently. As the activity goes on, the external support will be gradually reduced and students will be allowed to move independently until the bracket is completely removed at last;
Situational teaching is based on infectious real events or real problems. Students try to find, analyze and solve problems in real task situations;
Cooperative learning mainly takes interactive cooperation as the orientation of teaching activities, and takes learning groups as the basic organizational form to jointly achieve teaching objectives.

认知主义学习理论应用:It can apply to medicine, biology, education and teaching activities, artificial intelligence field, etc.Attach importance to the subject value of learners in learning activities and fully affirm learners' conscious initiative.
It emphasizes the important position and function of consciousness activities such as cognition, meaning understanding and independent thinking in learning.
Attach importance to students' readiness in learning activities. In other words, the learning effect depends not only on the external stimulus and the individual's subjective effort, but also on their existing knowledge level, cognitive structure, and non-cognitive factors (such as learning motivation). Preparation is a prerequisite for any meaningful learning.
Focus on the function of reinforcement. Cognitivist learning theory regards human learning as an active process, so it attaches great importance to the role of intrinsic motivation and learning activities in intrinsic reinforcement.
Advocate learning creativity. The discovery learning advocated by Bruner emphasizes students' flexibility, initiative and discovery in learning. It requires students to observe, explore and experiment by themselves, carry forward the creative spirit, think independently, reorganize materials, discover knowledge, master principles and principles by themselves. It emphasizes on discovery learning to help students develop their intellectual potential, adjust and strengthen their learning motivation, firmly grasp knowledge and form innovative skills.

元认知有两个基本功能:意识性和调控性。具体讲,元认知在学习策略系统中的作用有三方面:①可以使学生意识和体验到学习情景有哪些变量,并且意识到这些变量之间的关系与它们的变化情况;②可以使学生意识和体验到自己拥有哪些可供选择的学习方法,并且明了这些学习方法和学习变量之间的关系。③可以使学生根据学习的效果,客观地评价自己的学习活动和学习方法的适用性,并把对学习效果的评价作为改进自己学习的重要手段。

1. The main idea of cognitive behavior theory is that " automatic thinking " (" automatic thinking ") refers to the formation of a relatively fixed pattern of thinking and behavior over a long period of time. If people have the right cognition, his emotions and behavior are normal; if the cognition is wrong, his emotions and behavior may be wrong. So, change the wrong cognition, establish the correct cognition. 2. In the process of helping others, the cognitive behavior school, on the one hand, helps the client to achieve self-understanding and self-control; on the other hand, it provides external supervision to realize the combination of self-control and external control. The principle of cognitive behavior theory defines the problem of service object: first, the problem of service object is not inherent; second, the externality and internality of the problem; third, the difference of service object and its promotion. The principles of determining the goal of helping others: first, change wrong perceptions and unrealistic expectations, and other biased and irrational ideas. Second, correct the irrational self-dialogue. Strengthening capacity for problem-solving and decision-making. Strengthen the ability of self-control and self-management. The principles used in the counseling process: First, respect for individual decisions and beliefs; second, change to help clients change wrong perceptions and establish correct perceptions. Establish a good professional relationship on the basis of correct cognition, and encourage clients to form a positive attitude to achieve the goal of helping others and self-help.

机器和人的学习过程都是接收外界信息，处理信息，再做出反应这一流程。
但是在接收外界信息这一过程中，人和机器的主要区别在于，人可以自主处理数据，而机器需要借助人的智慧为其创造一定的物质基础。
在做出决策这一过程中，人和机器的主要区别在于，人可以依靠复杂的大脑结构对记忆搜索、串联等，以产生出新的想法或做法。而机器则是通过预先训练好的模型，根据数据给出对应的操作，而很难衍生新的未定义的操作。
总的来说，机器依赖于人，而人可以离开机器进行自主的学习。

人脑是一种典型的小数据学习机制，即在学习过程中，大多数时候不需要大量的数据输入就可以学习
机器可能需要对数百万张图片进行反复训练，才能训练出一套识别率高的算法，比如识别图片上的东西是猫，其中一张图片是猫，哪一个是狗。但对于一个人来说，只要看到两三只不同的猫，就会意识到这群动物其实有一些共同的特征。它们都有一个共同的名字，叫作猫。人们不需要看张猫的数百张照片就知道这是一只猫。

元认知学习策略是个体关于自己的认知过程的知识和调节这些过程的能力，是一种典型的学习策略，指学生对自己的认知过程及结果的有效监视及控制的策略。
作用：1.可以让学生意识和体验学习情景有哪些变量，并且意识到这些变量之间的关系与他们的变化情况。2.可以是学生根据学习效果客观的评价自己的学习活动和学习方法的适用性，并把对学习效果的评价作为改进自己学习的重要手段。3.可以使学生意识和体验到自己拥有哪些可供选择的学习方法，并且明了这些学习方法和学习变量之间的关系。

元认知策略是一种典型的学习策略，指学生对自己整个学习过程的有效监视及控制的策略。元认知策略可分为计划策略、监控策略、调节策略三类。元认知策略总是和认知策略一道起作用的。如果一个人没有使用认知策略的技能和愿望，他就不可能成功地进行计划、监视和自我调节。
元认知策略指主体对自己的认知过程及结果的有效监视及控制的策略。1.计划策略计划策略是根据认知活动的特定目标，在一项活动之前制定计划，预计结果、选择策略、想出解决问题的方法，并预计其有效性；包括设置学习目标、浏览阅读材料、产生待回答的问题以及分析如何完成学习任务。2.监控策略监控策略是在认知活动进行的过程中，根据认知目标及时评价、反馈认知活动的结果与不足，正确估计自己达到认知目标的程度、水平，并根据有效性标准评价各种认知行动；策略的效果，包括阅读时对注意加以跟踪、对材料进行自我提问、考试时监视自己的速度和时间。3.调节策略调节策略是根据对认知活动结果的检查，如发现问题，则采取相应的补救措施；或者根据对认知策略的效果的检查，及时修正、调整认知策略。
作用：元认知策略在实际指导学生认知自己学习能力和学习结果的过程当中所发挥的作用也是非常明显的。如果学生缺乏认知策略，而且缺乏使用认知策略的能力，就不可能正确认识自我和自我调节。在学习的过程当中，认知策略是一项必不可少的工具，可以帮助学生整合新信息和已知的信息。学生在学习的过程当中，会摸索出很多的学习策略，但是必须要以元认知策略来帮助学生决定在哪一种情况下需要使用哪一种策略，或者是在哪种情况下需要改变学习策略，只有这样才能够成为一个真正成功的学习者。

人工智能是一种机器学习系统，它使用一组算法和过程来执行任务。人脑是以神经元为基础的。机器学习。从成功和错误中学习的程序。学习的流程可以表示为外界环境 -> 接收信息 -> 处理信息 -> 做出反应。无论是机器还是人类，在学习过程中，不管学习效果，大致可以分为以上几个步骤。它们学习的区别可以分这几个步骤考虑：外界环境->接收信息：人依赖感官系统等来感受外界环境，并转化为大脑可处理的格式。机器依赖传感器等能将外界信息转化为计算机可处理的格式。这里，人和机器的主要区别在于，人可以自主处理数据，而机器要借助人。比如，当传感器数据如何转化为二进制数据，由人来定义，二进制数据如何处理为后面方便处理的数据，由人来定义。处理信息 -> 做出反应：人依靠记忆和关联对信息进行处理，进而给出决策，而决策多依赖于对记忆的搜索与连接。机器依靠各种人定义的决策算法来进行处理。通过将不同维度的二进制数据进行处理，比如分类或者聚类等。机器，是通过预先训练好的模型，根据数据给出对应的操作，而很难衍生新的未定义的操作。不过，英国伯明翰大学的斯洛曼说：“人类的大脑不是通过魔法而运转的，因此，大脑所能做到的事同样也适合于机器人。”现代最伟大的物理学家之一史蒂芬·霍金在2015年也曾提出警告“人工智能计算机可能在接下来的100年之内就将人类取而代之。”实际上，从历史的发展角度来看，人类无法不产生担心。要知道在此前的历史发展过程中，尽管人类创造了各种各样的工具为人所用，但始终主导权都在人类的手中。而人工智能机器人尽管初期时学习人类的经验，但却能够基于人类海量的经验和数据进行深度学习完成自我进化，进而获得人类难以企及的“技能”。所以，就不免让人产生担心。并且，现在的科学家们还正在通过算法构造策略与仿脑构造策略这两种途径尝试研究让机器具备意识，而一旦这一研究成立，超强的技能和不受人类操控的自主意识，这两者叠加，就等于创造了一个新物种，而这个物种不吃饭不睡觉能够完成一切最艰难的工作，必然会站在食物链的顶端。

人本主义学习理论的运用：1，Attach importance to students' agency and carry out student-centered teaching
2，Clarify the role of teachers to help students learn to learn
3，Adopt a free learning approach and develop students to take responsibility for their own learning
建构·主义学习理论的应用：1. Random teaching.

2. Cognitive apprenticeship.

It refers to the advocacy of acquisition, development and use of tools through real domain activities, i.e. students with no or less experience participate in authentic activities under expert guidance.

3. Situational teaching.

Happens: Occurs in a real-world situation.

Content: Authenticity Task – Emphasizes the intersection of disciplines and cultivates students' practical problem-solving skills.

Problem-solving process: Same as in a real situation.

Quiz: Fusion quiz – evaluated by the problem solving itself.

4. Anchor teaching.

It means learning that is not based on real events and real problems that are infectious. Emphasize what really happened.

5. Scaffold teaching.

It refers to providing students with challenging tasks, providing students with external support to help them complete challenges that they cannot complete, and gradually reducing external support as the activity progresses until it is finally completed entirely by the student independently. Transform students' recent development areas into reality.

6. Cooperative learning. Manifested as social interaction.

7. Inquiry-based learning.

学习拖延的原因：
1.时间管理能力的欠缺：时间管理能力极其欠缺，一时间找不到学习和生活的重心，学习动力不足。
2.多彩的大学生活的诱惑：在高中时，老师和家长向学生描绘了一幅美好的大学景象，大部分学生心中或多或少都有“上了大学就轻松了，再也不用学习了”潜意识。于是乎很多学生将大量的时间用于社团、娱乐和恋爱等等。至于作业和考试复习就一拖再拖，不到最后一刻绝不动笔，考前突击情况非常普遍。
3.学习方法的改变：与初高中阶段的“老师监督”学习模式不同，大学教育非常注重自学能力和自我监督管理能力。不管是基础课老师还是专业课老师，都不会像初高中老师那样每天督促学生写作业、交作业。
时间管理能力欠缺，外部诱因等产生的背后因素与大学生学习环境的改变是密不可分的， 尤其是当学习目标与方法存在巨大“断层”时，这些导致拖延症的因素就会被激发出来或者变得更加严重。
学习拖延的解决方案：
1.只要念头冒出来，现在，立刻，马上，去做：做一件事的动力是会再而衰三而竭的，这是一个直线递减的过程。现在立刻去做。哪怕环境不是很完美，但是只做一点也能维持住这股热情。
2.降低难度预设，拒绝“完美拖延症“：做比不做好，完成比完美重要。
3.设置完成时间，合理规划。
4.记住完成的感觉：

一个是学习能力不足，孩子没办法快速的，把作业写完，确实不会做，确实他写字很慢，确实听觉跟踪跟不上、视觉跟踪跟不上，上课知识掌握的不扎实，写作业的时候就会觉得难，他就不爱做。二个就是学习动力的问题，家庭给他的生活条件太好了，这个孩子他为什么要努力学习？他找不到他的动力，妈妈和爸爸平时又不会教育，也不会引导沟通。而且每个孩子的起因和现状都不一样，之前网上找的通用方法大部分都不适合孩子。

解决方案：1. 降低心理预期，减轻心理压力。从易到难法：不要一开始就给自己设置太高要求，可以先从简单的入手，设置分期要达成的目标，逐渐提高难度，通过延长时间线的方式，完成一些难以立刻达成的任务。“三只青蛙法则”： 一天最多做三件大事。我们之所以拖延，在于想得多，做得少，什么都想做，但是什么都没做好。如果把每天要做的事情控制在三件事以内，相信执行的难度会降低数倍，完成的质量也会得到提高。需要注意的是，每天晚上睡觉前想好第二天要做的三件大事，提前准备，否则当天再想太浪费时间。接受不完美，才能完美：敢于承认自身的缺点，能在认知上迈出一大步，帮助我们更快地迭代学习，实现目标。2. 组建学习小组，相互督促激励。可以通过组建学习小组的方式，营造学习氛围，与同伴相互监督和激励，增强学习的动力，提高学习效率。3. 加强时间管理，制定任务清单。充分利用碎片化时间：比如等车或乘车的时候，可以听英语听力或听书，达成一些需要听力的学习计划。碎片化时间因人而异，关键是找到适合自己做的事情，再加以利用，就能提高学习效率啦。制定任务清单：对时间进行合理的分配和规划，并按计划执行。

元认知学习策略是指学生对自己的认知过程及结果的有效监视及控制的策略。元认知策略控制着信息的流程，监控和指导认知过程的进行，包括计划策略、监控策略（注意策略）和调节策略。
作用：①可以使学生意识和体验到学习情景有哪些变量,并且意识到这些变量之间的关系与它们的变化情况;②可以使学生意识和体验到自己拥有哪些可供选择的学习方法,并且明了这些学习方法和学习变量之间的关系。③可以使学生根据学习的效果,客观地评价自己的学习活动和学习方法的适用性,并把对学习效果的评价作为改进自己学习的重要手段

建构主义学习理论的应用：
1) Scaffold teaching

Scaffold teaching is based on Vygotsky's theory of recent development zones, in which the so-called "scaffolding" refers to the teacher completing a teaching activity with the learner, providing external support for the learner's participation in the activity, giving way to the student's independent activity, until finally the scaffolding is completely removed. The role of teachers in teaching activities is to provide learners with an environment for cooperation and interaction with adults and peers, and with the guidance and help of teachers, children can do what they cannot do independently, and try to solve problems that they cannot solve independently.

(2) Cognitive apprenticeship

Cognitive apprenticeship refers to learners with less knowledge and experience participating in some authentic activity under the guidance of an expert, thus acquiring the knowledge and skills related to that activity. Teachers can serve as "masters" to demonstrate and guide students' cognitive activities in the field, and students gradually gain more insight into the knowledge and problem-solving strategies used by experts in actual activities.

(3) Anchor teaching

Constructivism emphasizes the contextuality of learning, linking knowledge, learning, and contextualized social practices. Anchor teaching refers to linking learning activities to a meaningful situation, allowing students to learn in real problem situations. In learning, learners first see a problem situation, they must first use the original knowledge to try to understand the phenomena and activities in the situation, on this basis, the teacher gradually guides them to form some concepts and understanding, and then let them experience and think about the problem in their own way of understanding.

(4) Generative learning

Generative learning was proposed by the American scholar Witroc, who believed that learning is the process of learners generating the meaning of information, and the generation of meaning is achieved through the interaction of the original cognitive structure and the sensory information received from the environment. The occurrence of learning depends on the relevant experience that the learner already has, and to generate an understanding of what he knows and perceives, the learner always needs to combine with his previous knowledge and experience. In addition, the human brain does not passively record the information entered by the outside world, but actively constructs the interpretation of the information. Therefore, generative learning conforms to the content of the constructivist view of the student, and students do not walk up to the classroom with empty heads; It is also in line with the active constructivity of student learning in the constructivist view of learning.

Application of humanistic learning theory in nursing education
1. Pay attention to students’ subjectivity and organize teaching activities surrounding students. It informs teachers that no matter how they teach students, students have special identity. Nursing educators should respect students’ will, emotion, desire and values, stimulating them to teach and realize themselves.
2. Clarify teachers’ roles and functions and help students learn well. It reminds that nursing educators paly roles of stimulating, encouraging and instructing, provide abundant learning resources, create harmonious learning atmosphere and guide them to be engaged in learning activities of creativity.
3. Choose free learning methods and develop habit of being responsible for your own learning. It instructs nursing educators to carry out learning contract, problem-based teaching and peer teaching.
Application of constructivist learning theory in nursing education
1. It can help nursing teachers develop new learning concepts and form student-centered education concepts and it is based on promoting the development of students' construction ability, and attaches importance to the interaction between teachers and students.
2. By optimizing teaching design, nursing teachers create a constructive learning environment for students and help nursing students develop their learning potential and achieve sustainable development.

学习过程
人脑
1.代表人类的理智源自语言.有了语言有意识的理智思维才能进行有逻辑的深入推理,人类才有了高效的社会交流。
2.人类思维的根本依据是自己的情感价值观,人的情感价值倾向最终是由人的情感价值观决定的，这是每个人最根本的价值观。这个价值观形成于自幼至今所有的实践感受，包括所有对自身有意识显性思维的感受，这其中就包括了反思、交谈、听讲、读书或观看时的显性思维
3.人们在谈意识时，大多是指思想意识，或可长时持续的、有意识的显性思维，而不是其它高等动物也具备的短暂无意识的注意
4.人类的理解就是把新遇到的事物、观念或理论与自己记忆中的相似知识进行比较
5.人类的理智思维依赖于概念，概念的原始出处就是动物的归类行为
AI
总的来说人工智能是，先将某些事物的要素及其关系数字化，再用各种模仿人类思考的模型及相应的算法，逼近或实现人类的智能。
决策机制
无论对于人还是机器，做决策都是基于对外界的感知，形成了理解和判断，最后再行动，其本质是一个认知的过程.

元知识学习策略：Metacognition was proposed by Flavel in the 70s of the 20th century, also known as anti-trial cognition, introspective cognition, supercognition, and post-cognition. Metacognition is an individual's knowledge of his or her own cognitive processes and the ability to regulate those processes. Metacognitive strategy is a typical learning strategy, which refers to the strategy of students' effective monitoring and control of their own cognitive processes and results. Metacognitive strategies control the flow of information and monitor and guide the progress of cognitive processes, including planning strategies, monitoring strategies (attention strategies), and regulation strategies.
作用：Help us integrate new information with known information and store it in long-term memory; Metacognitive processes are very important to help us estimate the extent of learning and decide how to learn;

1.元认知学习策略：
采取行为主义疗法，包括阳性强化和负性惩罚等方法，强化和塑造良性行为，如对时间管理，自己生活的安排等。元认知策略是一种典型的学习策略，指学生对自己的认知过程及结果的有效监视及控制的策略。元认知策略控制着信息的流程，监控和指导认知过程的进行，包括计划策略、监控策略（注意策略）和调节策略。
2.元认知学习策略有什么用？
元认知在学习活动中具有两个重要的功能：①意识性。能使学习者明确知道自己正在干什么、干得怎样、进展如何。②调控性。使学习者能随时根据自己对认知活动的认知，不断作出调节、改进和完善，使认知活动能有效地向目标逼近。

机器学习就是让机器通过大量数据的学寻找数据中的相关性。
人类的智能除了相关性之外因果性，在今天的人工智能里头是没有的，机器学习是不懂因果的，他只知道相关性，所以这是机器学习和人类思维的最大区别。

人脑使用以下两种途径之一处理信息以进行决策：反射系统和反应（或自反）系统。 反射系统是合乎逻辑的，分析，故意的，和有条不紊，同时反应体系快速，冲动和直觉，依靠情绪或习惯来为下一步做什么提供提示。
而AI能够掌握大数据，它的算力也更强。AI的决策是“无记忆”的。

元认知策略是学生对自己认知过程的策略，包括对自己的了解和控制。分别有：
1，计划策略，比如设置学习目标，产生问题，怎么完成这些学习任务。
2，监控策略，比如考试的时候控制自己的速度和时间，对阅读材料自我提问。
3，调节策略，对认知活动的检查，及时修正，调整自己的认知策略及学习方法。
有助于有效地安排和调节学习过程。

原因：
外部原因：
1.时间管理能力的欠缺
2..多彩的大学生活的诱惑
3.学习方法的改变
心理原因：
4.害怕失败，不想承担失败的后果；
5.完美主义，害怕达不到完美的结果；
6.逃避痛苦，不愿意推迟满足；
7.动力不足，能拖就脱；
解决方案：
1.制定多个拖延计划
2.想清楚，快动手
3.用行动代替脑力拖延
4.让自己先爽起来
5.跳出舒适圈

行为学习主义的应用；
Organize targeted teaching
Develop positive learning behaviors
Apply reinforcement theory correctly
认知主义学习理论的应用
The transformation law, distributive law and associative law in algebra are the basic structure of this subject, and the students in the lower grade of primary school can fully grasp these basic principles. In fact, when playing on a seesaw in kindergarten, children learn that if someone is heavier than them, they have to move back. If the other person is lighter than you, you have to move forward, otherwise you can't play on the seesaw. Based on this principle, Bruner designed a balance like the one pictured here that allows eight-year-olds to master the basic structures of algebra with the help of manual manipulation, visual imagery and symbols.

拖延的一个重要原因就是--对于任务过程的想象。. 人们会想象自己在做某项任务时会遇到怎样的困难，或者这项任务会有多么漫长，这些想象就会催生拖延。. 我拖延的重要原因，正是来自这种对任务过程的想象
我们可以准备一个清单，把平时拖延着没有办的事情都写上去，等下一次想拖延、不想做某件事时，就打开清单看一看，找一件其他的事情先做着。比如，有时候想写作但实在没有灵感，打开一看清单，原来我还有运动的计划没有完成，那么就先运动着吧。虽然又拖一件新的事情没有完成，但是总的拖延事件却在不断的消灭中。

原因：（1）注意力稳定性的持续时间不长
（2）学习基础薄弱
（3）没有养成好的学习习惯
（4）逆反心理
解决方案：（1）给予充分的理解和接纳，尊重身心发展特征。
（2）不是催促其快点完成而是把关注点放在帮助解决学习问题及突破学习障碍等方面，思考如何提高听课效果、如何辅导、如何帮助巩固学习内容、如何提升知识应用能力等。
（3）制定奖惩制度，纠正坏习惯。
（4）即使调整亲子关系。

1. Attaching importance to the subject value of people in learning activities fully affirms the conscious initiative of learners.
2. It emphasizes the important position and function of consciousness activities such as cognition, meaning understanding and independent thinking in learning.
3. Attention is paid to the state of preparation in learning activities. That is, the effect of one's learning depends not only on external stimuli and individual subjective efforts, but also on one's existing knowledge level, cognitive structure and non-cognitive factors. Preparation is the prerequisite for any meaningful learning.
4. Focus on the function of reinforcement. Cognitive learning theory regards human learning as an active process, so it attaches great importance to the intrinsic motivation and the intrinsic reinforcement brought by the learning activity itself.
5. Advocate the creativity of human learning. The discovery learning theory advocated by Bruner emphasizes the flexibility, initiative and discovery of students' learning. It requires students to observe, explore and experiment by themselves, carry forward the creative spirit, think independently, reorganize materials, discover knowledge by themselves, master principles and principles, and advocate an inquiry-based learning method. It emphasizes that through discovery learning, students can develop their wisdom potential, adjust and strengthen their learning motivation, firmly grasp knowledge and form innovative skills.

人类学习是人通过与世界的互动，将世界在自己头脑中进行内化的过程，结果体现在人的知识、行为以及价值观念的改变。
机器学习是计算机在没有明确编程的情况下采取行动的过程。机器学习与人工智能有很多相通之处，应用的例子也很多，比如自动驾驶，人脸识别、语音识别，机器翻译，共享汽车，网络搜索等等。机器学习的基本前提是构建可以接收大量数据的算法，然后使用统计分析来提供即合理又准确的结果。机器学习主要是算法、数据量以及分析，主要是输入与输出。人类可以通过各种感官体验学习还可以反思与讨论。关于人类学习的论述也十分久远。

人本主义：（1）Emphasis on the human factor and "student-centeredness"
（2）Advocating Meaning Learning and Spontaneous Experiential Learning
（3）Facilitate student learning and adaptability
（4）Advocate for students' self-evaluation
建构主义：（1）Inquiry learning
（2）Scaffold teaching
（3） Situational teaching
（4）Cooperative learning

First of all, cognitive learning theory should study the internal process of individuals dealing with their environmental stimuli, rather than explicit stimulation and response. In the view of cognitive learning theory school, it is the learning individual itself that acts on the environment, not the environment causes human behavior. The environment is only to provide potential stimuli, as to whether these stimuli are noticed or received further processing, it depends on the internal psychological structure of the learners. Not all stimuli go through sensory registration and then enter the long-term memory system, and when learners process external information, they go through a stage of choice. Individuals choose external stimuli according to their previous cognitive structure; at the same time, in the process of exchanging information with the outside world, individuals will constantly adjust their cognition according to feedback.
Secondly, the foundation of learning is the formation and reorganization of learners' internal psychological structure rather than the formation of the explicit stimulus-response connection or the strengthening or changing of behavioral habits. The so-called mental structure refers to the way learners intuit and summarize natural society and human society. Cognitive structure exists in the form of symbolic representation. From the perspective of cognitive learning theory, the basis of learning is not to promote the formation and consolidation of the connection between stimulus and response through training like behaviorism, but more attention should be paid to the nature of learners' internal mental structures and their changing process. Learning occurs when a new experience changes the learner's existing mental structure.
Finally, both the early cognitive learning theory represented by Gestalt psychology and today's cognitive theory represented by Gagne et al., almost all recognize two basic principles: first, the principle of imbalance. That is, if the existing cognitive structure of an individual tries to process the selected stimulus during learning, if it is unsuccessful, it will lead to structural imbalance. As individuals try to regain balance, changes in cognitive structure occur. Second, the principle of migration. Almost every cognitive learning theorist attaches great importance to the transfer of learning. They have emphasized that new cognitive structures are always influenced by previous cognitive structures. Specifically in classroom teaching, cognitive learning theories emphasize that students should construct appropriate problem situations according to their existing development level, and pay attention to mastering general principles in the learning process. In Bruner's words, our students should learn to learn, and teachers should teach students this point, and pay attention to developing students' cognitive strategies and abilities.

拖延的原因：
1、忘记做作业。
无论是何种原因，比如缺课、在老师留作业时分了心、没有记下来或者忘记看班级网页，有时学生会把作业留到最后一刻，因为他们真的不知道有什么功课要完成。直到有朋友在最后一天提起或直到第二天早上走进课堂，他们才能发现。从技术上讲，这不应该归类为“拖延”，因为学生并没有抵触作业，而是他们根本就没意识到有作业要做！但这绝对是导致拖延的常见原因。
2、缺乏对课程期望结果的了解。
当学生对作业感到困惑，或者不完全了解作业背后的要求，他们通常会把作业推迟，希望以后能更好地理解作业。尤其是那些不知道如何做作业或对作业不确定的学生。不幸的是，当他们在截止日期的前一天晚上看作业题时，通常也得不到更多的信息，也没有时间向老师请教。
3、乐观估算时间。
在大多数情况下，乐观是一种美好的品质。但是，如果要估算完成一项课题需要花费多少时间，对时间的乐观可能会带来很大的问题。学生通常会高估距离完成任务所剩的时间，而低估了实际完成任务所花的时间。这导致他们没能留出足够的时间完成工作。
4、宽松的截止日期。
如果教师不执行最后期限，也不给迟交作业的学生任何惩罚，那么学生会发现最后期限并没有意义，因此不再认真对待。如果没有有效的后果，截至日期就会被随意当作内部截至日期，尽管有所帮助，这在阻止拖延方面并不凑效。
5、对作业无从下手。
当学生将论文或项目作为一个整体而不是一系列的步骤来考虑时，他们可能会感觉不堪重负，也不知道从哪里开始。从而导致拖延，直到最后的期限近在咫尺。他们并不是害怕没有足够的时间，而是对作业不知从哪里开始做。
6、不佳的学习惯例。
学生在放学后的惯例通常是习惯性的。一旦建立起来，他们便会自动遵循，很少会有意去思考。例如，在放学后学生想休息一下，有时打开电视，这会导致拖延，因为很难将电视关上。或者将最难的功课，学习和长期的课题留到作业截至日期前，这样的习惯也会导致拖延。
7、分心。
有时学生为了完成自己的作业而留出时间，但最终却因其它事情而分心。这些干扰可能是外部的，比如看脸书和发短信等，也可能是内部的，比如他们自己的想法和冲动。无论哪种干扰，都会占用原本应该专心学习的时间。
8、不堪重负。
当一项任务看起来非常复杂或耗时，光想一想都会令人感到害怕并且有压力时，学生常常陷入拖延的陷阱。不幸的是，拖延会让他们开始做课题时适得其反，因为课题本身的难度加上没用充足的时间，会让学生陷入困境，他们感到如果早一些开始做的话，就不会有更大的压力。
9、完美主义和对失败的恐惧。
专注于使自己的课题 “完美”，对犯错误或“搞糟事情”感到紧张，或害怕被批评的学生，经常担心自己的作业做得不正确，为避免在尝试做这个项目时感到焦虑，他们通常会推迟。这可能导致越在截止日期临近时越不愿意做课题，这似乎是不合理的行为，因为他们更有可能无法漂亮的完成。直到最后，已经非常接近截止日期，不再有可能做出理想的项目了，他们唯一的选择就是交出不完美的作业或什么都不做。
10、难以调节情绪。
最近的研究表明，拖延并不一定是我们曾经认为是时间管理上的问题，更多的与情绪调节困难相关联。在做作业时感到无聊、疲倦、沮丧或紧张的学生，为了缓解自己的情绪，通常低估作业的重要性，“没什么大不了；它不会太影响我的成绩。” 为了分散注意力，他们会让自己做一些有趣，更有回报性的活动来改善心情。
11、承诺过多。
如果学生预定活动很多，很少有空闲时间，好像生活被一连串的义务和琐事牵绊，几乎没有休息时间，他们可能会使用拖延作为一种为自己人为地创造“空闲时间”的方法。不幸的是，这种“空闲时间”通常不太令人满意，它还伴有一种内疚感，因为人们回避了他们“应该”从事的工作。
12、学习抵触。
当学生把作业当成不合情理的老师或强制的父母来强迫他们完成时，他们有时会用拖延作为一种反叛形式。当学生认为作业是他们“必须”做的事情，而不是他们来选择去做的事情，他们更倾向于拖延。 拖延成为了他们对“应该”完成工作的一种对抗，对老师或家长传达出“你无法让我做到”的信息。
解决方法：
1、学会专注，一次只做一次事情。
2、多给自己一个正面的精神激励。
3、给自己一些奖励。
4、给自己一个更好的环境。
5、把大目标分解成容易实现的小任务。
6、做每日详细计划。

行为主义：Praise and encouragement are the main means to educate children, and the formulation of learning goals is very specific. The teaching process adopts the principle of small steps; Using the principles of behavior modeling and behavior correction, we can cultivate children's good behavior habits and correct their problem behaviors and bad behaviors.
认知主义：First of all, teachers must realize that the subject of teaching is students, and the status of teachers and students is equal in the teaching process.Pay attention to the role of students' emotions, attitudes and values in the learning process, be good at capturing students' psychological activities, understand students from the heart, be good at discovering the uniqueness of different students, pay attention to the progress made by each student, no matter how small the progress is, guide students to discover the significance of learning for themselves and society, stimulate students' internal motivation, and guide students to learn self-evaluation gradually in the learning process, so that students can educate themselves. Of course, these are very high for teachers.In the teaching process, teachers should not only guide students to learn self-study, but also guide students to learn cooperative learning. Therefore, it is necessary to provide students with cooperative learning environment and conditions, and fully consider the characteristics of each student when grouping, so that students and students can learn from each other .

一个特别大的不同是，人脑是一种典型的小数据学习机制，即在学习过程中，大多数时候不需要大量的数据输入就可以学习。
以机器学习中的图像识别为例，机器可能需要对数百万张图片进行反复训练，才能训练出一套识别率高的算法，比如识别图片上的东西是猫，其中一张图片是猫，哪一个是狗。但对于一个人来说，只要看到两三只不同的猫，就会意识到这群动物其实有一些共同的特征。它们都有一个共同的名字，叫作猫。人们不需要看张猫的数百张照片就知道这是一只猫。
从进化的角度来看，这当然是有道理的，因为在现实世界中，学习本身必须有奖惩机制，而最重要的是，你所学的东西对生存和繁衍都很重要。大自然并没有为大脑提供太多机会在反复试验、学习或修改动作的权重后最终学习。人类必须有能力在一些短暂的经历中识别出两件事之间的联系。
人类的肉体能力在动物世界里只能算中下，之所以能成为万物之灵、地球的主宰，靠的是制造和使用工具的能力（大脑的智慧）。过去主要是发明创造替代手与脚的工具，比如各种机器与车辆；后面逐渐发展到替代大脑计算、通信与存储的计算机网络，未来要发明创造的是能完全替代人脑学习与创新的人工智能。

1. Behaviorism emphasizes that the environment is the determinant of human physical and mental development, and most of human behavior is learned through acquisition and is the product of personal experience. Students' behavior and development are malleable and controllable, and can shape and modify children's behavior through external factors. Therefore, in the process of education, teachers should create a good environment suitable for students' development, avoid adverse influences from the external environment, and promote students' physical and mental health.
2. Teachers dominate teaching. Students' ability to learn independently is not high, they cannot choose suitable teaching materials, teaching aids, books, etc. for themselves, and they cannot independently construct knowledge structures in a short period of time. Therefore, in the teaching of the classroom, the teacher still dominates. 3. Subdivide teaching objectives and teach in small steps. Behaviorism advocates procedural teaching, which divides the overall goal of a course into several units and then divides the units into many small steps. After students have completed each step of the course, they will immediately know the results of their learning, that is, they can be strengthened in time, and then move on to the next step of learning in order until they complete each unit. In the process of implementing teaching, teachers must concretize abstract educational goals into many intrinsically related activities, develop students' cognition through small step teaching, cultivate students' interest in learning, and help them develop good habits.
4. Behavior shaping and behavior modification. The so-called behavior shaping refers to the process of establishing a new behavior of an individual according to the theory of operational conditioning by continuous and progressive method. Behavior shaping is an important way to educate children.Teachers use many behavior shaping methods to cultivate children's good living and learning habits. Behaviorist Skinner argues that as long as the behavior is not reinforced, the student's bad behavior will subside. For example, teachers can use the principle of extinction to correct a student's aggression. Student aggression occurs only to attract the attention of peers or adults, and if teachers pretend not to care about students' provocations and quarrels, then students' bad behavior will naturally subside.

Cognitivist learning theory breaks through the thinking mode of behaviorism that only examines human learning from the external environment, it starts from the internal process of people, that is, intermediate variables, and studies the cognitive links such as feeling, perception, appearance and thinking from the perspective of human rationality, to reveal some internal mechanisms and specific processes of human learning psychological development. The basic idea of cognitivist learning theory is that human cognition is not directly given by external stimuli, but is the result of the interaction between external stimuli and internal mental processes of cognitive subjects. According to this view, the learning process is interpreted as the active, selective processing of information by each person in response to external stimuli (such as teaching content) of the current work according to his or her own attitudes, needs and interests, and using past knowledge and experience. The task of the teacher is not to simply instill knowledge in students, but to first stimulate students' interest in learning and motivation to learn, and then organically link the current teaching content with students' original cognitive structure, and students are no longer passive receivers of external stimuli, but active subjects who selectively process the information provided by external stimuli 1. Attaching importance to the main value of people in learning activities fully affirms the conscious initiative of learners. 2. Emphasize the important position and role of conscious activities such as cognition, meaning understanding, and independent thinking in learning. 3. Pay attention to people's readiness for learning activities. That is, the effect of individual learning depends not only on external stimuli and the subjective efforts of the individual, but also on a person's existing level of knowledge, cognitive structure, and non-cognitive factors. Preparation is a prerequisite for any intentional learning. 4. Pay attention to enhanced functions. Because cognitive learning theory regards human learning as an active process, it attaches great importance to intrinsic motivation and the role of intrinsic reinforcement brought about by learning activities themselves. 5. Advocate the creativity of human learning. The theory of discovery learning advocated by Bruner emphasizes the flexibility, initiative and discovery of student learning. It requires students to observe, explore and experiment on their own, develop a creative spirit and think independently.

学习过程：人脑是总结经验、发现规律、预测未来；机器学习是训练数据、建立模型、预测未知属性。
决策机制：人脑是主观感受加情感思考；机器是客观理性

(1) Inquiry learning. Through meaningful problem situations, students can learn the knowledge related to constantly finding and solving problems, and form the problem-solving skills and the ability of independent learning.(2) Stent-type teaching. This means that teachers provide external support for students' learning, helping them to complete the tasks that they cannot complete independently, and then gradually remove the support, so that students can explore and study independently.(3) Situational teaching. Teaching based on infectious real events or real problems is called situational teaching. Knowledge and learning are linked with the situational activities. Students should try to find, analyze, and solve problems in real task situations.(4) Cooperative learning. Cooperative learning is mainly based on interactive cooperation (between teachers and students, between students) as the teaching activity orientation, and takes the learning group as the basic organization form to jointly achieve the teaching objectives.

元认知就是个体关于自己的认知过程的知识和调节这些过程的能力。元认知策略是一种典型的学习策略，指学生对自己的认知过程及结果的有效监视及控制的策略。元认知策略控制着信息的流程，监控和指导认知过程的进行，包括计划策略、监控策略（注意策略）和调节策略。
作用：元认知有两个基本功能，分别是意识性和调控性。具体来说在学习策略系统中的作用有三个方面:1、可以使学生意识和体验到学习情景有哪些变量，并且认识到这些变量之间的关系与它们的变化情况；2、可以使学生意识和体验到自己拥有哪些可供选择的学习方法，并且明了这些学习方法和学习变量之间的关系；3、可以使学生根据学习的效果可挂吧地评价自己的学习活动和学习方法的适用性，并吧学习效果的评价作为改进自己学习的重要手段。

机器学习是一个算法系统，它接收输入，产生输出，然后检查输出并调整系统的原始算法以产生更好的输出。机器学习中使用的算法是已经存在很长时间的算法，例如线性回归和分类算法。通过使用预先存在的数据并调整从中学习来自动执行特定任务。
人工智能不擅长的是跳出框框进行创造和思考。不属于这一核心能力的事物包括：创造力、想象力、对事物的整体观察、艺术、运动技能、节奏、非语言交流和提示、音乐性、感觉、可视化和同理心。
人脑是一种典型的小数据学习机制，即在学习过程中，大多数时候不需要大量的数据输入就可以学习。
人类在成长、生活过程中积累了很多的历史与经验。人类定期地对这些经验进行“归纳”，获得了生活的“规律”。当人类遇到未知的问题或者需要对未来进行“推测”的时候，人类使用这些“规律”，对未知问题与未来进行“推测”，从而指导自己的生活和工作。机器学习中的“训练”与“预测”过程可以对应到人类的“归纳”和“推测”过程。

人脑：总结经验、发现规律、预测未来；机器学习：训练数据、建立模型、预测未知属性

在学习过程中相同点在于二者追求的结果是相同的，不同点在于人类学习是人通过与世界的互动，将世界在自己头脑中进行内化的过程，结果体现在人的知识、行为以及价值观念的改变。而AI学习是计算机在没有明确编程的情况下采取行动的过程，只会根据人所输入的的内容进行理解。。
在决策的机制中，对人类来说，因为情感和人性的因素，保持决策质量的稳定性是非常难的，很容易受市场波动和情绪的影响。而对于AI来说决策的依据和过程系统化、程序化，基于程序的稳定性，来保持决策的质量，可以也大大提高了决策的效率。

学习拖延的原因有很多，主要包括以下几点：

缺乏动力和明确的目标：如果你没有一个明确的学习目标或者对学习的动力不足，就会容易拖延。

情绪和压力问题：学习过程中可能会面临挫折、焦虑等情绪问题，也可能因为其他生活压力而无法集中精力学习，这些都会导致拖延行为的出现。

时间管理问题：如果你没有充分规划好自己的时间，就容易发生拖延行为。

解决学习拖延问题的办法可以尝试以下方法：

制定清晰的目标：明确自己学习的目标和计划，让自己更加有动力和目标感。

分解任务：将大型的任务分解成小的子任务，逐步完成，可以避免因为任务量过大而产生的拖延行为。

管理情绪和压力：积极调整自己的情绪和处理生活中的压力，保持健康的心态，才能更好地集中精力学习。

使用时间管理工具：多使用时间规划表、待办事项列表等工具，让自己更有效地管理时间，避免拖延。

建立良好的学习习惯：形成良好的学习习惯，如定时复习、阅读等，可以帮助培养自己的学习兴趣和动力。

1、人类思维

在懂得计算机的人中，现在有很多人了解人工智能。虽说人工智能来自对人类思维的模仿，但却很少有人知道，人是如何进行思考的，尤其是对无意识的隐性思维，更是知之甚少。《重识哲学》经过始于单细胞生物感觉的详实论证后指出，人和其它高等动物，无论遇到任何事物，都是依据记忆中，以往处理此事时的行为，曾带给他（它）的感觉，来进行判断的，快感将导致行为重复，痛感将导致行为规避。从单细胞生物，到多细胞生物，再到动物，最后到人，无一例外。

生物只有把所遇事物、行为和感觉捆绑记忆，并依据记忆进行判断，才能有效生存。动物必须能够分清、注意、记住，曾给自己带来强烈快感或痛感的东西。否则，不是耽误了觅食，就是耽误了逃生，结果只有灭亡。微生物进化到高等动物后，单一的快感或痛感已经演变成了更为丰富的情感。高等动物必须也只能依据情感，进行无意识的注意、归类、记忆和判断。

在拥有语言之前，人类早已拥有了其它高等动物也具备的，无意识的注意、归类、记忆、判断、归纳与演绎等，无意识的隐性情感思维。这些能力是先期人类和其它高等动物生存所必须的，没有这样的能力，它们就无法生存。人的情感是人唯一的价值体系，情感强度是人唯一的价值尺度。

人类独有的语言和有意识的显性理智思维，都是在这些隐性情感思维的基础上，为了辅助情感思维，而逐渐发展起来的，所以很自然，显性理智思维一直受着隐性情感思维的支撑与支配。人类的思维包括了，无意识的隐性情感思维和有意识的显性理智思维。显性理智思维是以语言为支撑的，以隐性情感思维作为出发点和方向的，有意识的逻辑推理。

代表人类的理智源自语言。人类形成的原因有直立行走、制作工具、用火、劳动和语言等，这其中每一步也许都是必须的，但是，其中最重要的因素是语言。正是因为有了语言，1、人的思想意识才变成了人间的存在，2、才能定义出无法以隐喻为依托的，高度抽象的大量概念，3、才能扩充表象间的联系，4、人才能够有效长时地聚焦自身的注意力，5、才能增强人的抽象记忆力，6、才能形成由语言支撑的有意识思考，7、有意识的理智思维才能进行有逻辑的深入推理，8、人类才有了高效的社会交流。

因为有了高效的社会交流，人类的知识与智力得到了极其快速的倍增式提升，使人类智能飞速地跨越了，数亿年的进化历程，变成了具有理智的智能人。虽然理智思维受到情感思维的支配与支撑，但是理智思维对于情感思维也具有强有力的反作用。

正是语言成就了人类的理智，超群的理智正是人类与其它动物的根本区别，人类现在是世界上唯一依靠理智思维生存的文明生物，正因如此人是最依赖社会的社会物种。人性区别于畜性的根本在于，人性是利己本能与利他本能的依存、对立与统一。人间的根本差别也在于，有些人利他本能多些，有些人少些，从而形成了各不相同的情感价值观。

人类思维的根本依据是自己的情感价值观，它形成于言行成败带来的快感与痛感的累积。情感价值观可以被理智认同的理论价值观所改造，值得注意的是，这个改造非有大的情感冲击难以成功。高度抽象地看，人就是惯性体，思维与言行的惯性体，这个惯性就来自情感。

人的情感价值倾向最终是由人的情感价值观决定的，这是每个人最根本的价值观。这个价值观形成于自幼至今所有的实践感受，包括所有对自身有意识显性思维的感受，这其中就包括了反思、交谈、听讲、读书或观看时的显性思维。

情感思维支配与支撑理智思维，理智思维改造情感思维。这样的理论很好地解释了，世界上所有人的观念都有差别，人们的思想都在不断变化，和人类虽都有理智思维但每人所想并非完全一致，等实际存在的现象。

每个人的知识分别来自，自身实践的感受、反思的感受和从与他人交流中得到的感受，与他人交流包括了交谈、听讲、阅读与观看等等。人的知识可以被用于显性理智思维也可以被用于隐性情感思维。

人们在谈意识时，大多是指思想意识，或可长时持续的、有意识的显性思维，而不是其它高等动物也具备的短暂无意识的注意。人在每天遇到的无数事物中，偶尔会注意到某个事物，这个注意产生于头脑中无意识的相似比较，只有这个比较触碰到曾经情感强烈的记忆时，人才会产生注意并开始联想。这个注意是人类独有的可持续的有意识注意，也就是所谓的意识，这个联想就是人的思想意识，是由语言支撑的、有意识的显性理智思维。

人类联想的起点就是显性理智思维的出发点，产生于隐性情感思维；从联想开始，沿着思维方向，每个人的头脑中才会展开显性理智的逻辑推理，逻辑仅能保证思维方向的单一性。人的思维方向就是人的情感价值倾向，也就是人的情感取向，或称意向性。比如有些人的情感倾向很阳光，有些人的情感倾向很阴暗；有些人认为利最重要，有些人认为义最重要；有些人遇事会往积极的方向去想，有的人遇事会往消极的方向去想。

联想起始点也就是直觉，由于直觉产生于无意识情感思维，人们一直感觉很神秘。人在遇事后无意中关联到的记忆，就是在头脑已有的数个相关记忆中，曾给自己带来最强情感冲击（正负价值最高）的记忆，或最常用（还是价值最高）的熟悉记忆。如果这个记忆的情感足够强烈，就会引发注意，这个记忆就是联想的出发点或联想。这也就是在遇到同样的事物时，不同的人会有不同联想的原因。因为在此之前，不同的人有过不同的人生经历与感受积累，就会具有不同的情感思维，从而带出不同的理智思维。

联想既有顺序推论，也有倒序推论，既有可行推论，也有不可行推论，既有归纳也有演绎，既有猜测、假设也有追问。猜测就是对依据重要性顺序联想到的数个假设（可能），进行的推论。追问就是要追究为什么的为什么的为什么，就是寻找原因的原因或前提的前提，也是对猜测进行的猜测。

在逻辑推理的过程中，人类还会相继产生一些与某节点相关的联想。有些人的所谓逻辑混乱，其实不一定发生在推理当中，很多情况的原因就是，他们在这些节点上的联想，偏离了论证应该行进的方向或最重要的方向。也就是说，他们的情感倾向，偏离了最有实际价值的方向。也就是俗称的，“分不清孰重孰轻”。

人类的理解就是把新遇到的事物、观念或理论与自己记忆中的相似知识进行比较，这个比较既牵涉情感思维也牵涉理智思维，进而形成记忆中原有知识对于新遇见识的解释。解释通了就是理解了，解释不通就是没理解。对于深刻问题，只在表面解释通了属于简单理解，能够深入数层的解释属于深刻理解。每个人最原始的知识，形成于婴儿时期亲身实践的感受。

人类的理智思维依赖于概念，概念的原始出处就是动物的归类行为。虽说人类的理智思维依托于概念，但是每次理智思维的起点并非是由概念开始的，也不是严格按照概念分类的脉络行进的。正如上面所说，人类思维的起点和方向都取决于隐性情感思维，人的情感在思维中起着决定性的重要作用，甚至作用到理智推理当中的各个节点。

由于情感是人的价值体系，实际上人的思维归根结底是对价值的判断。任何价值（意义、贡献、重要性）都是相对于参照物而言的，不存在任何绝对的价值。情感价值的参照物是每个人自己，对自身而言，能够形成强烈快感或痛感（感觉、感受、情感）的价值就高，感觉不强烈的价值就低，还有很多不能形成感觉的，就是没有价值。

然而，人的情感时常也会欺骗人。因为人的产生情感的依据是情感价值观，价值观的正确与否决定了一个人感觉的对错，此外，即使价值观正确，人们也会受到眼前暂时小利或威胁的诱导，因而产生错误的感觉，再或者有些人根本就看不到长远或重大的利益或威胁。

上述这些观念，正是哲学几千年没有搞清楚的哲学的根本问题。因此也使得人工智能，只能在黑暗中摸索，甚至即使摸到了，也不知其所以然。今天的人工智能，的确是在模仿人类的思维，也确实一步一步地验证了如上所述的人类思维。
2、机器思维

通常研究哲学的人搞不懂人工智能包含的深奥科技，而人工智能的研究者更多的是专注人工智能框架下的解决方案和技术突破。两边都很少有人，深入探讨双方实质上可能靠拢的途径。现在我们不妨仔细提炼一下，把人工智能所做的工作与人类的思维，在更抽象的层面上进行一下高层对接。

总的来说人工智能是，先将某些事物的要素及其关系数字化，再用各种模仿人类思考的模型及相应的算法，逼近或实现人类的智能。人工智能现在的主攻领域主要有两个，一个是深度学习，一个是强化学习。

深度学习运用的是神经网络及一些相应的算法，各类算法解决了数据要素提取与筛选，也成就了神经网络的学习过程。神经网络模拟了人类大脑神经元的网络结构，神经网络的学习过程模仿了，人类学习中的反复摸索和无意识归纳。神经网络经过学习，就可以找出各要素对于学习目标的价值（权重）了。这些权重虽然未必被显示出来，但实际上它们已经存在了，并会在以后的辨别中发挥决定性作用。

深度学习主要是归纳探索，事物某方面特性的各个相关决定性要素，以及各要要素之间的关系，也就是归纳各个决定性要素对于形成事物某特性（目标）的贡献、意义或价值（权重）。深度学习就是学习各要素对于已知目标的重要性（权重），最终找到并记住最重要的各个决定性要素及其相关价值（权重）。

强化学习就是，模拟了人类以感受奖惩学习成果的奖励机制，抽象出来的模型。深度强化学习运用神经网络、算法和强化学习模型，把各种算法运用于数据要素的提取与筛选、神经网络和强化学习模型，将所有策略路径到达目标后的最终奖励，合理分布到其每一步动作上，得到每一步动作应得的奖励，也就得到了每一步动作对于目标实现的价值。

强化学习主要是依据一系列策略路径完成后的得失（奖惩），探索各种策略发展路径上每一步决策或动作的利弊，从而对比确定某个事件的最佳策略发展途径。强化学习就是演绎探索各种可能策略路径上的每步动作，对于目标得失的重要性或贡献。最终发现并记住，最佳策略路径以及沿途所有动作或决策。

从对深度学习与强化学习的抽象中不难看到，深度学习与强化学习的实质与情感思维高度一致，它们都是围绕达成目标的要素和目标与要素间的关系（权重），进行的运算或思考。人工智能之所以成功，也正是因为它恰好踩到了“价值”，这一人类隐性情感思维的核心逻辑之上。

行为主义学习理论应用:
When teaching new movements to students, it is necessary to make use of intuitive means as far as possible, such as front demonstration, back demonstration and side demonstration to help students form as much intuitive information as possible in the brain, so that the new movements can be connected with the old movements and help students to reproduce the movements they have learned.
认知主义学习理论应用:
The transformation law, distributive law and associative law in algebra are the basic structure of this subject, and the students in the lower grade of primary school can fully grasp these basic principles. In fact, when playing on a seesaw in kindergarten, children learn that if someone is heavier than them, they have to move back. If the other person is lighter than you, you have to move forward, otherwise you can't play on the seesaw. Based on this principle, Bruner designed a balance like the one pictured here that allows eight-year-olds to master the basic structures of algebra with the help of manual manipulation, visual imagery and symbols.

人本主义学习理论应用：（1） Pay attention to the inner world of learners
Humanistic learning theory focuses on learners' cognitive, emotional, interest, motivation, potential intelligence and other psychological activities in the teaching process, and advocates putting oneself in the learner's shoes. Make learners feel the fun of learning, and then devote themselves to learning.
（2） Positive and optimistic attitude towards learners
Humanistic psychologists oppose the traditional educational goal of forcing learners to adapt to school and do not attach importance to the overall development of the whole person; It is advocated that education objectives should point to learners' creativity, purpose and significance, which requires teachers to fully respect, understand and understand students, create a free, relaxed and happy learning atmosphere, stimulate students' learning enthusiasm, and promote students' learning and growth.
（3） Pay attention to teachers' attitude and teaching style
Humanistic psychologists attach importance to the role of teacher-student relationship, classroom atmosphere and mass motivation, especially to urge teachers to pay more attention to and study issues involving interpersonal relationships and feelings, such as self-concept and self-respect.
构建主义学习理论应用：1、 Cooperative learning
Cooperative learning is one of the important ways for students to build knowledge. During the learning process, students reach a learning state of expressing their views and brainstorming through discussion, exchange and argument with teachers or classmates. The process of cooperative learning can not only stimulate students' thirst for knowledge and enthusiasm for learning, but also feel the joy of acquiring knowledge.
2、 Situational teaching
Situational teaching refers to teaching in the form of establishing knowledge learning in some real situations. In this way, students can well connect knowledge with practical problems, learn to find problems in reality, analyze problems, and find ways to solve problems.
3、 Inquiry learning
In the process of teaching, teachers should drive students' enthusiasm for autonomous learning and exploring new knowledge, guide students to actively participate in learning, and cultivate students' learning skills by constantly exploring and solving problems.
4、 Scaffolding teaching
Scaffold teaching is actually an auxiliary teaching for students, providing them with certain help and helping them complete some difficult teaching content. With the improvement of students' ability, assistance will be gradually reduced, and students will gradually develop the habit of completing tasks independently.

原因：1.追求完美主义

2.高估自己能力

3.认为时间充裕

4.自己就想偷懒

5.意志力不够强

解决方案：

1. 降低心理预期，减轻心理压力。从易到难法：不要一开始就给自己设置太高要求，可以先从简单的入手，设置分期要达成的目标，逐渐提高难度，通过延长时间线的方式，完成一些难以立刻达成的任务。“三只青蛙法则”： 一天最多做三件大事。我们之所以拖延，在于想得多，做得少，什么都想做，但是什么都没做好。如果把每天要做的事情控制在三件事以内，相信执行的难度会降低数倍，完成的质量也会得到提高。需要注意的是，每天晚上睡觉前想好第二天要做的三件大事，提前准备，否则当天再想太浪费时间。接受不完美，才能完美：敢于承认自身的缺点，能在认知上迈出一大步，帮助我们更快地迭代学习，实现目标。2. 组建学习小组，相互督促激励。可以通过组建学习小组的方式，营造学习氛围，与同伴相互监督和激励，增强学习的动力，提高学习效率。3. 加强时间管理，制定任务清单。充分利用碎片化时间：比如等车或乘车的时候，可以听英语听力或听书，达成一些需要听力的学习计划。碎片化时间因人而异，关键是找到适合自己做的事情，再加以利用，就能提高学习效率啦。制定任务清单：对时间进行合理的分配和规划，并按计划执行。

行为主义的应用：1.In the daily teaching activity,we always use the homework to strengthen the connection between the knowledge and the application,when the students do well in the homework,we can give them some rewards,it is a kind of positive reforcement to students.
2.认知主义的应用
In the teaching process, pay more attention to the psychology of students, rather than just promote student learning from external reasons。

行为主义学习理论应用:
When teaching new movements to students, it is necessary to make use of intuitive means as far as possible, such as front demonstration, back demonstration and side demonstration to help students form as much intuitive information as possible in the brain, so that the new movements can be connected with the old movements and help students to reproduce the movements they have learned.

认知主义学习理论应用:
The transformation law, distributive law and associative law in algebra are the basic structure of this subject, and the students in the lower grade of primary school can fully grasp these basic principles. In fact, when playing on a seesaw in kindergarten, children learn that if someone is heavier than them, they have to move back. If the other person is lighter than you, you have to move forward, otherwise you can't play on the seesaw. Based on this principle, Bruner designed a balance like the one pictured here that allows eight-year-olds to master the basic structures of algebra with the help of manual manipulation, visual imagery and symbols.

行为主义学习理论应用:
When teaching new movements to students, it is necessary to make use of intuitive means as far as possible, such as front demonstration, back demonstration and side demonstration to help students form as much intuitive information as possible in the brain, so that the new movements can be connected with the old movements and help students to reproduce the movements they have learned.
认知主义学习理论应用:
The transformation law, distributive law and associative law in algebra are the basic structure of this subject, and the students in the lower grade of primary school can fully grasp these basic principles. In fact, when playing on a seesaw in kindergarten, children learn that if someone is heavier than them, they have to move back. If the other person is lighter than you, you have to move forward, otherwise you can't play on the seesaw. Based on this principle, Bruner designed a balance like the one pictured here that allows eight-year-olds to master the basic structures of algebra with the help of manual manipulation, visual imagery and symbols.

拖延症是一种个体主观故意延迟必要完成任务的行为，会产生不良情绪和不良后果，从而影响个体身体健康和生活质量情况，主要可以分为两类，分别是有截止日期的拖延和无截止日期的拖延。
1.有截止日期的拖延，对于有明确的截止日期事件的拖延，个体明白截止日期到来前不完成任务会有很大的影响，所以，一般会在最后期限前加班加点以完成任务，最终影响完成任务质量，这种拖延，会在任务完成后，导致个体后悔沮丧的情绪。
2.无截止日期的拖延，在现实生活中还存在一些没有明确截止日期的事情，在这些事情中最重要的莫过于自身成长，这种拖延使个人成为自己人生的看客，而非生活的参与者，有因其与自身的发展息息相关，很容易造成个人终生悔恨，研究表明大部分人一生最后悔的事并非那些做错的事情，往往是自己没做过的事。
拖延的原因：1.客观因素（1）环境因素：个人难以静下心来思考自己所处的状态，容易造成长时间无意识拖延，另外由于自我管理能力不足，极易导致在面对新的挑战时以拖延来面对问题。
（2）任务的性质和特征：影响个体完成任务的情绪和选择，往往越是深奥难懂、时间限制长、对个体价值满足程度低的任务更容易拖延。
（3）情绪管理失败造成的拖延：大学以后，自我管理能力跟不上来，另外之前环境单一，影响因素少，导致很多年轻人心理调节能力以及自我管理能力不足，造成生活中容易因为一些小事放弃任务，呈现无动力、无热情、无目标的现象/。
2.主观因素
（1）人格：不同人格特征与是否拖延有很大的关系，研究表明“大五”人格中责任心和拖延关系密切，责任心是拖延的根源，责任意识缺乏导致思想行动上的懒惰和拖延，此外，情感细腻的人，更容易忧伤、焦虑、抑郁的影响的人在拖延症群体中占很大的优势。
（2）思维方式：不同的思维方式造成不同的行为，那些完美主义者，畏惧失败和依赖别人评估的人，在完成任务时更容易拖延，他们总是设想做好季度充分的准备之后开始行动，往往浪费大量的时间。
（3）自我实现感：使个体具有成功完成某项任务的能力和信念，一般而言，个体对于自我有清晰概念，但是自我效能感低的人会低估自己的能力，更容易产生难以胜任的想法会频频感到无助和焦虑，进而造成拖延。
原因总结；过于追求完美，懒散做事无计划，事情过多太忙，自我怀疑害怕失败，认为可以依赖他人，受周围环境的影响，压力过大，受电子产品影响，任务性质不同而焦虑等。
解决方案
1.转变认知：对于拖延危害和代价的认真预估，将拖延的短时的快乐与任务末完成引起的烦躁、焦虑、自责、负罪感等不良情绪相比较，拖延者应该理性分析“拖延”和“立即行动”的长远利弊，建立忍耐力，注重长远目标，明白积极完成任务的重要性。
2.勿要追求完美：战胜拖延，需要在做事情时，给自己一个较低的起点．把目标降低到在自己的承受范围内，就更愿意相信自己能够做完并且不会痛苦，也会敢于开始，敢于行动． 因此，给自己一个较低的起点去是完美主义者去战胜拖延的重要措施之一。
3.制定合理的计划：制定的计划必须合理，要做到松弛有度，既能够保证自己可以完成，又要给自己留出合理的时间去休息．然后按照左上重要不紧急，右上紧急重要，左下不重要不紧急，右下紧急不重要分清轻重缓急。
4.即刻行功：所有事情的解决都来源于行动，拖延症问题的解决也依赖于行动，只有行动来，才能去除心理负担，当全身心投入到所做事情中时，就没有时间去焦虑．培养时间观念，克服白身惰性，从态度和思想上战胜拖延。
5.少量任务：利用番茄钟法，每次以少量任务开始，可以以3分钟或5分钟开始，小任务的完成容易带给人成就感， 当你开始工作或学习时，你会更容易保持学习的状态。当一个人处于一个状态时，若没有外在因素的影响，更倾向于保持原有的状态．在进入学习或工作状态后，你会发现能够完成一些平时难以完成的任务。
6.强加限制：为了减少外在的干扰因素，可以选择在学习或工作时，可以采取关掉手机的数据连接、关机、甚至不带手机等措施，可以减少在学习和工作过程中减少外界因素的影响，专注于当前任务。（删软件）
7.培养良好的习惯：人们常常认为能够很好管理自身时间且没有拖延习惯的人是因为自控 力很强，但是事实并非如此．研究表明，人的大多数行为并非靠意志力去控制，一个人只有靠习惯才能维持个人长期良好的工作状态。
例如：在我们的日常习惯中，每天早上刷牙、洗脸的完成，对于大多数人来说不需要一点自控力，我们都能轻松完成。另外，在高中高强度的学习生涯中，我们也能长时问的坚持，并非因为自控力强，只是因为习惯的强大力量让我们维持了看起来很艰难的学习状态。因此，培养良好的习惯，对于个人的成长有重要作用，在习惯力量下，逐步完成一些看似艰难的任务。

Application of Humanistic Learning Theory

（1） Pay attention to the inner world of learners
Humanistic learning theory focuses on learners' cognitive, emotional, interest, motivation, potential intelligence and other psychological activities in the teaching process, and advocates putting oneself in the learner's shoes. Make learners feel the fun of learning, and then devote themselves to learning.

（2） Positive and optimistic attitude towards learners
Humanistic psychologists oppose the traditional educational goal of forcing learners to adapt to school and do not attach importance to the overall development of the whole person; It is advocated that education objectives should point to learners' creativity, purpose and significance, which requires teachers to fully respect, understand and understand students, create a free, relaxed and happy learning atmosphere, stimulate students' learning enthusiasm, and promote students' learning and growth.、

（3） Pay attention to teachers' attitude and teaching style
Humanistic psychologists attach importance to the role of teacher-student relationship, classroom atmosphere and mass motivation, especially to urge teachers to pay more attention to and study issues involving interpersonal relationships and feelings, such as self-concept and self-respect.

Enlightenment of constructivist learning theory on education

(1) Inquiry learning. Through meaningful problem situations, students can learn knowledge related to the problems they are exploring, form problem-solving skills and autonomous learning ability by constantly finding and solving problems.

(2) Scaffolding teaching. This means that teachers provide external support for students' learning, help them complete tasks that they cannot independently complete, and then gradually remove the support to let students explore and learn independently.

(3) Situational teaching. Situational teaching is based on authentic events or problems that are infectious. Knowledge and learning are linked with situational activities. Students should try to find, analyze and solve problems in real task situations.

(4) Cooperative learning. Cooperative learning mainly takes interactive cooperation (between teachers and students, between students) as the orientation of teaching activities, and takes learning groups as the basic organizational form to jointly achieve teaching objectives.

）人类可能学习需要20年的时间读完大学；机器却不需要，可能机器和配置的增加，可以不断的加快学习速度。

2）人可能只是一个个体，也可以分布式的处理，但是规模上存在各自的私心，而机器不会，例如：管理者和员工。

3）人的疲劳期比较明显，而且是存在各种情绪在；机器可能会有疲劳期，普遍比人更持久，而且不会有情绪，可以无数遍的迭代。
但是，机器是人工智能人工智能是相对于人的智能而言的。正是由于意识是一种特殊的物质运动形式，所以根据控制论

 理论，运用功能模拟的方法，制造电脑模拟人脑的部分功能，把人的部分智能活动机械化，叫人工智能。人工智能的本质是对人思维的信息过程的模拟，是人的智能的物化。尽管人工智能可以模拟人脑的某些活动，进行学习决策，甚至在某些方面超过人脑的功能，但人工智能不能完全替代人的意识。
人类学习是人通过与世界的互动，将世界在自己头脑中进行内化的过程。机器学习就是让机器通过大量数据的学寻找数据中的相关性。

Behaviorism learning theory has been widely used in practical teaching and educational work. Among these applications, the most influential is program teaching. Up to now, this kind of thinking from easy to difficult, active response, timely reinforcement, learning tasks and objectives specific and its emphasis on curriculum development still plays a positive role.
Behaviorism is sometimes very effective in teaching, such as memorizing English words and practicing sentence patterns. Only repeated practice can achieve the best results. But here's what happens to the students now. First of all, students don't have to think about "what to study". Every time a new term begins, new books will be delivered to you in time. Since parents and a good number of teachers care only about what everyone must learn, they have no choice but to abandon their interests and let their strengths and potential wither away. Ever since I took a bag to primary school, the learning routine has been fixed, including listening in class, answering questions, doing homework and taking tests. It is not the fault of behaviorism learning theory, but the excessive use of behaviorism reinforcement theory in the pursuit of scores in teaching, so that students form the inertia of accepting learning.
It emphasizes the important position and function of consciousness activities such as cognition, meaning understanding and independent thinking in learning.
Attention is paid to the state of preparation in learning activities. That is, the effect of one's learning depends not only on external stimuli and individual subjective efforts, but also on one's existing knowledge level, cognitive structure and non-cognitive factors. Preparation is the prerequisite for any meaningful learning.
Focus on the function of reinforcement. Cognitive learning theory regards human learning as an active process, so it attaches great importance to the intrinsic motivation and the intrinsic reinforcement brought by the learning activity itself.
Advocate the creativity of human learning. The discovery learning theory advocated by Bruner emphasizes the flexibility, initiative and discovery of students' learning. It requires students to observe, explore and experiment by themselves, carry forward the creative spirit, think independently, reorganize materials, discover knowledge by themselves, master principles and principles, and advocate an inquiry-based learning method. It emphasizes that through discovery learning, students can develop their wisdom potential, adjust and strengthen their learning motivation, firmly grasp knowledge and form innovative skills.

Behaviorist learning theory emphasizes the continuous reinforcement of stimuli, achieved through the influence of the external environment
Form a habit. For example, when children first learn languages, they do not understand the regularity and interlanguage between languages
Structural, but children's hearing, vision, and touch are very sensitive, as long as enough stimulation is given to provide learning
In the atmosphere of learning language, children can learn the language symbol system more easily, so in teaching children to learn language
At times, it is necessary to repeat and repeat reinforcement exercises so that the child reaches a conditioned response. There is also the baby just coming out
When I was born, I knew to suck the milk of my mother, which was an unconditioned reflex, but later I just needed similar milk
When the head is placed in the baby's mouth, the baby will naturally absorb it, which achieves the behaviorist conditioned reflex.
Students recognize things in their own special way of observing and thinking about things
Understand the basic structure of the discipline; Or learn
Students explore or "discover" what they should get with the help of textbooks or relevant materials provided by teachers
Conclusion or regular knowledge, developed from
Have the ability to "discover and learn".

元认知有两个基本功能:意识性和调控性。具体讲,元认知在学习策略系统中的作用有三方面:①可以使学生意识和体验到学习情景有哪些变量,并且意识到这些变量之间的关系与它们的变化情况;②可以使学生意识和体验到自己拥有哪些可供选择的学习方法,并且明了这些学习方法和学习变量之间的关系。③可以使学生根据学习的效果,客观地评价自己的学习活动和学习方法的适用性,并把对学习效果的评价作为改进自己学习的重要手段。

元认知学习策略：元认知策略是一种很典型的学习策略，也是一种精细信息加工的方法。它可以使个体在认知的基础上对认知再次进行调节和监控。它由计划策略、监控策略和调节策略三部分组成。其中计划策略是指个体提前根据学习内容，制定相应的学习计划，比如，制定学习目标、阅读相关课外书等。而监控策略是指个体在学习的过程中发现到自身的问题，比如，阅读时对注意力不集中，对学习材料没有进行思考，考试时完成试卷的速度比较慢等调节策略是指监控到学习发现问题后采取相应的方法来及时解决问题。比如，学生发现自己在学习上的问题后，他会根据学习目标及时调节他在学习中的缺点和不足。元认知策略可以对人的认知及时进行监督、干预，其实质是人对自我意识的一种控制能力。它主要被运用在学习中。因而学习者可以利用它来合理安排自己的学习，在学习养成独立自主管理的能力，
作用：学习者可以利用它来合理安排自己的学习，在学习养成独立自主管理的能力，从而更加科学的学习

1.元认知由弗拉维尔于20世纪70年代提出，又称为反审认知、反省认知、超认知、后设认知。元认知就是个体关于自己的认知过程的知识和调节这些过程的能力。元认知策略是一种典型的学习策略，指学生对自己的认知过程及结果的有效监视及控制的策略。元认知策略控制着信息的流程，监控和指导认知过程的进行，包括计划策略、监控策略（注意策略）和调节策略。
2.元认知一般包括元认知知识、元认知体验和元认知监控三个部分。元认知知识主要包括个体对自己或他人的认知活动的过程以及结果等方面的知识；元认知体验指伴随认知活动而产生的认知体验和情感体验；元认知监控指认知主体在认知过程中，以自己的认知活动为对象，进行自觉的监督、控制和调节。
3.元认知具有两个独立但又相互联系的成分：对认知过程的知识和观念与对认知行为的调节和控制，这就是元认知的作用：元认知知识是对有效完成任务所需的技能、策略及其来源的意识，即知道做什么，是在完成任务之前的一种认识；元认知控制则是运用自我监视机制确保任务能成功地完成，即知道何时、如何做什么，是对认知行为的管理和控制，是主体在进行认知活动的全过程中，将自己正在进行的认知活动作为意识对象，不断地对其进行积极、自觉的监视、控制和调节，因此，元认知控制过程包括对目前认知任务的认识、制定认知计划、监视计划的执行以及对认知过程的调整和修改。

1.AI学习过程中需要大量的数据进行学习，而人类的学习是一种小数据的学习，并不需要过多的大数据来学习一项知识。
2.AI的学习机制与人的机制的不同还在于机器与人对于不同事物关注特征不同。例如认识猫来说，人们通过几张图片就可以认识到猫有尖耳朵，长尾巴，有毛，会喵喵叫，人们就可以认定这是猫，而不是通过它的毛色来判断（毕竟很多猫的颜色也有不同的），也不会关注猫在哪里来判断这是不是猫。

Academic procrastination refers to the failure to complete academic tasks in time for many days, and the reasons vary from person to person. Students generally have the following psychological reasons for procrastinating in their studies:
First, the new learning content is complicated and difficult to understand. If the content of the study is abstract or complicated, students will find that there are many things they don't understand. They ponder over it carefully all night, but they still can't grasp it, so they have to delay the study time.
Second, it is not comprehensive. For example, there are many exams. When students repeat a content many times, they will put off their scores and think that the next review will be more important, but forget that they need to study carefully this time.

行为主义理论:
Behaviorism theory, also known as stimulus-response theory, is one of the main schools of learning theory today. In 1954, Skinner, the founder of program teaching and the American psychologist, pointed out the disadvantages of traditional teaching in the article "Science of learning and art of teaching": the stimulation or gain of students in learning.The control of control can not make students happy, or even disgust students; The number of reinforcement students receive in learning is too small and the time of reinforcement is not appropriate; The learning process is not progressive to achieve the learning objectives, and is not reasonable.Learning process. According to the current situation of teaching at that time, Skinner believed that the use of teaching machines could solve many of these problems, so many people began to be interested in teaching machines and program teaching, and determined to overcome the disadvantages of traditional teaching.
认知行为理论:
The cognitive learning theory originated from Gestalt school revived after a period of silence. Since the mid-1950s, with the creative work of a group of cognitive psychologists such as Bruner and Ausubel, the study of learning theory has entered a brilliant period since Sandek. They believe that learning is the process of forming and developing cognitive structure through active organization in the face of the current problem situation, emphasizing that the connection between stimulus response is mediated by consciousness, and emphasizing the importance of cognitive process. Therefore, the cognitive learning theory began to occupy a leading position in the study of learning theory.

一个特别大的不同是，人脑是一种典型的小数据学习机制，即在学习过程中，大多数时候不需要大量的数据输入就可以学习。机器学习是不懂因果的，他只知道相关性，这是机器学习和人类思维的最大区别。人类的大脑不像计算机，计算机也不像人类大脑。尽管计算机可以执行“神经网络”的过程，可以受到大脑神经元的启发，但它们并不是自组织和自适应的。此外，机器学习不能代替人类学习。

学习拖延的内部动机学生拖延行为产生的原因是学生或家长认为的自制力差、缺乏学习兴趣或是贪玩等那么简单。
学生学习拖延行为的主要动机为自我设阻。自我设阻是指人们针对可能到来的失败威胁而事先设计障碍以达到自我保护或自我提升的目的。当学生面临被评价的威胁时，为了保护或提高自己的自尊会做出一系列对自我成功不利的行动或措施，这就是自我设阻。
解决方案:制订详细的学习计划能有效地提高时间利用率，减少拖延行为。教师和家长应该针对学生的实际帮助他们制订一份可行的学习计划，引导学生制订计划时应紧密结合学生自身情况，不能过高也不能过低。可从短期计划入手，按时间和任务制订双向计划，并把长期目标和短期目标写清楚。每天能顺利地完成计划可以让学生随时地体验到成就感，对以后的学习活动有积极的暗示作用，从而逐渐减少拖延行为。
采用化整为零的学习方法这主要是针对较为困难或时间跨度较长的学习任务而采取的一种办法。当面临一个较为困难或是需要付出较多精力的学习任务时，由于畏难情绪的作怪，学生便迟迟不愿意动手去做。
建立及时有效的反馈机制中小学生由于其特殊的心理特点，他们内心迫切需要得到别人的回应和认同。而及时有效的反馈机制能够满足他们的这种心理需求。

學者認為元認知策略（即計劃策略、監控策略和評核 策略）是指學生對自己學習過程的有效監視和控制。 元認知 策略對學生學習很重要，因為元認知能力能把個人的知識和 思維能力提升至最高層次。 學生是否能用自己的知識、 認知策略來學習、記憶、思維與解題，都與元認知的發展有 密切關係。

The transformation law, distributive law and associative law in algebra are the basic structure of this subject, and the students in the lower grade of primary school can fully grasp these basic principles. In fact, when playing on a seesaw in kindergarten, children learn that if someone is heavier than them, they have to move back. If the other person is lighter than you, you have to move forward, otherwise you can't play on the seesaw. Based on this principle, Bruner designed a balance like the one pictured here that allows eight-year-olds to master the basic structures of algebra with the help of manual manipulation, visual imagery and symbols.

Behavioral and cognitive learning theories have a wide range of applications in various fields. Here are some examples:

Education: Behavioral and cognitive learning theories provide a foundation for instructional design and teaching practices. Teachers can use these theories to design effective learning activities, assessments, and feedback mechanisms that help students acquire new knowledge and skills.

Business: Behavioral learning theories are often used in training and development programs to help employees acquire new skills and behaviors. Cognitive learning theories are also used to design e-learning platforms and other digital learning materials.

Psychology: Both behavioral and cognitive learning theories are widely used in the field of psychology to understand human behavior, emotions, and mental processes. These theories are helpful in designing effective interventions for mental health disorders such as anxiety and depression.

Health: Behavioral learning theories are used to develop interventions to change health behaviors such as smoking, exercise, and healthy eating. Cognitive learning theories are used to develop interventions to improve health literacy and health decision-making.

Sports: Behavioral learning theories are used in sports coaching to help athletes acquire new skills and behaviors. Cognitive learning theories are used to help athletes develop mental skills such as focus, concentration, and visualization.
In summary, behavioral and cognitive learning theories have broad applications in education, business, psychology, health, and sports. These theories provide a foundation for designing effective learning activities, interventions, and programs that help individuals acquire new knowledge, skills, and behaviors.

所谓元认知策略是指控制信息的流程，监控和指导认知过程进行的策略。元认知策略是利用认知过程中获得的知识，通过确立学习目标与计划，监控学习过程和评估学习结果等手段来调节语言行为。
元认知有两个基本功能:意识性和调控性。具体讲,元认知在学习策略系统中的作用有三方面:①可以使学生意识和体验到学习情景有哪些变量,并且意识到这些变量之间的关系与它们的变化情况;②可以使学生意识和体验到自己拥有哪些可供选择的学习方法,并且明了这些学习方法和学习变量之间的关系。③可以使学生根据学习的效果,客观地评价自己的学习活动和学习方法的适用性,并把对学习效果的评价作为改进自己学习的重要手段。

一个特别大的不同是，人脑是一种典型的小数据学习机制，即在学习过程中，大多数时候不需要大量的数据输入就可以学习。
机器学习是一个算法系统，它接收输入，产生输出，然后检查输出并调整系统的原始算法以产生更好的输出。机器学习中使用的算法是已经存在很长时间的算法，例如线性回归和分类算法。通过使用预先存在的数据并调整从中学习来自动执行特定任务。
人工智能不擅长的是跳出框框进行创造和思考。不属于这一核心能力的事物包括：创造力、想象力、对事物的整体观察、艺术、运动技能、节奏、非语言交流和提示、音乐性、感觉、可视化和同理心。
人脑是一种典型的小数据学习机制，即在学习过程中，大多数时候不需要大量的数据输入就可以学习。
人类在成长、生活过程中积累了很多的历史与经验。人类定期地对这些经验进行“归纳”，获得了生活的“规律”。当人类遇到未知的问题或者需要对未来进行“推测”的时候，人类使用这些“规律”，对未知问题与未来进行“推测”，从而指导自己的生活和工作。机器学习中的“训练”与“预测”过程可以对应到人类的“归纳”和“推测”过程。
人类的智能除了相关性之外因果性，在今天的人工智能里头是没有的，机器学习是不懂因果的，他只知道相关性，所以这是机器学习和人类思维的最大区别。人还可以举一反三，比如给一个小孩看一只黄色的狗，再给他黑色的狗，小孩就知道这是狗不是猫，如果给机器看狗，输入数据全部是黑色的狗，再给一张黑色的猫的图像，机器会认为它是狗，因为机器认为狗的最重要的特征是黑颜色。

Machine learning is the process by which machines look for correlations in large amounts of data. Human intelligence in addition to correlation causality, in today's artificial intelligence is not, machine learning does not understand causality, it only knows correlation, so this is the biggest difference between machine learning and human thinking.

1. In the field of education: humanistic and constructivist learning theories are widely used in the field of education, especially in curriculum design, teaching methods and evaluation. These theories focus on students' autonomous learning and effective learning, and emphasize teacher-student interaction, inquiry and cooperative learning.

two。 The study of cognitive psychology: cognitive psychology is a discipline that studies the way of human thinking and knowledge processing, which is deeply influenced by humanism and constructivism. These theories provide a comprehensive framework for human learning and thinking for cognitive psychology.

3. Enterprise management: humanistic and constructivist learning theories are also applied in enterprise management. these theories emphasize employees' autonomous learning and innovation, and promote the importance of informal learning and practical experience.

4. Social work: social workers often use humanistic and constructivist learning theories to promote personal self-awareness and support. These theories can help social workers design personalized intervention plans to help clients achieve their goals and enhance their sense of self-efficacy.

5. Psychotherapy: in psychotherapy, humanistic and constructivist theories are widely used to help clients establish a positive self-image and change bad behaviors. These theories emphasize customers' self-exploration and reflection to help them better understand themselves and find ways to solve problems.

元认知学习策略是指用策略去学习和解决问题，而它的作用是更高效率地解决问题和提高学习速率，所以在必要时改变策略和制定策略是有助于我们学习的

人文主义学习理论的应用：The application of humanistic educational theory in teaching practice
use
How to apply humanistic educational theory in teaching practice
On how to fully mobilize students' active participation
Subjective initiative? In my opinion, people should be reflected in classroom teaching
The humanism requires teachers to find a correct angle
Focus on one center and play two roles.
1.- angles. First of all, it is necessary to
Make an in-depth understanding of relevant principles according to students' psychological characteristics
Starting from the point of view, designing teaching links, and improving teaching quality in classroom teaching
Raise the banner of "humanism" and promote the harmonious development of individuals.
Humanistic psychology pays special attention to human emotion and courage
Gas, self-confidence, etc. Its main point is: Psychology
The research object should be "healthy people"; Growth and development are people
Innate natural tendency, in which the full development of self
Exertion and realization is one of the basic human needs; People are not
The dynamic is restricted by the environment, and people are creative and active
And make active choices for their own future; Human
Nature is nurtured by experience, unconsciousness and emotion, but not by
Determined by these factors. These basic theories are our reality
It is the starting point of "humanism" educational thought.
2. one center. "Learning" by American psychologist Rogers
The "person centered" educational thought points out that "student-centered" Teaching
Education requires teachers to have such qualities:
(1) The most basic and important attitude -- sincerity and frankness;
(2) The attitude of successfully promoting learning is to attach importance to learners,
Think they are valuable; Building a empathic understanding
Learning atmosphere.
3. two roles. The humanistic educational thought holds that people
The self - realization of human beings is a part of the continuous development of human potential
A dynamic, formative process. The main function of education is to create
Create the best conditions for everyone to achieve the best he can
Good state, help the individual to find out that he is better than his true self
Coordinated learning contents and methods to provide a good
An atmosphere that promotes learning and growth. Therefore, it is necessary to formulate
Adaptive curriculum, training as a facilitator rather than an authority
As the best teachers to achieve this educational goal
Rely on the carrier. Based on the above understanding, teachers in classroom teaching
We must play "two roles" in the process. One is the facilitator,
First, the questioner. The humanistic educator kambos thinks
As follows: "the task of teachers is not only regulation, tradition, template
Giving orders is also the process of managing existence. This corner
Color requires teachers to be promoters, promoters and helpers. " When
A good promoter of classroom teaching is an important role for teachers.
Secondly, in classroom teaching, students who have no problems do not
It is the natural result of learning and does not make students actively participate in
The teacher in the material is not a teacher. The teacher should according to the students'
Psychological characteristics and knowledge level, good at asking questions and playing
The role of a good questioner to guide students to explore and fully
Give play to their subjectivity in learning and make

原因：1）容易受环境干扰，专注力不够；（2）孩子觉得作业太多或太难，有畏难情绪；（3）缺乏时间观念和时间管理能力。
解决方案：1）身体永远比脑子先行动。
2）设定清晰具体明确的大目标，拆解为可尝到甜头的小目标。
3）认清时间，认清自己目前的定位
4）没事多和老朋友聚一聚

5）对于自己所做的事情不要产生任何抗拒心理

答：[人类在成长、生活过程中积累了很多的历史与经验。人类定期地对这些经验进行“归纳”，获得了生活的“规律”。当人类遇到未知的问题或者需要对未来进行“推测”的时候，人类使用这些“规律”，对未知问题与未来进行“推测”，从而指导自己的生活和工作。机器学习中的“训练”与“预测”过程可以对应到人类的“归纳”和“推测”过程。通过这样的对应，发现机器学习的思想并不复杂，仅仅是对人类在生活中学习成长的一个模拟。由于机器学习不是基于编程形成的结果，因此它的处理过程不是因果的逻辑，而是通过归纳思想得出的相关性结论。人脑：总结经验、发现规律、预测未来；机器学习：训练数据、建立模型、预测未知属性。]

元认知策略是一种典型的学习策略，指学生对自己的认知过程及结果的有效监视及控制的策略。元认知策略控制着信息的流程，监控和指导认知过程的进行，包括计划策略、监控策略(注意策略)和调节策略。
主要功能有意识性和调控性。意识性能使学习者明确知道自己正在干什么、干得怎样、进展如何。调控性使学习者能随时根据自己对认知活动的认知，不断作出调节、改进和完善，使认知活动能有效地向目标逼近。

behaviorism：1The first generation of instructional design (ID1) is based on the theory of line - based learning in the beginning of the program teaching. At first, it was the design of teaching machines and individual media, and then gradually expanded to the design of various media and even the whole teaching process and educational projects. After 1970s, it was widely used to guide the instructional design of computer aided instruction (CAI). It can be said that in the 1960s and 1970s, behaviorism learning theory occupied a dominant position in instructional design.
2Because behaviorism learning theory is adapted to the needs of traditional teaching methods and has been applied effectively in the teaching of motor skills such as listening, speaking, reading, writing, drawing, calculating, acting and doing, IDI under the guidance of behaviorism learning theory is still full of vitality in places where traditional teaching methods are popular and in the teaching of some motor skills today. However, due to the inherent mechanism, passivity and inefficiency of behaviorism learning theory, it brings great difficulties to the learning of complex things. In particular, its neglect of learners and their learning enthusiasm and initiative is directly contrary to the development of science, technology and education. Therefore, the second generation instructional design (ID2) under the guidance of cognitivism learning theory is rapidly developed.
cognitivism：Compared with ID1 supported by behaviorism, association-cognitivism learning theory and ID2 have a fundamental difference and development in the recognition of learners' subjective initiative, the analysis of learners' characteristics and the design of teaching strategies
The Influence of constructivist theory on educational technology
(1) Top-down teaching design
1) Carry out the teaching process from top to bottom
2) The network concept of knowledge structure
(2) Situational teaching
(3) Attach importance to social mutual assistance

Teachers are required to find an Angle, around a center, play two roles.

1. From an Angle: First of all, it is necessary to have an in-depth understanding of the relevant principles of humanistic psychology, according to the psychological characteristics of students, design good teaching links, and promote the banner of "humanism" in classroom teaching, so as to promote the harmonious development of individuals.

Humanistic psychology pays special attention to human emotion, courage, self-confidence and other aspects. Its main ideas are: the object of psychological research should be "healthy people"; Growth and development is the natural tendency of human being, among which the full play and realization of self is one of the basic needs of human being. People are not passively restricted by the environment, people have creativity, initiative and make active choices for their future; Human nature is nourished, but not determined, by experience, unconsciousness, and emotion. These basic theories are the starting point for us to realize the educational thought of humanism.2. A center. American psychologist Rogers pointed out in his "Learner-centered" education thought that "student-centered" education requires teachers to have such qualities :(1) the most basic and important attitude -- sincerity and frankness; (2) An attitude that successfully promotes learning is one that values learners and considers them valuable; Establish a learning environment of empathic understanding.3. Two roles. Humanistic educational thought thinks that self-realization is a dynamic and forming process in which human potential is constantly developed. The main function of education is to create the best conditions to encourage everyone to reach the best state he can, to help individuals find more compatible learning content and methods with his real self, and to provide a good atmosphere to promote learning and growth. Therefore, it is necessary to develop an adaptive curriculum that produces excellent teachers as facilitators, rather than authorities, to serve as the most reliable vehicle for achieving this educational purpose. Based on the above understanding, teachers must play "two roles" in the classroom teaching process. One is the facilitator. Humanistic educator Kambos believes that "the task of a teacher is not only the regulation, tradition, template and command, but also the process of managing existence. This role requires teachers to be facilitators, encouragers, helpers." It is an important role of teachers to be the facilitator of classroom teaching.

Secondly, in classroom teaching, students without problems are not the natural result of learning, and teachers who do not make students actively involved in the material are not teachers. According to students' psychological characteristics and knowledge level, teachers should be good at asking questions, play the role of questioner, guide students to explore, give full play to their learning subjectivity, let students truly realize "self", experience the happiness of learning. In this process, teachers should pay attention to the form of questions, as far as possible to meet the excitement of students, in order to arouse strong resonance, to achieve the harmony and unity of teaching and learning; Pay attention to the gradient of the problem, reflect the personality difference of the teaching object; Students should be organized to discuss in a democratic manner. As for the answers to questions, there must be biased answers, and different answers should be allowed and creative answers should be encouraged.



Constructivism (1) inquiry learning. Through meaningful problem situations, students can learn knowledge related to the problems explored by constantly discovering and solving problems, thus forming problem-solving skills and self-learning ability.

(2) Scaffolding teaching. This is when teachers provide external support for students' learning, help them complete tasks that they cannot do independently, and then gradually remove the support and let students explore learning independently.

(3) Situational teaching. Teaching that is based on real events or real problems that are contagious is called situational teaching. Knowledge and learning are associated with contextual activities. Students should try to find, analyze and solve problems in real task situations.

(4) Cooperative learning. Cooperative learning is mainly based on interactive cooperation (between teachers and students, between students) as the teaching activity orientation, with learning groups as the basic organization form, to jointly achieve teaching objectives.

1、Cognitive learning theory in education:
Some students advance very fast. Some need more time on certain subjects. When educators take their students’ existing knowledge into account, they can better support each student’s individual learning journey.
2、Examples of Psychological Theories:Maslow's Hierarchy of Needs
Maslow's hierarchy of needs theory is commonly represented by a pyramid, with five different types of human needs listed. From bottom to top, these needs are:

Physiological: Food, water, shelter
Safety needs: Security, resources
Belongingness and love: Intimate relationships
Esteem needs: Feeling accomplished
Self-actualization: Living your full potential creatively and spiritually
According to Maslow, these needs represent what humans require to feel fulfilled and lead productive lives. However, one must satisfy these needs from the bottom up, according to Maslow.

For instance, the most basic and most immediate needs are physiological. Once those are met, you can focus on subsequent needs like relationships and self-esteem.13

Piaget's Theory of Cognitive Development
Piaget's theory of cognitive development focuses on how children learn and evolve in their understanding of the world around them. According to his theory, there are four stages children go through during cognitive development:

Sensorimotor stage: This stage lasts from birth to age two. Infants and toddlers learn about the world around them through reflexes, their five senses, and motor responses.
Preoperational stage: This stage occurs from two to seven years old. Kids start to learn how to think symbolically, but they struggle to understand the perspectives of others.
Concrete operational stage: This stage lasts from seven to 11 years old. Kids begin to think logically and are capable of reasoning from specific information to form a general principle.
Formal operational stage: This stage starts at age 12 and continues from there. This is when we begin to think in abstract terms, such as contemplating moral, philosophical, and political issues.14
Freud's Psychoanalytic Theory
Still widely discussed today is Freud's famous psychoanalytic theory. In his theory, Freud proposed that a human personality is made up of the id, the ego, and the superego.15

The id, according to Freud, is a primal component of personality. It is unconscious and desires pleasure and immediate gratification. For instance, an infant crying because they're hungry is an example of the id at work. In order to get their needs met, they respond to hunger by crying.

The ego is responsible for managing the impulses of the id so they conform to the norms of the outside world. As you age, your ego develops.

For instance, as an adult, you know that crying doesn't get you the same type of attention and care that it did as an infant. So the ego manages the id's primal impulses, while making sure your responses are appropriate for the time and place.

The superego is made up of what we internalize to be right and wrong based on what we've been taught (our conscience is part of the superego). The superego works to make our behavior acceptable and it urges the ego to make decisions based on what's idealistic (not realistic).15

(1) Attach importance to learners' inner world
Humanistic learning theory focuses on learners' cognitive, emotional, interest, motivation, potential intelligence and other psychological activities in the teaching process, advocating that learners should put themselves in their shoes to make them feel the fun of learning, so as to devote themselves to learning
cooperative learning
Cooperative learning is one of the important ways for students to build knowledge. In the process of learning, students can discuss, exchange and argue with teachers or classmates to achieve a state of learning where they can express their own opinions and pool their ideas. In the process of cooperative learning, students can not only stimulate their thirst for knowledge and enthusiasm for learning, but also feel the joy of acquiring knowledge.

元认知由弗拉维尔于20世纪70年代提出，又称为反审认知、反省认知、超认知、后设认知。元认知就是个体关于自己的认知过程的知识和调节这些过程的能力。元认知策略是一种典型的学习策略，指学生对自己的认知过程及结果的有效监视及控制的策略。元认知策略控制着信息的流程，监控和指导认知过程的进行，包括计划策略、监控策略（注意策略）和调节策略。元认知策略大致可分以下三种：计划策略、监控策略和调节策略。
计划策略
计划策略是根据认知活动的特定目标，在一项活动之前制定计划，预计结果、选择策略、想出解决问题的方法，并预计其有效性，包括设置学习目标、浏览阅读材料、产生待回答的问题以及分析如何完成学习任务。
监控策略
监控策略是在认知活动进行的过程中，根据认知目标及时评价、反馈认知活动的结果与不足，正确估计自己达到认知目标的程度、水平，并根据有效性标准评价各种认知行动、策略的效果，包括阅读时对注意加以跟踪、对材料进行自我提问、考试时监视自己的速度和时间。
调节策略
调节策略是根据对认知活动结果的检查，如发现问题，则采取相应的补救措施；或者根据对认知策略的效果的检查，及时修正、调整认知策略。
元认知对策略学习所起的作用，表现在: (1)促进学生认识到自己的认知过程，知识水平和学习能力。(2) 促进学生对学习情境变化的敏感。(3) 诱导学生考虑在特定的学习情境下，哪些学习方法与自己的学习能力、学习特点最相适应，从而选择最佳的学习方法。(4)使学生能够客观地评价自己的学习成绩，并相应的调整自己的学习方法。

行为主义：1. The initial attempt of the first generation of instructional design (ID1) was based on behavioral learning theory in program teaching. Initially, it was the design of teaching machines and individual media, but later gradually expanded to the design of multiple media and even the entire teaching process and educational projects. After the 1970s, it was widely used to guide the instructional design of Computer Aided Instruction (CAI). It can be said that in the 1960s and 1970s, behaviorist learning theory dominated instructional design.
2. The theoretical guidance of behaviorist learning theory to ID1 is mainly achieved by emphasizing the principle of external objective stimuli. It treats the teacher's "teaching" as an objective stimulus, placing it in the position of "S" in the S-R, and the learner in the position of "R" receiving stimulation and passive response. D1 takes this as a basis, placing the teacher's "teaching" at the center of instructional design, while the learner is in the position of being taught and controlled.
3. Due to the adaptation of behaviorist learning theory to the needs of traditional teaching methods and the obvious application effects in the teaching of movement skills such as listening, speaking, reading, writing, drawing, calculating, and acting, ID1 under the guidance of behaviorist learning theory is still full of vitality today, in places where traditional teaching methods are popular and in the teaching of some movement skills. However, due to the inherent mechanical, passive, and inefficient nature of behaviorist learning theory, it has brought greater difficulties to the learning of complex things, especially its neglect of learners and their learning enthusiasm and initiative, which directly contradicts the development of science, technology, and education. Therefore, cognitive learning theory and the second generation instructional design (ID2) under its guidance have rapidly developed.
认知主义:1. Constructivism learning theory is a significant change and development in nature compared to behaviorism and connectionism cognitive learning theory. It transcends objectivist epistemology, elevates the cognitive role of learners to a critical position, establishes a constructivist epistemology, and advances ID1 and ID2 centered on "teaching" to ID3 centered on "learning". Constructivist learning theory and D3 under its guidance have had a significant impact at home and abroad, as they adapt to the current direction of social education and teaching reform and development, and are supported and guaranteed by the development of modern educational technology.
2. The Influence of Constructivism Theory on Educational Technology (1) Top-down Teaching Design
1) Start the teaching process from top to bottom
2) Network Concept of Knowledge Structure 2) Situational Teaching 3) Emphasizing Social Mutual Assistance
3. Principles of instructional design in a constructivist learning environment
(1) Emphasize student focus
(2) Strong "context" plays an important role in meaning construction (3) Strong "collaborative learning plays a key role in meaning construction (4) Strong design of learning environment (not teaching environment)(5) Emphasize the use of various information resources to support "learning" (rather than "teaching") (6) Emphasize that the ultimate goal of the learning process is to complete meaning construction (rather than achieve teaching goals)

人类和机器学习都能产生知识，但两者之间的差别很大。

学习是获得新的或加强已有的知识、行为、技能或价值观的行为。“人类有学习的能力，然而随着人工智能的进步，机器学习已经成为一种资源，它可以增强甚至取代人类的学习，”工程师兼心理学家Peter Rudin对Singularity2030网站说。

Rudin说，人类和机器学习都能产生知识，但一个产生于人类大脑，而另一个则产生于机器。

但这真的是这两者之间唯一的区别吗？而且，更重要的是，我们该如何运用哪些知识？该如何平衡这些知识资源以获得最佳的结果？

机器学习已经成为人工智能研究领域一个快速增长的分支。所谓的神经网络软件的应用，模仿人类大脑的功能，使用大量低成本的硬件资源，为解决那些目前只能依赖于人脑的问题提供了可能性。庞大的数据池（大数据）包括医疗或金融信息、图片库或关于客户行为的信息，这些信息都是用不同类型的高度复杂的算法处理的，这些算法可以在没有传统编程的情况下产生数字知识。尽管计算机可以执行“神经网络”的过程，可以受到大脑神经元的启发，但它们并不是自组织和自适应的。

Constructivism emphasizes the situational nature of learning, which links knowledge, learning, and situational social practice activities.
Humanistic learning theory focuses on learners' psychological activities such as cognition, emotion, interest, motivation, and potential intelligence in the teaching process, and advocates putting oneself in the learner's shoes. To enable learners to feel the joy of learning and devote themselves to learning.

1.Behavioral goals, concretizing learning goals, providing learning ability tests, such as exams, quizzes, rewards, and practice sequences
2. Cognitivist learning emphasizes the active participation of learners in the learning process (self-planning, self-cognition), such as task analysis, line drawing, summary, synthesis, analogy

如果说得细致一点，那就可以引入行为主义的思路，寻找刺激（任务）和行为（拖延）之间的联结，以及短期结果对行为的强化。首先说刺激（任务）的性质，如果是因焦虑而引起的拖延，这些任务通常是对自己非常重要的，不得不完成的，繁杂或困难的，不知道从何入手的，挑战自己能力的，这样一类特点。
可以进行正向反馈

学习拖延的原因：1.害怕失败 2.也许你是个夜猫子 3.也许你是完美主义者 4. 你想做出最好的决定 5.你在自我怀疑中挣扎 6.没有练习过正念
解决方案：1.练习正念
2.学会做“计划本”，把计划列得尽可能详细以及留给自己查漏补缺的空隙时间
3.遵从两个原则：砍掉预备工作；不要思考（不留给大脑找理由的机会）
4.行为切割：在一件事情中找到最容易卡住的步骤，将它切割成要么机械(不用动脑）要么快速的最小行为单元。

人本主义：(1) To systematically learn the indirect knowledge and experience of human beings; (2) Under the guidance of teachers, in a purposeful and organized way; (3) To promote the all-round development of students, students should not only learn knowledge and skills, but also develop intelligence, behavior habits, moral character and healthy psychology; (4) Students' learning has a certain degree of passivity.
建构主义学习理论：(1) Scaffolding teaching

Scaffolding teaching is proposed based on Vygotsky's theory of the zone of proximal development. The so-called "scaffolding teaching" refers to that teachers complete some teaching activities together with learners to provide external support for learners to participate in the activities, giving way to students' independent activities, until finally the scaffolding is completely removed. The role of teachers in teaching activities is to provide an environment for learners to cooperate and interact with adults and peers. With the guidance and help of teachers, children can do what they can't do independently and try to solve problems they can't solve independently.

(2) Cognitive apprenticeship

Cognitive apprenticeship refers to that learners with less knowledge experience participate in some real activity under the guidance of experts, so as to acquire knowledge and skills related to the activity. Teachers can act as "masters" to demonstrate and guide students' cognitive activities in the field, and students can gradually gain more insight into the knowledge and problem-solving strategies used by experts in the actual activities.

(3) Anchored teaching

Constructivism emphasizes the situational nature of learning. Knowledge, learning and situational social practice are linked together. Anchoring refers to linking a learning activity to a meaningful situation in which students learn in a real problem situation. In learning, learners first see a problem situation and try to understand the phenomena and activities in the situation by using their original knowledge. On this basis, teachers gradually guide them to form some concepts and understandings, and then let them experience and think about the problem in their own way of understanding.(4) Generative learning

Generative learning was proposed by Whitlock, an American scholar. He believed that learning is a process in which learners generate the meaning of information, which is realized through the interaction between the original cognitive structure and the sensory information received from the environment. The occurrence of learning depends on the learner's existing relevant experience. In order to generate an understanding of the perceived thing, the learner always needs to combine with his previous knowledge experience. In addition, the human brain does not passively record input information, but actively constructs the interpretation of information. Therefore, generative learning conforms to the content of constructivist student view, students do not walk into the classroom with an empty head; It also conforms to the active constructivism of students' learning in the constructivism view of learning.

Applications of the humanistic learning throry:
1.Pay attention to the inner world of learners
Humanistic learning theory focuses on learners' cognitive, emotional, interest, motivation, potential intelligence and other psychological activities in the teaching process, and advocates putting oneself in the learner's shoes. Make learners feel the fun of learning, and then devote themselves to learning.
2. Positive and optimistic attitude towards learners
Humanistic psychologists oppose the traditional educational goal of forcing learners to adapt to school and do not attach importance to the overall development of the whole person; It is advocated that education objectives should point to learners' creativity, purpose and significance, which requires teachers to fully respect, understand and understand students, create a free, relaxed and happy learning atmosphere, stimulate students' learning enthusiasm, and promote students' learning and growth.
3. Pay attention to teachers' attitude and teaching style
Humanistic psychologists attach importance to the role of teacher-student relationship, classroom atmosphere and mass motivation, especially to urge teachers to pay more attention to and study issues involving interpersonal relationships and feelings, such as self-concept and self-respect.
Applications of the constructivist learning theory:
1. Cooperative learning
Cooperative learning is one of the important ways for students to build knowledge. During the learning process, students reach a learning state of expressing their views and brainstorming through discussion, exchange and argument with teachers or classmates. The process of cooperative learning can not only stimulate students' thirst for knowledge and enthusiasm for learning, but also feel the joy of acquiring knowledge.
2.Situational teaching
Situational teaching refers to teaching in the form of establishing knowledge learning in some real situations. In this way, students can well connect knowledge with practical problems, learn to find problems in reality, analyze problems, and find ways to solve problems.
3. Inquiry learning
In the process of teaching, teachers should drive students' enthusiasm for autonomous learning and exploring new knowledge, guide students to actively participate in learning, and cultivate students' learning skills by constantly exploring and solving problems.
4.Scaffolding teaching
Scaffold teaching is actually an auxiliary teaching for students, providing them with certain help and helping them complete some difficult teaching content. With the improvement of students' ability, assistance will be gradually reduced, and students will gradually develop the habit of completing tasks independently.

人本主义学习理论的应用：(1) Attach importance to learners' inner world
Humanistic learning theory focuses on learners' cognitive, emotional, interest, motivation, potential intelligence and other psychological activities in the teaching process, advocating that learners should put themselves in their shoes to make them feel the fun of learning, so as to devote themselves to learning
(2) Have a positive and optimistic attitude towards learners
Humanistic psychologists oppose the traditional educational goal of forcing learners to adapt to school and neglecting the all-round development of the whole person. It is advocated that the goal of education should point to the creativity, purpose and significance of learners, which requires teachers to fully respect, understand and understand students, create a free, loose, happy learning atmosphere, stimulate students' learning enthusiasm, so as to promote students' learning and growth.
(3) Attach importance to teachers' attitude set and teaching style
Humanistic psychologists attach importance to the teacher-student relationship, classroom atmosphere and the role of mass dynamics, especially urging teachers to pay more attention to and study interpersonal relations and interpersonal feelings, such as self-concept and self-respect.
建构主义学习理论作用1.cooperative learning
Cooperative learning is one of the important ways for students to build knowledge. In the process of learning, students can discuss, exchange and argue with teachers or classmates to achieve a state of learning where they can express their own opinions and pool their ideas. In the process of cooperative learning, students can not only stimulate their thirst for knowledge and enthusiasm for learning, but also feel the joy of acquiring knowledge.
2. situational teaching
Situational teaching refers to the teaching of knowledge learning based on some real situations, so that students can well connect knowledge with practical problems, learn to find problems in reality, analyze problems, and find ways to solve problems.
3. Inquiry learning
In the process of teaching, teachers should motivate students to study independently and explore new knowledge, guide students to actively participate in learning, and cultivate students' learning skills by constantly exploring and solving problems.
4. scaffolding teaching
Scaffolding teaching is actually to carry out auxiliary teaching for students, provide certain help for students, assist students to complete some difficult teaching content. With the improvement of students' ability, the assistance should be gradually reduced, so that students can gradually develop the habit of completing tasks independently.

1.学习拖延的办法？
找到人和自己一块学习
找人监督
每天制定任务，完成任务奖励自己

. Emphasizing the subjective value of individuals in learning activities fully affirms the learners' conscious initiative.

2. Emphasize the important position and role of conscious activities such as cognition, meaning understanding, and independent thinking in learning.

3. Emphasized the readiness of individuals in learning activities. The effectiveness of a person's learning not only depends on external stimuli and individual subjective efforts, but also on their existing knowledge level, cognitive structure, and non cognitive factors. Preparation is the foundation of any meaningful learning.

学习拖延的原因有一·因为懒，一而再再而三的拖延直至形成坏习惯。二·不愿意主动解决学习上的难题，选择逃避，害怕吃苦能躲就躲。三·盲目乐观。解决方案：一·节约时间学习任务立马完成。二·制定学习闹钟，提前拟定好学习任务完成的时间。三·明确学习目标，主动减少学习干扰因素。

1. 原因：
（1）宽松的截止日期：就像暑假作业一样，不到最后一刻坚持不做！或者如果老师没有限制最后期限，也不给迟交作业的学生任何惩罚，那么学生会不再认真对待。
（2）对作业无从下手：就像做数学功课一样，因为不会所以不想做，也不知道从哪里开始，而且要花很大量的时间，还倒不如先做其他的。
（3）不佳的学习惯例：就像在放学后想休息一下，有时打开电视或者玩起手机，一开就很难将电视或手机关上，有魔力啊！
（4）没有好的学习环境：如果你的室友都把论文早早都写完了，就你一个没写，就感觉有压力，自然而然就快快写完了。
（5）完美主义和对失败的恐惧：害怕被批评，担心自己的作业做得不正确。
（6）时间安排不恰当：课外活动安排太多，好像生活被一连串的义务和琐事牵绊，几乎没有休息时间，所以想拖延一下创造“空闲时间”。
（7）学习抵触：一心只想着玩，根本没心学习。而且把作业都想成是家长老师强迫他们完成的，就会有拖延的反叛形式。
2. 解决方案：
（1）找一个一起学习的好伙伴，互相督促对方，最好跟成绩好的同学一起，能学习他自律的学习方法之余，还能解决不会的问题。
（2）把握好时间，适当地减去一些课外活动，充实自己的同时，不要忘了自己的学业，现阶段的我们，还是以学习为主。
（3）改善学习环境，建议可以去图书馆学习，看见别人都在学，自己不学就不合人群啦！
（4）尽量集中注意力，把手机放到一边，或者可以学两个小时，奖励自己玩十分钟手机，一定要自律！

元认知由弗拉维尔于20世纪70年代提出，又称为反审认知、反省认知、超认知、后设认知。元认知就是个体关于自己的认知过程的知识和调节这些过程的能力。元认知策略是一种典型的学习策略，指学生对自己的认知过程及结果的有效监视及控制的策略。元认知策略控制着信息的流程，监控和指导认知过程的进行，包括计划策略、监控策略（注意策略）和调节策略。
元认知有两个基本功能:意识性和调控性。具体讲,元认知在学习策略系统中的作用有三方面:①可以使学生意识和体验到学习情景有哪些变量,并且意识到这些变量之间的关系与它们的变化情况;②可以使学生意识和体验到自己拥有哪些可供选择的学习方法,并且明了这些学习方法和学习变量之间的关系。③可以使学生根据学习的效果,客观地评价自己的学习活动和学习方法的适用性,并把对学习效果的评价作为改进自己学习的重要手段。

1.人本主义学习理论应用：The non-guided teaching mode determines the hierarchical teaching mode according to the actual situation of students, establishes the status of students as the main body, and changes the traditional teaching mode
2.建构主义学习理论应用：He advocates providing learners with diverse teaching strengths and knowledge representations in the classroom, such as enriching students' speech content in advance when teaching a certain content

含义：
元认知由弗拉维尔于20世纪70年代提出，又称为反审认知、反省认知、超认知、后设认知。元认知就是个体关于自己的认知过程的知识和调节这些过程的能力。元认知策略是一种典型的学习策略，指学生对自己的认知过程及结果的有效监视及控制的策略。元认知策略控制着信息的流程，监控和指导认知过程的进行，包括计划策略、监控策略（注意策略）和调节策略。
作用：
元认知策略有助于学生计划、监控、评价、反思和调整学习过程，提升自主学习能力。
认知策略有助于学生采用适宜的学习方式、方法和技术加工语言信息，提高学习效率。

元认知由弗拉维尔于20世纪70年代提出，又称为反审认知、反省认知、超认知、后设认知。元认知就是个体关于自己的认知过程的知识和调节这些过程的能力。元认知策略是一种典型的学习策略，指学生对自己的认知过程及结果的有效监视及控制的策略。

．（一）生理原因
不少家长想当然地以为，拖延症只是隶属“坏习惯”范畴，但诸多研究表明它也有可能是生理原因造成的。符欣说，在大脑功能分区中，与计划、控制、注意力和执行有关的脑区，是大脑前额叶皮层功能区。当这部分区域功能受损或不活跃的时候，大脑排除杂扰事物的能力就会降低，注意力也会严重受到影响，做事效率会显著降低。如果孩子的运动协调能力、注意力以及反应能力比同龄人逊色，一个最直接的后果便是无论做什么事情都仿佛“慢半拍”。
如果孩子在运动协调能力、注意力和反应能力方面 ，明显比同龄人逊色，那么父母应该让孩子多参加诸如跳绳、打球、下围棋或者游泳等运动，刺激孩子神经末梢和协调功能的发育。对于这样的孩子，父母不应该给孩子下达过多的学习任务，而是应该鼓励孩子多运动，同时可在睡前对孩子进行全身按摩。
（二）心理原因
总是拖拉的孩子，通常不快乐。符欣分析指出，凡事拖延的孩子，往往有一个性格急躁、期望值高和控制欲强的父母。在教育孩子的过程中，这些父母总是不断地在“督促”和“强制”孩子完成既定目标，很少给孩子选择的机会。面对强势的父母，孩子很无助，只能将拖沓作为无意识隐性对抗语言，不断给自己心理暗示“我斗不过你，但是可以拖”，并由此强化了自己的拖拉行为。
1630215612455366.png想让孩子不把“拖沓”当武器，在符欣看来最为重要的就是培养孩子的自我意识和责任心。孩子的自我意识，在于尊重孩子和给孩子选择权。孩子的责任感，表现在他能主动、有效地完成与他有关的事情。这种责任感的培养，不应该到了小学阶段写作业的时候才开始强调，而是应该从孩子更小的时候开始。责任感的培养，并不是不断地给孩子下达指令或者提要求，首先是要在跟他们有关系的事情上让他们有发言的机会，并让他们学会自己选择。对待孩子的事情，父母正确的行为态度应该是“你的事情要你自己完成，你有很多选择，但每一种选择会有不同的结果，你必须自己承担”。如果在孩子写作业的问题上，你一直喋喋不休，孩子往往会把“拖延做事”作为手中的武器来与你进行软对抗。反过来，如果你从一年级的时候开始，便把写作业的事情交给孩子，孩子慢慢地便学会自己去掌控时间。
（三）行为原因
有的时候，孩子拖拉只是单纯行为层面的。但是，在拖沓的行为背后，其客观的原因往往缺乏时间观念，缺少计划性和做事没有条理，又或者无论做什么事情都注意力没法集中。如果一个孩子没有时间观念，他就意识不到用两小时的时间做完原本一个小时就可以完成的作业，是一种不当行为或者会带来某种损失。当孩子没有计划性或者做事没条理，不能很好把握事情的重点和节奏，那么势必效率会大大降低。此外，如果孩子写作业时，环境嘈杂，总是面对这样那样的诱惑，自然难以专注于完成作业这个既定目标。
面对孩子的拖拉行为，父母一定要明确一定的界限，让孩子意识到，哪些行为是可以接受的，哪些是不可以接受的，一旦孩子出现越界行为，必须要给予合理的惩戒，以提高孩子的行为自律性。以培养“准时”为例，可以给孩子一个现实的时间限制，把守时的任务交给他们自己：“离上学还有10分钟”、“准备好书包，5分钟后出门”等等。这种简短陈述的目的是要告诉孩子，我们希望，也认为他们会准时。始终用这种正面的预期方式，才可望当孩子觉得仓促时，他们会自己抓紧时间。如果孩子写作业磨蹭，那么不断地嚷嚷是不可取的，正确的做法是自己不急，让孩子急。如果孩子没有完成作业，老师肯定会问他原因。当孩子得到教育后，就会认识到磨蹭带来的害处，第二天就会加快速度。
二、拯救拖拉孩子实战小技巧
1、任务重组
有了拖延症的孩子，很难短时间内通过自我束缚来改变拖拉的行为，作为父母可以通过心理学层面的“任务重组”策略来帮助孩子克服拖延症。比如说，尽量缩小设定任务与完成任务之间的时间距离。以写作业为例，过去如果你规定孩子2小时完成作业，他总是完不成。那么，从现在开始，你可以让他半小时做4道题或者5道题，目标明确的短期项目，往往比长期的开放型任务更容易被及时完成。
2、增加计时性活动
有的时候，孩子拖拉原本只是因为学习压力大或者对所做的事情不感兴趣，但如果这种拖拉变成习惯，便会蔓延到所有的事情之上。因此，想要让孩子拖拉的事情变得有效率，可以从孩子感兴趣的事情入手。比如说，让孩子在半小时内做一个绿豆冰棍。在孩子做冰棍之前，先规划一下流程，并预估一下每一个流程需要多少时间，以增强孩子的时间观念。此外，还可以增加一些速度性游戏，让孩子意识到：原来我竟然可以这么快！
3、改变评价角度
不要总是埋怨孩子，你老是这么“拖拉”。在提醒孩子时，少说“你很慢”，而是有意识地强调“你可以快起来”。为了加强孩子对“快”的认知，闲暇时可以多和孩子玩计时性竞赛游戏，比如说比赛看谁穿衣快、比赛谁出门快等，同时不妨多让孩子赢。“你比我更快”的结果，作为一种非常有激励意义的评价，对于孩子改变拖延症而言往往比上百句“孩子，你太慢了”要管用。
4、给时间设定明确界限 1630215706222123.jpg
当孩子有了既定任务，父母只需要给他一个到什么时间完成什么任务的节点表，然后提前5分钟提醒他进入“执行”状态，并且在时间节点到来前提醒他一次，让他自由支配自己的“工作”节奏。其实，无论孩子还是大人，没有谁会喜欢自己的行为突然被强行制止。所以，你可以考虑利用一个闹钟或是计时器什么的来帮助你。如果孩子年龄较小，尽量避免说“待会儿”、“很快”这些字眼，而应该明确为“10分钟”后或者“5分钟”后等。

行为主义学习理论应用:
When teaching new movements to students, it is necessary to make use of intuitive means as far as possible, such as front demonstration, back demonstration and side demonstration to help students form as much intuitive information as possible in the brain, so that the new movements can be connected with the old movements and help students to reproduce the movements they have learned.
认知主义学习理论应用:
The transformation law, distributive law and associative law in algebra are the basic structure of this subject, and the students in the lower grade of primary school can fully grasp these basic principles. In fact, when playing on a seesaw in kindergarten, children learn that if someone is heavier than them, they have to move back. If the other person is lighter than you, you have to move forward, otherwise you can't play on the seesaw. Based on this principle, Bruner designed a balance like the one pictured here that allows eight-year-olds to master the basic structures of algebra with the help of manual manipulation, visual imagery and symbols.