Z说要引水思源，学习一样东西的时候，也别忘了给你这样东西的人。
最近天天研究Gagne,也该对他有所了解吧。
Robert Mills Gagne
Born in 1916 in North Andover, Massachusetts, Gagne attended Yale University where he obtained an A.B. in 1937. He received his Ph.D. in psychology from Brown University in 1940 and taught at Connecticut College for Women from 1940-49 and at Pennsylvania State University from 1945-46. From 1949-58 Gagne was research director of the perceptual and motor skills laboratory of the US Air Force, at which time he began to develop some of the ideas that would go into his comprehensive learning theory called the "conditions of learning". His research on military training problems while working for the Air Force and his experience as consultant to the U.S. Department of Defense (1958-61) helped him see that the "grand learning theories" of his predecessors were in adequate for the design of instruction. Since 1969 Gagne has been a Professor in the Department of Educational Research at Florida State University in Tallahassee.
Around this time Gagne began to formulate three principles that he saw as contributing to successful instruction: (1) providing instruction on the set of component tasks that build toward a final task, (2) ensuring that each component task is mastered, and (3) sequencing the component tasks to ensure optimal transfer to the final task. He published an article in 1962 entitled "Military Training and the Principles of Learning" that discussed these ideas. Gagne first published his best-known book The Conditions of Learning in 1965.
Gagne's early investigations into the psychological bases of effective teaching led him to believe that an instructional technology or theory must go beyond traditional learning theory. Gagne concluded that instructional theory should address the specific factors that contribute to the learning of complex skills. He described these factors in a 1968 article entitled "Learning Hierarchies". Gagne next identified five unique categories of learning: verbal information, intellectual skills, attitudes, motor skills and cognitive strategies. These categories represent different capacities and performances and are learned in different ways. They are outlined in Gagne's 1972 article, "Domains of Learning".
After establishing his domains of learning Gagne went on to describe the environmental events and stages of information processing required for each of these domains in the 1977 edition of his book, The Conditions of Learning. The main aim of Gagne's theory is to assist in classroom instruction, The skills to be learned are written in the form of performance objectives and the specific type of learning is identified. Task analysis is then employed to identify prerequisite skills and "instructional events" are chosen for each learning objective. The major contribution of Gagne's approach is that it operationalizes the notion of cumulative learning and offers a mechanism for designing instruction from simple to complex levels. Gagne's concept of hierarchies has become a standard component of curricula in a variety of subject areas. And his theory provides a unified framework for a wide range of findings about learning such as those from information processing studies.
每个星期上《学习理论》都会感觉特别有收获。原来每个字，每句话，字里行间都蕴涵着那么多的信息，可以引发那么多的思考和联想。自己读书读了十几年，却从来没有体会过精读的乐趣。还记得小学时候，爸爸总是喜欢给我买大量的文学书籍，我也常常沉浸其中，广泛的阅读曾经使我特别有优越感，可是自从进入中学，注定了自己学理工的生涯，阅读的需要就渐渐被忽略。中学五年，心里想的就是如何把题目做好，如何把分数再提高一点，如何在考试排名中赶超他人......我从没想过这样有什么不合适，一直觉得这就是我该做的，现在学了教育，让我从认识上领悟到这种学习方式的弊端，可是，如果再让我读一次高中，我依然会选择这么做。扯远了......
也许还是因为学工科的原因，条条框框的公式，定理特别多，解决一个问题往往又只在乎结果，看书的时候就只是注意关键部分，能不看的就跳过，跳过，跳过。这么长时间下来（十年了），我几乎都已经忘了什么是真正的阅读，脑子里只有理科的思维。抛开热门的计算机专业，选择相对冷僻的教育技术作为我的研究生方向时，很多人都觉得不理解，可是我是无悔的，因为我要补回我所失去的东西。在自己还有能力决定自己的道路时，为什么不选择让自己感兴趣的生活方式？