本文主要讲的是行为主义理论，在课堂上，行为主义理论的结合被发现是非常有用的。一个明显的行为变化是观察到学生们相互反应的方式。回顾过去，我们可以发现，没有得到回报的行为在实践中是不存在的。这种一贯忽视不受欢迎的行为和为消除这些行为而作出努力的模式需要采取。在这个练习中，我们努力减少生气的暗示，解决学生的问题。这一学习理论对于在课堂上实现期望的行为很重要。采取这些努力是为了确保所有这些问题都存在全面增长。最终，学生需要被激励去表现。反思性学习能使学生获得知识。本篇英国论文代写价格文章由英国论文时Essay Times教育网整理，供大家参考阅读。
In the classroom, the incorporation of the behaviourist theory was found to be very useful. An obvious behavioural change was that observed in the ways in which the students responded to each other. From retrospection, it can be alluded that the behaviours that goes unrewarded will not be in practice. This paradigm of consistent ignoring of undesirable behaviours and efforts needed to be taken towards elimination of these behaviours. During this exercise efforts were taken to reduce the angry cues and address the issues of the students. This learning theory is important in achieving of the desired behaviours in classroom. These efforts are taken to ensure that holistic growth exists in all of these issues. Ultimately, the students need to be motivated to perform. The reflective learning practices would enable the students to gain knowledge.
Cognitivism, Behaviourism and Social Learning theories were used in this analysis. The process that was used enabled in the learning of English to the students in the Foshan city school. For the purpose of teaching English, different tactics are used for the students from different culture. The teacher is awareness of the self and personal development. In this, the innate understanding of the two cultures needed to be taught. The children were taught about the ways in which they can use the English language. The cognitive learning process was used by the teacher to teach the language to the children. The use of the video streaming services, puzzles, classroom discussions, mobile apps and homework help the students to learn the languages. The social learning theory was used by the students to learn the language. They were given motivation based on the social cues in the classroom. In these classroom techniques, there were the behaviourism techniques. The students were made to learn about the different classroom techniques and some of their shyness where corrected in this paradigm. Moreover, the reflections of the practices were undertaken towards the end. It was alluded that more relation and effort taken to connect with the student on a more personal level to ensure that growth was made possible. However, the overall process can be alluded to be a success. Real learning and learning techniques were provided to the students to learn the language.
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