體驗式學習相關理論之研究

學習是人類最基本的活動之一，體驗式學習主張：每個人經歷的事情遠遠多於能理解的範圍，造成人類行為改變的主因是對事情經歷體驗的結果而不是對事情的理解。學習理論研究的重點在於探索人類是究竟是如何學習的，教育心理學家將學習定義為由經驗引起的個別變化，而學習中的變化確實明顯地發生在正式及正式課堂上；另一方面，個人或行為的改變也可以發生在非學校環境中，因此學習並不局限於學校或認證教師的指導下以及與國家批准的課程和教科書的互動中進行。本研究針對與體驗學習相關的學習理論如：行為學習理論、社會學習理論、認知學習理論、多元智能理論、進步主義教育、認知發展理論及資訊同化理論進行探討。期待能籍著探討不同的學者對學習方式的研究及論述，提供給教學者做為加強及改善教學方式的參考。

關鍵字

體驗式學習；學習理論

並列摘要

Learning is one of the most basic human activities, and experiential learning asserts that everyone experiences far more things than they can understand, and the main cause of changes in human behavior is the result of experiencing things rather than understanding them. Educational psychologists define learning as individual changes caused by experience, and changes in learning do occur clearly in formal and formal classrooms. On the other hand, personal or behavioral change can also occur in a non-school setting, so learning is not confined to the guidance of a school or certified teacher and in interaction with state-approved curricula and textbooks. This study explores learning theories related to experiential learning, such as behavioral learning theory, social learning theory, cognitive learning theory, multiple intelligences theory, progressive education, cognitive development theory, and information assimilation theory. It is hoped that the research and discussion on learning styles by different scholars will be provided as a reference for teachers to strengthen and improve teaching methods.