1.2 理論の系譜

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!theme plain
skinparam backgroundColor #FEFEFE

title 学習理論の歴史的発展

rectangle "1880s-1920s" as Era1 #E0E7FF {
    rectangle "初期実験心理学" as Early
    note right of Early
      Ebbinghaus (1885)
      忘却曲線
      Thorndike (1898)
      効果の法則
    end note
}

rectangle "1920s-1960s" as Era2 #DBEAFE {
    rectangle "行動主義" as Behaviorism
    note right of Behaviorism
      Watson (1913)
      Skinner (1938)
      観察可能な行動のみ
      S-R連合
    end note
}

rectangle "1960s-1980s" as Era3 #D1FAE5 {
    rectangle "認知革命" as Cognitive
    note right of Cognitive
      Miller (1956)
      情報処理モデル
      Atkinson & Shiffrin (1968)
      記憶の多重貯蔵モデル
    end note
}

rectangle "1980s-現在" as Era4 #FEF3C7 {
    rectangle "メタ認知・自己調整" as Meta
    note right of Meta
      Flavell (1979)
      メタ認知
      Zimmerman (1989)
      自己調整学習
    end note
}

Early --> Behaviorism
Behaviorism --> Cognitive
Cognitive --> Meta

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図1: 学習理論の歴史的発展（1880s-現在）

@startuml
!theme plain
skinparam backgroundColor #FEFEFE

rectangle "行動主義" as B #DBEAFE {
    rectangle "学習 = 行動変容" as B1
    rectangle "ブラックボックス" as B2
    rectangle "刺激-反応" as B3
}

rectangle "認知主義" as C #D1FAE5 {
    rectangle "学習 = 知識獲得" as C1
    rectangle "情報処理" as C2
    rectangle "表象・スキーマ" as C3
}

rectangle "構成主義" as S #FEF3C7 {
    rectangle "学習 = 意味構築" as S1
    rectangle "能動的構成" as S2
    rectangle "文脈依存" as S3
}

B -[hidden]-> C
C -[hidden]-> S

note bottom of B
  Watson, Skinner
  外的観察可能性重視
end note

note bottom of C
  Piaget, Bruner
  内的認知過程重視
end note

note bottom of S
  Vygotsky, Lave
  社会文化的文脈重視
end note

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図2: 主要パラダイムの特徴比較