学习可定义为个体在可能的行为方面由于经验的积累而产生的相对持久的变化。因此,它与由于成熟的结果(即个体身体成长与发育的结果)而发生的那些行为变化截然不同。学习分两种情况:一种是非正规学习环境产生的结果,另一种是社会为教育它的成员而建立起学校和其他学术机构所作之一切正规努力产生的结果。尽管学习的这两个方面都很重要,我们主要关心的是后者。布鲁纳认为组织学习活动时,教师必须考虑到三个重要的可变因素:学生的特点, Learning can be defined as the relatively permanent change that an individual experiences as a result of possible accumulation of experience. Therefore, it is quite different from those behaviors that occur as a result of maturity (ie, the result of individual body growth and development). Learning is divided into two situations: one is the result of an informal learning environment and the other is the result of all formal efforts by society to educate its members in schools and other academic institutions. Although both aspects of learning are important, our main concern is the latter. Bruner that when organizing learning activities, teachers must consider three important variables: the characteristics of students,