How would the instruction be designed differently by a behaviorist, a cognitivist, and a constructivist? Scenario: A high school social study teacher is planning a class on the Vietnam War.

By studying the article “Behaviorism, Cognitivism, and Constructivism”, we are now able to determine the different learning models that these three different learning models focus on. For example, Behaviorism is more professorial, while Cognitivism and Constructivism focus more on individual learning and critical thinking.

In the case “A high school social study teacher is planning a class on the Vietnam War.” we can use the three dimensions above to plan how to teach. First, we need to understand the general content of the scenario, that is, the historical information about the vietnam war, and then build the different frameworks of the lesson around this information.

Designing the course through behaviorism requires a greater focus on the mode of delivery and process of the course, for example, the professor can develop a specific lesson plan and syllabus by drawing on the process of previous history courses on similar topics, and plan the course by anticipating the students’ responses to the course content. In order for students to better memorize and learn about the Vietnam war, professors can also assign homework assignments and interactive questions and answers to deepen students’ memory of the course content, so that they can better achieve the final results of the course.

Somehow similar to the behaviorist model of instruction, courses designed through the cognitivist model also emphasize the importance of environmental conditions for learning. However, unlike behaviorism, cognitivist curricula focus more on motivating students to learn, that is, to move from “passive” acceptance of knowledge to “active” pursuit of knowledge. Courses designed in this way can often add some vivid descriptions of historical episodes, show students the history of the Vietnam war period through immersive lectures, and attract students to actively learn about the relevant historical facts in order to achieve the final result.

Compared with the above two modes of delivery, the last constructivist design of the course is more special, which emphasizes the importance of the students in the class and encourages them to study the content and mode of delivery rather than teaching the course unilaterally through the professor’s arrangement. In this way, the professor can provide some diffuse viewpoints on the history of the Vietnam war period and encourage students to form different groups to discuss and critically think about different viewpoints, and in order to achieve a better learning purpose, the professor can even invite real people or objects related to the Vietnam war to immerse students more. In order to achieve better learning purpose, professors can even invite real people or objects related to the Vietnam war to let students have a more immersive understanding of this period of history, or even organize students to go to Vietnam to do field study if the conditions permit.Professors should pay more attention to interacting with students on the point of view in the process of lecturing to cultivate students to judge this period of history through different perspectives, which not only enables students to fully understand the Vietnam war but also develops students’ thinking ability. This will not only enable students to fully understand the Vietnam war, but also cultivate their thinking skills.