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Learning theory is a theory which explains the process in which an organic undergoes its behavioural changes, while teaching theory is an exploring theory on how to effect changes upon the behaviours of an organic. A general model of teaching process was presented by Groundlund. According to him, the teaching process is a process of specifying and structuring the teaching objectives expected from the learners, a stage of analysing the starting point of the learners and confirming them, a process of materializing teaching strategy and teaching designs on the basis of these informations, and its final stage is to evaluate its effectiveness. Teaching objectives are the sentences describing the changed behaviours expected to be achieved by the learners after a series of instructions. The methods of analysing the learning tasks are devided into the Bloom and Gagne models. The Bloom model is a method of analysing the learning tasks on the basis of assigned textbooks and according to its original method of analysing the objectives. The Gagne s model is a method of confirming the final goal when constructing new teaching curricula and analysing the subtasks in hierarchical order. The types of stating behavioural patterns were presented by Mager. The specific learning objectives are, according to him, behavioural changes expected from the learners after instructions, the specific scene in which the changed behaviours are evaluated, and the level of achieving behavioural changes. Evalutation of the teaching process is the stage of evaluating the efficiency of teaching processes. The teaching processes need to be evaluated in accordance with the absolute evaluation method, rather than the curve grading method. Evaluations used in the teaching processes include diagnostic evaluation, formative evaluation, and integrated evaluation.
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