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Educational Psychology Syllabus
The postgraduate entrance examination in education introduces the development history of educational psychology, psychological development and education, learning theory, learning motivation and transfer, learning in the cognitive field, etc. It is suitable for exam review!
Edited at 2024-04-22 14:17:05
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Educational Psychology Syllabus
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Educational Psychology Syllabus
1. The development history of educational psychology
Research object
The science of the basic psychological laws of teaching and learning in teaching situations
Interactive model of learning and teaching
Learning and Teaching Factors
learning and teaching process
research tasks
Description and measurement
Understand and explain
Prediction and control
History development
i. Start-up (before 1920s)
1. Herbart 1806
The first to clearly propose psychology as the basis for educational research (apperception theory)
2. Thorndike
The first name for "Educational Psychology"
Mark educational psychology as an independent discipline
father of educational psychology
3. Ushinski
Founder of Russian educational psychology
"People are the objects of education"
4. 4. In 1877, Kapterev published the first Russian book "Educational Psychology"
ii. Development (1920-50s)
1. Behaviorism
Using animals as analogies to humans
not so useful
2. Dewey
Learn by doing
3. Vygotsky
zone of proximal development
4. 4. In 1924, Liao Shicheng compiled my country’s first textbook on “Educational Psychology”
iii. Maturity (1960s-70s)
1. Bruner
Cognitivism Curriculum Reform Movement, "Structured Teaching"
2. rogers
Humanistic, student-centered
3. computer assisted instruction
iv. Deepening and expansion period (1980s-)
1. initiative
2. reflective
3. Cooperative learning
4. social culture
research trends
1. Research content areas and develop in depth
2. Diversification of research methods
3. Research perspective, comprehensive and interdisciplinary development
4. The subject system has gradually developed from fragmented and complex to a systematic and complete system.
5. Highlight the learner's subjectivity in the concept of learning
6. Emphasis on nationalization and localization of research
2. Psychological development and education
psychological development
definition
The continuous and stable internal psychological change process that occurs throughout an individual's life, from birth to aging.
Classification
cognitive development
definition
The process by which individuals acquire knowledge, apply knowledge, and process information
Perception, imagination, memory and other thinking activities (brain use) performed by individuals in understanding things
law
1. Simple concrete – complex abstract
2. Unintentional - conscious
3. Generalization - differentiation (in-depth)
4. Cognitive activities have sequence, stage, difference, continuity, etc.
theory
i. Piaget's theory of cognitive development
i. cognitive development perspective
1. Schema
Organized, repeatable patterns of behavior or thinking
2. assimilation
The process by which individuals use existing schemas to incorporate new stimuli into them
3. adapt
Change existing schemas or form new schemas to adapt to new stimuli
4. balance
Individuals constantly achieve balance with the environment through assimilation and adaptation
self-regulation
5. developing view
The process of constantly assimilating and adapting to the environment to achieve balance
ii. Development stage theory
I. sensorimotor stage
0--2 years old
1. Gain movement experience by exploring the relationship between perception and movement
Grabbing with hands, sucking with mouth
2. Begin to use symbols to represent things, but cannot use language and abstract symbols to name things
3. Obtained object eternity (September--December)
The object disappears before the child's eyes, and the child knows that it does not exist
II. pre-operational stage
2--7 years old
1. Can use language and abstract symbols to name things, but cannot grasp the generality and generality of concepts well
2. "Animism" Everything in the outside world has life
3. Egocentrism, feeling everything the same as yourself
4. collective monologue
5. Irreversibility, rigidity, non-conservation, and centralization of thinking (one-dimensionality)
Object conservation has not been obtained yet
Conservation: No matter how the shape of an object changes, its mass remains constant.
6. Not yet acquired the concept of conservation of objects
7. concrete imageability
III. concrete operational stage
7--11 years old
1. Master certain logical thinking and cluster computing capabilities, but they cannot do without the support of specific things
2. Rigid compliance with rules
3. Conservation: reversibility, conservation, decentralization (multidimensionality), compensation
IV. formal operation stage
11--
1. Abstract thinking is developed and thinking proceeds in the form of propositions
Close to adult level
2. Adolescence is self-neutral, not rigid, and seeks independence
iii. factors affecting development
1. Mature
growth of organism
2. Practice and gain experience
3. social experience
The interaction between people in society and the transmission of social culture, education, learning, language
4. balance
Individual self-regulation when interacting with society
iv. Application | Impact
1. Education should be adapted to children’s developmental stages and should not exceed
2. Teachers create situations to induce cognitive imbalance in students
3. Maintain students’ initiative and autonomy in learning
4. Individual differences exist in children’s development
Teaching students in accordance with their aptitude
v. evaluate
Contribution: Piaget revealed certain laws of individual psychological development and proposed the stage theory of cognitive development.
Limitations: 1. There are errors in the division and characterization of each stage; 2. There are problems with the research methods.
New Development: Neo-Piagetian Theory
ii. Vygotsky's theory of cultural development
I. Cultural and historical development theory
(1) Activity theory
Individual psychological development originates from the social and cultural activities in which the individual participates
(2) Semiotic intermediary theory
Both psychological activities and work activities are mediated by tools
material production tools
Tools of Spiritual Production: Language and Symbols
(3) Internalization theory
meaning
External practical activities are transformed into internal psychological activities
The essential
self-mumbling
Whispering, lip movements
inner speech and thinking
accomplish
external action
Teaching, activities, labor, games/language symbol intermediary
internal intellectual activity
II. view of psychological development
meaning
From birth to adulthood, individuals develop from low-level psychological functions to high-level psychological functions under the influence of environment and education.
two psychological functions
lower mental functions
Animal evolution results
advanced mental functions
historical development results
symbolic system as mediator
essentially different from animals
Performance
1. Continuous development of voluntary functions
2. Abstraction--improvement of generalization function
3. The relationships between various psychological functions are constantly changing and reorganizing. Form an indirect, symbolically mediated psychological structure
4. personalization of mental activity
formation of personality
reason
social cultural historical development
language, symbol system
External activities are increasingly internalized
III. zone of proximal development
1. meaning
The relationship between teaching and development
The gap between a child's current actual level of development and the potentially higher level of development that could be achieved with adult help
2. Teaching and development relationship
a. Teaching determines the level, content and speed of development, etc.
b. Teaching creates the zone of proximal development. Teaching should be in advance of children's current levels to promote children's development
c. In the teaching creation and development zone, the gap between the two levels is dynamic
IV. application
1. Independent and active “apprentice learners”
Help others and learn independently
2. Student learning is influenced by culture and history
3. Cooperative learning, scaffolded learning, situational teaching
4. interactive teaching
iii. Bronfenbrenner
ecological systems theory
I. Theoretical assumptions
within a series of environmental systems in which individuals are nested and interact with each other
The developing individual is between or nested in n environmental systems from direct environment to indirect environment.
II. Four levels and one time
1. microsystem
The immediate environment and interactive influence of individual activities and interactions
school, peers, family
2. intermediate system
The connections and interrelationships between microsystems
Positive connections: optimization; negative consequences
3. external system
Systems in which children are not directly involved but which have an impact on their development
Relatives and friends, parents’ work, mass media
4. Macrosystem
The cultural, subcultural and social class contexts that exist in other systems.
5. time system
Other systems change over time
Dynamic nature of human environment
III. evaluate
significance
Provide a comprehensive and rich description of the environment, reflecting the hierarchical
It is not static and emphasizes dynamics.
Teaching: Analyze the individual’s environment and its relationships, and provide teaching intervention to its deficiencies.
limitation
Too much emphasis on the environment and neglect of biological and genetic influences on people as well as subjective initiative
It does not propose a complete theoretical model, but is a supplement to other theories of human development.
personality development
definition
The unique and stable way of thinking and behavior that distinguishes a person from others, including the overall mental outlook
Thoughts, emotions, interests, hobbies, morals, character
law
1. Continuity and stages coexist
2. directionality and sequence
3. Imbalance
The same person in different stages, at different speeds
Same person, same stage, different aspects
4. Differences and commonalities coexist
different individuals
theory
Erikson's theory of psychosocial development
developing view
Development is a process that passes through a series of stages, each stage has its own special goals, tasks and conflicts
Conflicts that are well resolved form a positive personality; otherwise, they form a negative personality.
Eight stages
age
Development tasks and conflicts
important events
smoothly
Poor performance
0-1.5 years old
trust versus doubt
food and caresses
trust and optimism
Doubt and uneasiness
Parents consistently meet needs
1.5-3 years old
autonomy versus shyness
Eating, dressing and going to the toilet
autonomous behavior
Lack of confidence and feeling of shame
Give children the opportunity to complete tasks independently without shaming them
3-6, 7 years old
Initiative versus guilt
independent activities
Confidence, sense of responsibility
Inferiority, guilt
Provide opportunities for participation and prevent hazards
6, 7-12
Diligence versus inferiority complex
Admission
Study knowledge diligently
Inferiority, withdrawal
primary school
Positive comments from teachers
12-18
role identity versus role confusion
peer interaction
Be confident, be more confident when faced with choices
Confused and lacking confidence in the future
middle school
18-30
Intimacy versus alienation
love marriage
Feeling intimate with people
Feeling apart
Help build good interpersonal relationships
30-60
reproductive pair stagnation
parenting
Care for the family and have a sense of responsibility to the next generation and society
don't care about others
role models and successful people
60--
Perfection versus pessimism and despair
Reflect and accept life
Satisfy life and enjoy your old age
despair
Encourage writing of dates, evaluation and reflection
evaluate
significance
Pay attention to cultural factors and social factors
Study personality as a whole
throughout one's life
limitation
Overemphasis on human instinct and neglect of the impact of advanced psychological mechanisms such as consciousness and reason on people
Age stage division and main contradictions require further research.
application
overall
Reveals the continuity and stages of personality development
Proper education can solve crises and build positive personality
primary school
Helps adapt to hard work versus low self-esteem crisis
Recognize that students always have a positive self-concept and see themselves as valuable individuals
speak positively about them
middle school
Role identity: an organization about self-image, including self-abilities, beliefs, and personality. Role confusion: The individual believes that what he wants and does does not conform to his expected image
They should not be treated as children
Teenagers should not be looked down upon in front of other peers
Give clear instructions and help to allow children to complete tasks independently
Kohlberg's stage theory of moral cognitive development
I. premise
moral dilemma story
It is proposed based on the thinking structure of children of different ages in making moral judgments.
II. Three levels and six stages
i. 0-9
pre-conventional level
Morality is purely external, to avoid punishment or to win rewards
Stages of Punishment and Obedience Orientation
Lack of concepts of right and wrong, good and evil, avoid punishment and obey norms
instrumental relativist orientation stage
To obtain rewards or satisfy personal needs
ii. 9-15
custom level
Comply with external behavioral norms and rules
Orientation Stage of Interpersonal Harmony
good boy stage
Respect the opinions of the majority, avoid criticism, value obedience and being a good child
Orientation stage to maintain authority or order
Undertake social obligations and responsibilities
iii. 15--
post-conventional level
Complete self-discipline, internalizing moral standards into self-worth
Social Contract and Legal Orientation Stage
Believes that laws are for people to live in harmony and can be modified through negotiation
Universal Moral Principles and the Orientation Stage of Conscience
Follow your own conscience, life values, and self-values
III. evaluate
significance
The gradual process of moral development from heteronomy to self-discipline
Requires ethics to match children’s developmental stages
limitation
It only focuses on cognition and ignores morality, emotion, and action, and has poor timeliness.
IV. application
Understand students’ moral development level and provide targeted and effective education
Be aware that children’s moral development levels may vary quickly or slowly
Related to cultural background, family, and intellectual development
Moral dilemma stories worth learning from
Differences in psychological development and education
Intelligence differences and education
Differences in intellectual development levels
Differences in intelligence types
Early and late maturation
gender differences
Differences in cognitive styles and education
The different ways students process information
Classification
Field independent versus field dependent
I. Whether people are affected by environmental information when perceiving
field independent
Perception relies more on clues inside the body and is less susceptible to external factors.
intrinsic motivation
natural sciences, mathematics
Perceptual style: Analytical
Teacher teaching methods: more formal learning methods
field dependence
Perception depends more on the influence of surrounding environmental information
extrinsic motivation
social science
Perceptual style: non-analytical, organizing, generalizing
Teacher teaching methods: discussion teaching
reflective and impulsive
cognitive speed
Reflective
Thoughtful and hard to make mistakes
Problem Solving: Proven Strategies, More Hypotheses
Easy to solve single-dimensional problems
Learning: good at reading, reasoning, and cognition
impulsive
Get answers quickly, easy to make mistakes
Problem solving: not thorough and illogical
Suitable for solving multi-dimensional problems
Study: Unsatisfactory grades, good performance on multi-angle questions
convergent versus divergent
way of thinking
convergent type
Collect knowledge, use logic, narrow down the scope, optimize
divergent
Personal thinking, expansion in different directions, multiple answers
Abstract vs Concrete
The level of conceptualization used in processing information
abstract
Able to see multiple aspects of a problem and think more abstractly
Abstract: unstructured
concrete type
Analyze specific ideas and situations
Specific: structured
Wholeness and series
learning strategies
integrity
Overall analysis
Unpredictable, unusual classroom
seriality
Sub-problem analysis
General, precise knowledge
same level of understanding
Deep processing and surface processing
The level of conceptualization when processing information
deep processing
Deep understanding and association with greater conceptual knowledge
test of understanding
Surface processing
Memory knowledge surface information
Fact Learning and Memory Test
Personality
temperament type
advanced neural activity process
High-level neural activity types
Features
choleric
strong, unbalanced
Excitable
Vibrant, energetic, brave
Irritable, emotional, impulsive
Sanguine
Strong, balanced, flexible
Lively
Smart, lively
Careless, impetuous, unreliable, lack of endurance
Phlegm
Strong, balanced, inflexible
Quiet type
Stubborn, down-to-earth, willing to work, calm, calm
rigid and stubborn
Depression
weak
Depressive type
Careful and intelligent
melancholy, withdrawn
teaching strategy
match
Play to their strengths
adaptation
Learn from each other's strengths
gender
It is not innate, individuals gradually acquire it through socialization
Gender bias exists in teaching
Gender schema gradually develops
Avoiding gender bias in teaching
Teaching materials and language orientation
Actively encourage students to participate in different subjects according to their interests
in classroom management and activities
Classroom teaching and interaction
3. learning theory
General overview of learning
The basic meaning of learning
A more lasting change in an individual's behavior or behavioral potential resulting from practice or repeated experience in a specific situation
Classification system
I. Learning subject classification
Humanity
Sociality
language as a medium
proactive
animal
Negative adaptation to the environment
machine
subtopic
II. Classification of Traditional and Simplified Levels of Learning
Gagne
1. signal learning
classical conditioning
stimulus-reinforcement-response
Fire - pain - fear
2. stimulus-response learning
operant conditioned response
situation-response-reinforcement
3. chain learning
combination of a series of stimulus responses
a set of movements, such as dancing
4. Verbal associative learning
mediated by speech
Talking about the tiger's face
5. discrimination learning
Identify similarities and differences between stimuli and respond differently
6. concept learning
Categorize stimuli based on abstract features and respond in the same way to a class of stimuli
7. learning of rules
Understand the relationship between concepts
8. problem solving learning
Use rules to solve problems
III. Classification of learning results
Gagne
1. Learning of verbal information
Language or language-expressed learning outcomes
what is
2. Learning of intellectual skills
How to do it
3. cognitive strategy learning
Improve learning effectiveness
4. attitude learning
Hobbies, interests, moral character
5. Learning of motor skills
Sports, cycling, writing, drawing, using computers
IV. Classification of learning nature
Ausubel
1. how learning takes place
a. accept learning
Knowledge conclusion and systematic teaching
b. discovery learning
Do it yourself, experience, experience
2. Learning materials are linked to learners’ original knowledge
a. machine learning
Unrelated
rote
b. meaningful learning
build connection
understanding learning
V. Consciousness level classification
implicit learning
unconsciously
language
explicit learning
Be aware, put in the effort, and follow the rules
Physics knowledge, etc.
connection theory of learning behaviorist learning theory
i. classical conditioning
I. Pavlov
Dog salivation test
Professional terminology during the experiment
1⃣️stimulation
Unconditioned stimulus: A stimulus like food that automatically causes physiological and emotional responses is called unconditioned stimulus
Conditioned stimulus: the physiological and emotional responses caused by multiple combinations of neutral stimuli and unconditioned stimuli.
2⃣️Reaction
Unconditioned responses: Physiological and emotional reactions that occur automatically without training or experience
Conditioned response: A learned response to a neutral stimulus that requires training and experience
3⃣️Professional expression of classical conditioning: a neutral stimulus is combined with an unconditioned stimulus that can originally cause a certain response, so that people or animals learn to respond to the neutral stimulus. This is classical conditioning.
law
1. acquisition and extinction
Acquire
The conditioned stimulus and the unconditioned stimulus are presented multiple times at the same time or nearly simultaneously to establish a connection
strengthen
The temporal combination of conditioned and unconditioned stimuli. The more times, the more consolidated the conditioned reflex will be
subside
If the response behavior is not strengthened by stimulation, the originally established conditioned reflex will weaken and gradually disappear.
2. Generalization and differentiation
generalize
New stimuli similar to the original stimulus may also evoke a response
differentiation
Only specific stimuli are reinforced, and generalized stimuli are not reinforced to promote discrimination.
3. advanced conditioning
The process of conditioning a neutral stimulus from an already conditioned stimulus
4. Two signaling systems theory
physical conditioned stimulus
first signaling system
Conditioned stimulation mediated by language symbols
second signal
Talking about the tiger's face
II. Watson
Experiments on infant fear formation: stimulus-response theory
The process of learning to substitute one stimulus for another to establish a conditioned reflex
The essence of learning lies in forming habits, that is, forming connections between stimuli and responses.
The formation of habits follows the law of frequent cause and the law of recency
law of proximate cause
Newly established conditioned reflexes are more likely to be strengthened
Frequent law
The more times you practice, the faster the conditioned S-R reaction will be formed.
III. application
psychotherapy
Eliminate fear and condition happiness on things
Can control student behavior to a certain extent and promote basic and simple learning
Explain the basic issues of learning in education, especially early childhood learning
IV. limitations
Can only be applied to relatively simple processes
Cannot explain the active reaction of an organism to achieve a certain result
ii. operant conditioning theory
Thorndike
Connection-Trial and Error Theory
Hungry cat opens the cage experiment
The essence of learning is that the organism forms connections between stimuli and responses
The process of learning is a process of mistakes
There are three important rules to follow when studying
preparatory law
The preparatory mindset that exists at the beginning of learning
Yes: happy, no: annoyed
practice law
Repetition of a learned response strengthens the association between stimulus and response
law of effect
action, satisfying change, enhancement
Application in education
Guided a lot of practice
Students learn through trial and error
Teachers should strive to enable students to obtain positive learning results through trial and error.
evaluate
The connection-trial-and-error theory is the first relatively complete learning theory in the history of educational psychology.
Conducive to establishing the status of learning in the theoretical system of educational psychology
Trial and error is also a way and method to solve problems
Skinner
Operant conditioning experiments in white rats
The essence of learning
The essence of learning is a change in response probability, and reinforcement is a means to enhance response probability
responsive behavior
The behavior of an organism in response to specific stimuli in the environment
Stimulates dog saliva, baby is afraid of rabbits, blinks in the wind
operant behavior
A behavior that occurs spontaneously in an organism and is not associated with any specific stimulus and is reinforced by a stimulus
cat and mouse
law
a. strengthen
positive reinforcement
Present pleasant stimulation
Praise, give candy
negative reinforcement
Eliminate aversive stimuli
Free from housework
b. punish
positive punishment
Present aversive stimuli
criticized, beaten
negative punishment
Eliminate pleasant stimuli
No TV allowed
a. avoidance conditioning
Aversive stimulus did not occur, spontaneous reaction, avoidance
b. escape conditioning
Aversion to stimulation occurs, avoidance
negative reinforcement
subside
The response is no longer accompanied by a reinforcer
reduce
maintain
Gradually reduce reinforcement so that reinforcement becomes unpredictable
application
I. 行为矫正
II. 程序教学
1. 小步子
2. 积极反应
3. 及时强化
4. 自定步调
iii. social (observational) learning theory
bandura
reward and punishment control experiment
The essence of learning
Children can learn behaviors through observation
The consequences of role model behavior are a key factor in whether children demonstrate imitative behavior
The consequences of role model behavior only affect the performance of children's aggressive behavior, but have no impact on acquisition.
law
1. Notice
Model behavioral characteristics, role model characteristics, observer characteristics
2. Keep
Behavior - images, language symbols
3. copy
Action representation, converting symbolic representations into appropriate behaviors
4. motivation
external reinforcement
External factors directly reinforce learner behavior
vicarious reinforcement
Be Reinforced by Seeing Role Models Reinforced
self-reinforcement
your own reward
application
1. Teachers should pay attention to their own behavior, set an example and be a good role model
2. Teachers guide students to conduct observational learning according to the basic processes and conditions of observational learning.
3. Teachers give full play to the role of substitute reinforcement and self-reinforcement to stimulate students' learning initiative
4. Eliminate bad role model behavior in the social environment
5. Make good use of the disinhibition effect, inhibition effect and social promotion effect to monitor the acquisition of students' learning behavior
cognitive theory of learning
i. Early days
Gestalt school
Gestalt-Epiphany Theory
experiment
K. Kohler
Orangutan stacking boxes
baton
the nature of learning
Learning is a process of enlightenment
Develop a holistic understanding of the parts and relationships of situations and things
The essence of learning is to construct a gestalt
The connection between stimulus and response is not direct, but needs to be mediated by consciousness S-O-R
tolman
Cognition - epiphany theory
experiment
Position learning experiment in white rats
the nature of learning
Learning is purposeful rather than blind
Learning is the overall understanding of the situation, forming a "cognitive map"
Learning is not a direct connection of S-R, but S-O-R
Enlightenment
1. Gestalt epiphany emphasizes the cognitive process of learning and affirms the subject's agency and purpose
2. Tolman’s cognitive map is cognitive structure
3. Learning is a process of enlightenment, observation and understanding. Simple, blind practice and repetition should be avoided.
4. Expectation is a component of learning motivation and the reflection of learning goals in people’s minds.
ii. Bruner's cognitive-discovery theory
I. cognitive learning perspective
1. cognitive structure
The essence of learning lies in actively forming cognitive structures
2. learning process
a. get
b. Convert
c. evaluate
II. Structural teaching concept
Teaching objectives
Understand the basic structure of the subject
1. meaning
The basic concepts, basic principles, basic attitudes and methods of a discipline
2. Teaching principles
a. motivation principle
Intrinsic motivation is the basic motivation
Curious drive, competence, reciprocity
b. structural principles
Representation: the way information is presented in the mind
Action representation, image representation, symbolic representation
c. sequence principle
different tissue sequences
d. Strengthening principles
Feedback, self-learning, self-correction
III. discovery learning
1. meaning
Use your own mind to personally acquire all forms of knowledge and discover the basic structure of the subject
2. step
a. Create problem situations
Raise and clarify questions of interest to students
b. stimulate desire for inquiry
come up with various hypotheses
c. Test hypothesis
d. Guide students to use analytical thinking to verify conclusions
to solve the problem
3. evaluate
a. advantage
Stimulate students' curiosity and interest in exploration
Mobilize enthusiasm
Conducive to the development of students’ creative and critical thinking
b. shortcoming
Completely abandon systematic teaching, ignore the particularity of knowledge learning, and ignore the difference between knowledge learning (knowledge reproduction process) and knowledge production process
Discovery learning is defined in general terms and lacks scientific rigor.
waste time
iii. Ausubel's Theory of Meaningful Acceptance
I. meaningful learning
1. substance
The new knowledge represented by the symbols establishes a non-artificial and substantive connection with the appropriate concepts already in the learner's cognitive structure.
Non-artificial: non-artificial imposition, there is a reasonable and logical connection between knowledge
Essence: inner, not superficial
2. condition
a. objective, external conditions
Material logical meaning, comprehensibility
Materials are age-appropriate and within the capabilities of the learner
b. Subjective, internal conditions
Learners, motivation, knowledge base to connect with new knowledge, subjective initiative
II. cognitive assimilation theory
1. meaning
Link teaching content to cognitive structures
2. step
1. Find concepts (fixation points) in the cognitive structure that can fix new knowledge.
2. Find similarities between old and new ideas
3. Find the difference between the two
4. Systematize new knowledge
3. model
Lower level learning
new low - old high; poplar - tree
Superior learning
Combined learning (parallel learning)
III. advance organizer strategy
1. meaning
A kind of guiding material that appears before the learning task itself. It has a higher level of abstraction, generalization and comprehensiveness than the learning task itself, and can be clearly related to the original concepts in the cognitive structure and the new learning task.
2. effect
Build a bridge between old and new knowledge, provide a fixation point for concepts, increase the discriminability of old and new knowledge, and promote learning transfer
3. category
a. declarative organizer
Provide the most appropriate category for new knowledge and create a superordinate relationship with the new knowledge
Steel - Alloy
b. comparative organizer
Compare new materials with similar materials in existing cognitive structures to enhance the discriminability of old and new knowledge
Buddhism-Christianity
IV. accept learning
meaning
Teachers directly present the knowledge to be imparted and its significance, and students acquire new knowledge through the interaction between old and new knowledge.
Features
Knowledge is ready-made, conclusive and systematic
learning style, assimilation
Acceptance learning and discovery learning
1. There is no contradiction between the two
2. Acceptance of learning or discovery of learning may be mechanical or meaningful
3. In fact, students find that learning new knowledge is based on existing knowledge in the cognitive structure
4. Students do not accept knowledge passively, but actively reflect it through their own minds.
5. The two have different focuses, but both emphasize the role and composition of cognitive structures.
iv. Gagné-Information Processing Learning Theory
I. information processing model of learning
II. Learning stages and instructional design
1. motivation stage
expect
stimulate interest in learning
2. Comprehension stage
NOTE: Selective Perception
Use various strategies to attract attention
3. acquisition stage
Coding: Save registration
Various encoding programs available, choose from
4. maintenance phase
memory storage
Provide learning strategies conducive to long-term memory
5. recall stage
extract
Use various methods to enable students to learn to extract clues
6. generalization stage
migrate
Guide students to outline general principles and promote transfer
7. Operation stage
reaction
Repeatedly study and practice
8. feedback stage
strengthen
Provide feedback
constructivist theory of learning
Origin of thought
Piaget
Cognitive structures are constantly changing and constructing
Gradual formation theory The result of the interaction between subject and object
Bruner
Discovery learning, initiative
Vygotsky
social interaction in real practice activities
Theoretical orientation
radical constructivism active construction
Knowledge is actively constructed and realized through the interaction of old and new experiences.
Adapt to your own world of experience and replace “truth” with “viability”
Information Processing Constructivism: Gagne
The original experience is adjusted and transformed during the processing process
social constructionism
Knowledge is constantly adapting to a changing society
Top down: indirect experience
Bottom up: direct experience
sociocultural constructivism
There are differences in different cultures, times and situations
Basic point
I. view of knowledge
1. Relativity of knowledge (uncertainty)
With the advancement of human understanding, it is constantly being overturned and replaced by new theories.
2. contextual knowledge application
When facing real problems, only by transforming, reorganizing, and even creating existing knowledge according to specific situations and problems can we solve practical problems.
3. Active construction of knowledge learning
Actively construct meaning based on one’s own experience
II. student view
1. Students do not enter the classroom with empty heads. They have accumulated rich experiences in daily life and past studies, and they often rely on their cognitive experience to form some understanding of the problem.
2. Teaching takes students’ existing experiences as the growth point of new knowledge and guides students to “grow” new knowledge and experiences from their original experiences.
III. View of learning
1. Active construction of learning
During the learning process, learners must constantly think, actively process various information, synthesize old and new knowledge, and form new hypotheses and inferences. Learners need to self-manage and adjust.
2. social interactivity
Learn through participating in certain social and cultural activities in real practical activities. In this process, a learning community is often needed to achieve
3. situational
Learning should be related to actual situations
IV. Teaching concept
Teachers should help students start from existing knowledge and experience to actively construct meaning in real situations through operations, dialogue, collaboration, etc.
application
A. cognitivist construct
I. inquiry learning
meaning
The process by which learners construct knowledge by discovering and solving problems
effect
Flexible application of knowledge, problem solving, independent learning
link
Raise driving questions - form specific problems, plan - implement - form and communicate results - reflect and evaluate
II. Stochastic Access Teaching (Cognitive Flexibility Theory)
meaning
The teaching model suitable for advanced learning proposed by Spino in cognitive flexibility theory
The focus is on how to promote the transfer and application of knowledge through deepening understanding.
In the learning process, students can be guided to construct from multiple angles, thereby leading to a comprehensive and profound understanding of knowledge.
method
The context in which this knowledge is learned changes each time
Constructing a piece of knowledge multiple times at different times
Different purposes of learning knowledge
Understand different aspects of knowledge
B. socialist construction
I. situational teaching
occur
happen in real situation
Learning Content
Authentic characters emphasizing cross-discipline
problem solving process
Same as real situation process
test
Integrated testing
Evaluate by solving the problem itself
II. scaffolded teaching
1. meaning
Provide challenging tasks (within the zone of proximal development) and provide support to students to help them complete challenges that they cannot complete independently
As the activity progresses, support is gradually reduced until the student completes it completely independently
Transform students’ zone of proximal development into reality
III. anchored teaching
Teaching is based on powerful real events or real problems
Classroom introduction
IV. Cooperative learning
Group cooperation between students and students
V. interactive learning
Teaching and learning mutually beneficial between teachers and students
VI. Cognitive Apprenticeship (Distributed Cognition)
Advocates that domain learning occurs through the acquisition, development, and use of cognitive tools in real domain activities
Allow inexperienced or less experienced learners to participate in a real activity under the guidance of experts, thereby acquiring knowledge and skills related to the activity
humanistic theory of learning
rogers
i. personality therapy perspective
A. Personality view
actual self
ideal self
summary
Coincidence Approach: Actively strive to achieve self-actualization
Big gap: psychological problems
B. psychotherapy perspective
(Patient Centered Therapy)
Sincerity, internal and external consistency
unconditional positive regard
empathy
The consultant stands from the perspective of the consultee, experiences his/her thoughts, emotions and behaviors, and conveys the experience to the consultee, making him/her aware of being cared for and understood.
ii. Learning and Teaching Concepts
A. View of learning
meaningful free learning
1. Classification
a. cognitive learning
"Learning that occurs above the neck" involves only the mind and not the emotions
meaningless learning
b. experiential learning
Participate wholeheartedly, students spontaneously and proactively combine students' wishes, interests and needs
spontaneity, initiative
meaningful learning
2. meaning
Not just an increase in knowledge, but a learning that is integrated with all parts of each person's experience, behaviors, attitudes, personality, and significant changes in future choices of courses of action
3. Features
a. Fully devoted, combining cognition and emotion
b. Self-motivated, self-worthy, interested
c. Comprehensive development, comprehensive development of behavior, attitude, personality, etc.
d. Learning is self-assessed by students
4. vs Ausubel
Ausubel emphasized the connection between old and new knowledge - only involving reason, not personal significance
above neck
Rogers Learning Content and Personal Relationships
experiential learning
B. Teaching concept
non-directive teaching
1. critical tradition
Teachers are imparters of knowledge, students learn passively
2. meaning
"Student-centered", teachers change from "traditional knowledge imparters" to "learning facilitators"
Students have the potential to learn, and teachers must provide students with the environment, resources, and methods
Give full play to students’ initiative and potential and promote their self-realization
3. condition
Promote a good psychological environment for students to learn
in principle
Sincerity, internal and external consistency
unconditional positive regard
empathy
The consultant stands from the perspective of the consultee, experiences his/her thoughts, emotions and behaviors, and conveys the experience to the consultee, making him/her aware of being cared for and understood.
4. Teacher-student relationship
Student center, teachers are learning facilitators
iii. application
autonomous status emotion
teacher facilitation role
Meaningful free learning
Good teacher-student relationship
4. Learning motivation and transfer
i. Overview
I. meaning
Refers to the motivational tendency to stimulate and maintain learners' learning behavior toward a certain goal.
II. Classification
1. According to the social significance of learning motivation
a. correct noble
in line with social interests
b. wrong underground
In line with personal interests and contrary to social interests
2. The relationship between role and learning activities
a. close-up motive
Directly connected, immediate goals
Memorize this text
b. visionary motivation
Long-term goals, indirectly connected
Study for the rise of China
3. source of motivation
a. internal motivation
Motivation is satisfied within the activity. The action itself is the driving force. It is generated based on the understanding of needs and the mastery of knowledge. There is no need for external inducements or punishments to direct the behavior towards the goal.
b. external motivation
Motivation is satisfied outside of activities, and is not interested in learning itself, but in learning results.
Such as getting rewards, avoiding punishment, pleasing teachers, etc.
Once the goal is achieved, motivation decreases
4. Scope of action
a. general motivation
Stable and long-lasting motivation manifested in many learning activities
b. specific motivation
Motivation manifested in a specific activity
5. Ausubel Differences that Affect Student Academic Achievement
a. cognitive drive
In order to understand, understand and master knowledge, and acquire the ability to systematically elaborate or solve knowledge
equivalent to internal motivation
b. Self-improvement drive
The source of gaining status and self-esteem
c. accessory drive
Gaining approval or approval from elders
external motivation
6. Based on position in the activity
a. dominant motive
Motives that dominate activities
b. auxiliary motivation
Motivation to play a supporting role in activities
III. effect
1. excitation
2. maintenance effect
3. Orientation
4. regulating effect
5. Improve information processing level
IV. Learning motivation vs learning effect
1. Learning motivation is an important factor affecting learning effectiveness, but it is not the only factor
2. The relationship between the two is not direct, and is often mediated by learning behavior
3. Yerkes-Dodson's law
Motivation intensity is not completely proportional to learning effect. There is an inverted U-shaped curve. There is an optimal level. Below the optimal level, it is directly proportional and above it, it is inversely proportional.
The optimal level varies depending on the individual learner, the learning materials, the nature of the topic, and the difficulty level.
Motivation levels vary with the difficulty of the learning activity
The harder it is, the lower the motivation for optimal levels
ii. major theories of motivation
reinforcement theory of learning motivation
View
Using reinforcement to explain the generation of learning behavior and motivation. People have certain behavioral tendencies because this behavior is reinforced
Such as, praise, rewards, competitions
evaluate
Overemphasis on the external forces that cause behavior and neglect of people's initiative and consciousness in learning have great limitations.
Cognitive theory of learning motivation
i. Expectation-value theory
representative figure
Atkinson
representative figure
McClelland
achievement motivation
a general tendency to strive for success and to move toward success or to avoid failure
Atkinson
expected value
T achievement motivation is determined by achievement need M, expectation level P and incentive value I
Ts=Ms×Ps×Is Tf=Mf×Pf×If
ta=Ts-Tf
Ta＞0 Ts>Tf Those who pursue success
Ta<0 Ts<Tf avoid losers
Two tendencies in the pursuit of success
Those who pursue success
Pursue success and dare to take risks. A certain amount of failure will stimulate motivation.
Tend to choose tasks with a 50% probability of success
avoid losers
Discouraged by failure, motivated by success
Choose very difficult or very easy tasks
application
Striving for success
Strict grading, giving them more difficult, challenging tasks, and a competitive environment
avoid losers
Pay attention to the strengthening effects such as praise and encouragement, and the environment is less competitive and more relaxed.
ii. success-failure attribution theory
1. attribution
people’s explanations and evaluations of why they or others achieved results
2. develop
Hyde
earliest attribution
external or internal
Lot
control point
internal control external control
Wiener
People tend to attribute success or failure to three dimensions and six factors
stability, immanence, controllability
Ability level, effort level, task difficulty, luck, physical and mental state, external environment
Attribute success to internal, stable, and controllable factors
3. attributed impact
Attributions have a great impact on student behavior, expectations, and emotions
4. Influencing factors
1. Information about other people’s operations
Individuals explain their own results and their causes based on the results of other people's behavior or relevant information
2. previous ideas
individual’s past experience or history
3. self-awareness
An individual's perception of his or her abilities
5. application
Guide students to make correct attributions - hard work (dialectics)
Everything cannot be attributed to hard work
If students work hard enough but fail, they attribute it to hard work and will develop a sense of learned helplessness.
iii. self-efficacy theory
1. bandura
2. meaning
self-efficacy
People's subjective judgments about whether they can successfully perform an achievement behavior
(expect)
Result expectations
performance expectations
3. Influencing factors
1. Direct experience has the greatest impact
2. vicarious experience vicarious reinforcement observing others
3. Verbal persuasion
The effect is not long-lasting - minimal effect
4. emotional arousal
Emotional state Surrounding environment
4. Function
1. Affects the acquisition and performance of new behaviors
2. Determine people's choice and persistence in activities
3. Affects emotions during activities
4. Influence people's attitude when facing difficulties
5. evaluate
Overcome the tendency of traditional psychology to emphasize knowledge and actions over emotions.
Combining cognition, needs, and emotions to study motivation has great scientific value
Limitations: A relatively complete and unified theoretical framework has not been formed.
iv. self worth theory
1. Covington
2. Learning successfully is about maintaining a positive and capable self-disposition
3. Classify and analyze motivation types
High approach, high avoidance type
Pursuit of success, fear of failure, over-learner, implicit learner, stealing learning
High drive and low avoidance type
Optimist, confident and resourceful, accepting challenges
Trend low, avoid high
Those who avoid failure, have the ability but don’t work hard, don’t pursue success
low-trend-low-avoidance type
Those who accept failure do not seek success and are not afraid of failure.
4. application
Can explain the phenomenon - having ability but not working hard
teacher measures
Set task difficulty appropriately
Group cooperative learning
Guide students to make correct self-evaluations rather than comparing them with others
v. goal orientation theory
Devic
meaning
Different views on ability growth lead to different goal orientations
entity view
Ability will not change
Achievement Goal-Oriented (Performance | Self-Expression)
Have the desire to show your intelligence and ability to others, but try to avoid situations where you may fail or show your incompetence
group-referenced evaluation
growth outlook
Ability can change
Mastering the Goal Orienter (Learning | Task Involvement)
Tend to regard improvement of abilities and mastery of tasks as standards for improvement
Features
learning target
improve abilities
can be improved
like challenges
Not afraid of difficulties and strong persistence
Attribute success to hard work and have a strong sense of control
stable self-esteem
performance goals
expressive ability
Ability remains unchanged
avoid challenges
Fear of difficulties and poor persistence
Attributed to ability and luck
Poor sense of control
conditioned self-esteem
application
score
Treat grades correctly
study
Give full play to your strengths and make appropriate use of incentives to guide you to work harder and be more confident.
vi. self-determination theory
Desi, Ryan
Theoretical basis
Self-determination: People are active and autonomous organisms with an innate tendency for psychological growth. They will strive to cope with continuous challenges in the environment and integrate external experiences into their self-concept.
Three basic psychological needs: sense of competence, autonomy, and belonging
experiment
desi experiment
Lepore experiment
View
When the task itself is interesting, imposing extrinsic motivation can undermine intrinsic motivation
internalized motivation
Extrinsic motivation turns into intrinsic motivation
Extrinsic motivation stimulates students’ interest and pursuit of learning activities and becomes the dominant motivation
application
Emphasize intrinsic motivation and focus on how the outside affects the inside
Improper use of motivation can reduce intrinsic motivation
When students are interested in the task, do not provide rewards easily, especially material ones
Teachers should promote the internalization of external motivation
Humanistic theory of learning motivation
Rogers--free learning theory
meaning
Concentrate, be spontaneous, self-evaluate, and develop in an all-round way
Enlightenment
Teaching arouses students' interest and attracts students to actively participate
Establish a sincere, harmonious and democratic teacher-student relationship, allowing students to express their opinions freely
Establish an evaluation mechanism that combines student self-evaluation with teacher encouragement and evaluation
Be student-centered and promote the independent development of students’ personality and potential
Maslow - hierarchy of needs theory
meaning
Physiological, safety, belonging and love, respect, knowledge and understanding, aesthetics, self-actualization needs
Features
There are not only distinctions between high and low, but also priorities. Only when low-level needs are met can high-level needs be pursued.
Deficiency needs arise due to lack and disappear once satisfied
The first four
The need for growth is never satisfied
The last three
Due to various reasons, very few people can achieve the need for self-actualization
application
1. To some extent, students lack motivation to learn, which may be due to unsatisfied missing needs.
2. Therefore, teachers should not only care about students’ learning, but also pay appropriate attention to students’ lives.
3. Love and respect are easily missing in schools
4. Teaching guides students to pursue growth needs
iii. Factors affecting learning motivation
internal conditions
1. Students’ own needs and goal structures
2. Maturity and age characteristics
Continuous growth of body and mind - maturity
3. Students’ personalities and individual differences
4. Pupils’ ambition levels and values
5. student anxiety level
F
teacher
1. My exemplary behavior
2. teacher expectations
Pygmalion effect
3. Teachers’ ability to communicate with parents, schools, society and students
Family environment and social opinion
1. Social demands play a role in student motivation through family
2. Family cultural background and mental outlook
iv. Cultivation and stimulation of learning motivation
nourish
Application of various theories
subtopic
subtopic
normal class
teaching attracts
1. Flexible teaching methods stimulate students’ enthusiasm for learning
2. The teaching content is novel and attracts students’ attention.
3. Classroom exercises motivate students
Avoid teachers’ monotony
stimulate interest
1. teacher expectancy effect
2. Use existing motivations and interests to help students form new interests
3. Strengthen guidance on extracurricular activities and develop students’ interests
Feedback and Assessment|Reinforcement
in principle
1. Timely feedback
2. Feedback is specific and clear
3. Feedback should be given frequently
Rewards and Punishments | Reinforcement
1. Reward individuals for good performance and achievements rather than participation in activities
2. Rewards are for tasks that you are not interested in but need to be completed
3. The content of the reward should be social rather than material.
Praise without money
4. Pay attention to students’ personality differences
cooperation and competition
psychological effect
cooperative goal structure
Inspire a social goal-centered motivational system
Help work together
Maximize motivation
competitive goal structure
Inspire a performance-goal-centered motivational system
The most capable and confident students are motivated, the less able are shunned
individualized goal structure
Inspire a motivational system centered on mastery goals
Success is attributed to hard work. Even if you fail, you will not deny that you will work harder.
Attribution guidance
Try to attribute effort (internal, controllable) but prevent learned helplessness
excitation
I. stimulate external motivation
1. Learning objectives are clear and appropriate
2. Timely feedback
3. Positive and targeted reviews
II. stimulate internal motivation
1. Create problem situations (authenticity)
2. An environment of appropriate competition and cooperation
3. Facilitate transfer of learning
III. Alternate transformation of internal and external motivations
1. Create problem situations and heuristic teaching
2. Appropriately control motivation levels based on task difficulty
3. Give appropriate evaluation feedback
Progress rate, new focus, comments
4. Appropriate rewards and punishments to maintain intrinsic motivation
5. Properly handle competition and cooperation
6. Conduct proper attribution training
5. cognitive domain learning
i. knowledge and its construction
i. meaning
broad sense
Refers to all information and its organization obtained by an individual through interaction with the environment
Including skills, strategies, etc., and also generally refers to all experiences people get
narrow sense
Information or meaning that can be stored in linguistic symbols or speech activities
Such as theorems, concepts, etc. in various disciplines, excluding skills and experience
ii. type
I. Depth of response to knowledge
perceptual knowledge
Surface features can be directly accessed through the senses
rational knowledge
Reflect the essence, laws and internal connections of things, obtained through certain thinking activities
subtopic
II. level of abstraction of knowledge
specific knowledge
Can be directly observed, tangible
abstract knowledge
It cannot be observed directly and can only be obtained by definition.
III. The state and expression of knowledge
1. declarative knowledge what
It mainly reflects the status, content and time reasons of the development and change of things. It mainly expresses what and how
Can generally be expressed clearly in language
2. procedural knowledge how
Reflect the specific process or main steps of the activity, Explain what to do and how to do it, mainly for practical operation
Such as instructions
3. the difference
declarative
Static knowledge, description of things
Easy to get, easy to forget
Construction mechanism: assimilation and accommodation
procedural
Dynamic, including many operating processes
More complex, difficult to obtain and difficult to forget
production
4. Contact between the two
Declarative knowledge often provides the necessary information to perform a certain operating procedure
The mastery of procedural knowledge will also promote the deepening of declarative knowledge.
Mastering procedural knowledge such as note-taking and reading is also of certain significance for us to learn declarative knowledge.
IV. bloom
specific knowledge
Ways and means
universal principles
V. knowledge source
direct knowledge
Experience gained through doing it yourself
direct experience
indirect knowledge
The theoretical and systematic knowledge structure and system summarized through long-term human culture
indirect experience
VI. Is it easy to deliver
explicit knowledge
Able to explain clearly in language and words
tacit knowledge
It cannot be explained in words, it can only be understood but cannot be expressed in words.
as understanding
VII. The complexity and variety of knowledge and its applications
Well-structured domain knowledge
There are fixed answers and fixed methods
Poorly structured domain knowledge
No fixed answers or methods
iii. Basic mechanism of knowledge construction
declarative knowledge
assimilation
Understanding and acquiring new knowledge
adapt
Adjustment and integration of old knowledge
procedural knowledge
production
A series of rules expressed as "if...then..."
iv. representation of knowledge
meaning
The representation and organizational structure of knowledge in the mind
Representation mode
concept
The basic attributes and characteristics of things
propositions and propositional networks
Express a fact or describe a state, usually consisting of a relationship and more than one topic
two or more propositions linked together
Appearance
mental images that people form in their minds that are similar to real-world situations
Schema
organized knowledge structure
production
Pairing of conditional actions
if. . . So. . .
ii. knowledge understanding
i. meaning
A gradually in-depth thinking activity in which students use existing experience or knowledge to understand the various connections and relationships of things until they understand their essence and laws. central link in knowledge mastery
ii. process
1. three-stage theory
grow
Exposure to foreign knowledge and strive to establish connections
Refactor
Building connections through assimilation
coordination
Knowledge systematized and structured
2. three levels theory
episodic memory
Appearance
semantic memory
Languages
program memory
action, method
3. Feng Zhongliang
understand
Intuition and summary of teaching materials
consolidate
Memorize and maintain teaching materials
application
concretization process (extraction)
iii. Influencing factors
A. Objective factors
1. Contents of study materials
a. meaningfulness
comprehensibility, logic
b. specificity
c. relative complexity and difficulty
2. Format of learning materials
intuitiveness of presentation
Objects, models, teachers’ words
3. Linking old and new knowledge
4. systematization of knowledge
5. Teacher’s verbal tips and guidance
B. Subjective factors
1. Original knowledge and experience background
2. Awareness and methods of active understanding
Consciousness: subjective initiative
Method: Create frameworks, tables, and add questions
3. Characteristics of cognitive structure
The presence or absence of fixation points; the stability and clarity of fixation points; the distinguishability between old and new materials
4. student ability level
cognitive development level
language skills
iii. Integration of knowledge
i. meaning
The blending, interconnection and organic unity of knowledge
The process of memorizing knowledge
ii. memory
meaning
It is the psychological process by which individuals accumulate and preserve experiences in their minds through memorization, retention, and reproduction.
Classification
Memory structure, maintaining the length of memory
Instantaneous, short-term, long-term
Tulving
long term memory
procedural memory, declarative memory
image memory, emotional memory
Semantic memory, episodic memory
iii. forget
1. Features
1. Reduction in retention
2. increase in retention
Common among children
3. Changes, processing, and abbreviation of memory content
4. Review and memory, reasonable review--Ebbinghaus memory curve
2. theory (reason)
1. memory trace decline theory
2. Interference theory between materials
Positive, negative
3. Difficulties in retrieval
question, extract clues
4. knowledge assimilation theory
Ausubel, senior replaces junior, major replaces minor
5. motivated amnesia
selective amnesia
iv. Promote integration and deepening measures
1. Improve students’ ability to process information
2. Multiple coding methods
3. contact mnemonics
4. Overlearning Trying to recall
5. Reasonable review and timely dispersion
iv. conceptual change
I. misconception
1. meaning
It is not caused by misunderstanding. It is often linked to children's daily direct experience and is rooted in a theoretical system that is different from scientific theory.
2. Features
Appears in different groups of people
The frequency of occurrence does not change much across age groups
II. conceptual change
1. meaning
A major transformation of an individual's knowledge and experience due to the influence of new experiences that are inconsistent with it
It is a concentrated expression of the interaction between old and new experiences, the transformation of existing experiences by new experiences, and the process of initiating and resolving cognitive conflicts.
2. transformation process
1. Teachers cause cognitive conflict
The state of confusion, tension and discomfort felt when there is a conflict between original ideas and new experiences.
2. Cognitive conflict resolution and conceptual change
A. Rejection of new concepts directly or after analysis
B. incorporate
a. mechanical memory
don't understand
b. Concept replacement
Completely opposite
c. concept acquisition
Not completely opposite, understand new knowledge in the context of original knowledge
III. Factors influencing change
1. Learner’s formal reasoning ability
Whether students can realize the rationality of new concepts and the errors of original concepts
2. Prior knowledge and experience
Too strong and unacceptable
3. students’ metacognitive abilities
regulate cognitive abilities
4. Students’ learning motivation and attitude towards school and knowledge
goal orientation
Ability or achievement
Interests, subject concepts
self-efficacy
control point
5. Social situations (classroom)
teacher
IV. Strategies for teaching conceptual change
1. Create an open and accepting classroom atmosphere
2. Listen and gain insight into students’ world of experience
3. Cause cognitive conflict among students
4. Encourage students to communicate and discuss
v. Application and transfer of knowledge
I. application of knowledge
meaning
broad sense
Use existing knowledge to solve problems
narrow sense
Understand the teaching materials and solve similar problems based on knowledge
level
Recognize
Know when you appear
remember
does not appear reappear
II. Migration and its classification
Migration meaning
It is the influence of one kind of learning on other learning
Can be positive or negative
Refers to the impact of acquired knowledge, and even methods and attitudes on new knowledge and new skills
type
1. influential impact
a. positive migration
One kind of learning has a positive impact on another kind of learning
b. negative transfer
One kind of learning has a negative impact on another kind of learning
c. zero migration
One type of learning has no impact on another type of learning
2. level of abstraction
a. Lateral migration
horizontal migration
The interaction between experiences at the same level of abstraction and generalization
Apple and Watermelon
b. vertical migration
vertical migration
Interactions between experiences at different levels of abstraction and generalization
apples and fruits
3. Migration time sequence
a. Ordinal migration
The front affects the back
b. reverse migration
The back affects the front
4. Degree range
a. self migration
The experience learned by an individual affects the task operation in the same situation
3*4 5*6
b. near migration
Individual learning experiences influence task operations in similar situations
3*4 30*40
c. far migration
The experiences an individual learns influence task performance in completely different situations
Transfer of methods and attitudes
5. content
a. General migration
What is transferred is general principles, methods, strategies, attitudes, etc.
b. Specific migration
specific, special
III. transfer theory
A. Early days
1. form training theory
functional psychology
Psychology is made up of faculties
Functions can be developed through certain training just like muscles.
Lack of experimental and realistic basis
A function is transformed in a certain learning situation in that it automatically functions in all relevant situations.
2. The Theory of Identical Elements (Thorndike)
Transfer occurs when the new learning situation shares elements with the original learning situation.
The more identical elements there are, the higher the degree of migration.
3. Generalization Theory (Judd)
water target shooting test
Basic concepts, theorems and conclusions - generalized theory
The higher the level of generalization of principles, the better the transfer
4. Gestalt relational transformation theory
An epiphany about internal relationships in learning situations
have the same relationship
5. learning set theory
Establish a pattern in training
B. modern
1. symbolic schema theory
The schema matches, the representation is the same, and migration occurs
(Similar to Bruner's cognitive structure)
2. production theory
The productions are the same, migration occurs
if. . . So. . .
3. structural matching theory
(Skinner) representation matching, identical structure
4. situational theory
Knowledge situationality, situational transfer
IV. Factors affecting migration
1. similarity
objective
learning materials and situations
subjective
Similarity of processes between individuals in processing learning materials
2. Generalization level of existing experience
The higher the migration, the better
3. Learning attitude and attitude
4. individual intelligence level
5. Student age, teacher guidance, outside tips and help
V. Application to promote transfer in teaching
1. Integrate subject content
Break the boundaries of disciplines and integrate them into one course
Lateral migration
2. Strengthen knowledge connections
Linking old and new knowledge
vertical migration
3. Pay attention to learning strategies
Especially transfer strategies, learning strategies, cognitive strategies and metacognitive strategies
4. Emphasis on summary
1. Guide students to summarize the principles themselves
2. When explaining principles, use more examples
3. Combined with specific situations
5. Cultivate migration awareness
Encourage and strengthen migration awareness behaviors
6. Learning of motor skills
i. Skills Overview
I. meaning
Regular physical and cognitive activity methods acquired through practice
II. Features
1. Developed through practice, unlike instinct
2. Comply with the law, different from random behavior, controlled by will
3. Mode of activity, distinguished from knowledge
Declarative knowledge - procedural knowledge - skills
III. type
According to the nature and characteristics of skills
Operation skills
Motor Skills | Motor Skills
meaning
Legal physical activity methods acquired through practice
Features
1. Action object--objectivity
material objects and muscles
2. Action progress - explicitness
overt muscle movement
3. Action structure-expandability
cannot be omitted
mental skills
Wisdom Skills | Intelligence Skills
meaning
Rule-based cognitive activity methods acquired through practice
Features
1. Action object--conceptuality
thinking
2. Action progress - implicit
Implicit thinking activities, invisible
3. Action structure--reduction
Internal language can be combined or abbreviated
Contact between the two
1. Operational skills are often the basis of mental skills. The formation of mental skills is often based on external operational skills and is gradually separated from external actions and achieved with the help of internal language.
2. Mental skills are the rulers and regulators of operational skills. Complex operational skills often require the participation of cognitive components.
IV. effect
Skills help us regulate and control movement
It can help us carry out learning activities and improve learning efficiency
Helps in mastering knowledge
The formation of skills is conducive to the development of intelligence and ability
ii. mental skills
I. prototype simulation
meaning
In order to achieve the purpose of training, find a practical operation activity in life as a model for practicing mental skills, and achieve the training of the prototype through the training of the model.
prototype
Mental skills (memory)
Model
Practical models and operational activity procedures for mental skills (memorizing words)
process
II. Formation process
Gary Palin
1. action orientation phase
Acquire procedural knowledge
2. Material activity or materialization activity stage
Use physical objects, models, etc. to manipulate procedural knowledge through explicit actions
Expandable, irreducible
3. vocal external speech motor stage
4. silent external speech action stage
5. internal speech motor stage
Feng Zhongliang
1. prototype orientation
Establish prototypes and models, procedural knowledge
2. Prototype operation
Correspondingly add 2.3.4, external action
3. Archetype internalization
Automatic, embedded, simplified
Anderson
1. cognitive stage
Knowledge, how-to, declarative, and preliminary procedural start-goal states
2. contact stage
procedural knowledge, operations
3. Automation stage
Internal speech, not under conscious control
III. Cultivation method
1. Follow the stages of intellectual activity to form theories
2. Choose method based on type of mental skills
Different prototypes - different models
3. Actively create opportunities to apply mental skills
4. Pay attention to thinking training
Logic, induction, deduction, reasoning, good thinking methods and qualities
iii. Operation skills
i. Main types
I. Movement intensity and fineness of movement
a. tiny
small muscle groups
such as writing
b. Extensive type
large muscle groups
Such as running, dancing
II. continuity of action
a. Continuous
continuous, coordinated, inseparable
swimming, cycling
b. intermittent type
Discontinuous countable quantity
like shooting
III. Dependence on the environment
a. closed type
gymnastics
self feedback
b. open type
football
external feedback
IV. Operation object
a. Freehand type
Tai Chi
b. Instrument type
fencing
ii. Formative stage
FitzPosner
1. cognitive stage
Learn relevant knowledge (procedural, declarative)
Orientation Phase of Operation
Think about actions and steps (heavy workload)
imitation phase of operation
2. contact stage
Merge local movements into large units and imitate - skilled
integration phase of operations
3. Automation stage
Actions are basically unconscious and are generalized and systematic.
Operational proficiency stage
Feng Zhongliang
iii. training requirements
I. Accurate guidance and demonstration
1. Guide students to master relevant knowledge
2. Clarify the purpose and requirements of the exercise
3. form correct action images
4. Acquire certain learning strategies
II. necessary and appropriate exercises
Practice method
Concentrated, dispersed, whole, part, simulation, actual, psychological
amount of practice
Over practice 1.5 times
practice curve
1. Practice scores gradually improve
Fast first and then slow
The influence of old experiences
Easy first, then difficult
Decline in interest
Slow first and then fast
Master basic skills
2. plateau phenomenon
meaning
When practice reaches a certain stage, progress often stops temporarily, which is manifested as the practice curve remaining at a certain level, no longer rising or even falling, and then continuing to rise after the plateau period.
reason
Continuing progress requires changing the existing activity structure and the way in which activities are completed.
Decreased interest in practice, or even boredom
3. The ups and downs in practice performance
meaning
Practice performance sometimes improves, sometimes declines, and sometimes stops.
reason
Changes in objective conditions, such as: learning environment, practice tools, teacher guidance
Low interest and boredom
4. There are individual differences in exercises
III. Adequate and effective feedback
internal feedback
self-sensory system
external feedback
feedback from outside oneself
IV. Establish a stable and clear kinesthetic sense
Establishing a connection between movement and muscle perception
method
1. Guide students to combine the visual image of movements with kinesthetic representations
2. Experience kinesthetic stimulation
3. In the later stage of contact, visual control and kinesthetic control are alternately practiced.
7. instructional design
i. learning strategy meaning
concept
In order to improve the effectiveness and efficiency of learning, learners make complex plans related to the learning process purposefully and consciously.
Features
effectiveness
initiative
procedural
procedural
ii. structure
Mike Card
I. cognitive strategies
Information old and new
meaning
Learners’ methods and techniques for information processing
Process and organize information effectively
Store information in categories
Pay attention to strategies
meaning
Learners activate and maintain the psychological state of learning in learning situations, focus their attention on relevant or important information, and maintain a high degree of awareness and alertness to learning materials.
method
1. Set teaching goals and inform students of goals
2. Use various methods to remind key points
3. Inform students that the following content is important
4. Use unique or novel stimuli
5. Increase the emotionality of the material
According to the uniqueness of the material, use more emotional words
Fine machining strategy
meaning
a. Strategies for connecting new information to existing knowledge to add meaning to the new information
b. Conduct in-depth and detailed analysis and processing of learning materials to understand their underlying meaning and promote memory learning strategies
method
Mnemonics (simple)
meaning
Make connections between new material and visual imagery or semantic relationships
Refers to a method of arranging certain connections between memorizing materials to help memory and improve memory effects.
method
1. location memory method
2. initial hyphen
3. Homophone association idea
4. keyword method
5. Piano peg--word method
Find internal connections between information
6. visual imagination
Flexible processing of information (complex)
1. intentional memory
memory between information
2. Active application
3. Use background knowledge
4. take notes
Add title
5. Contact with real life
6. Questioning strategies
rehearsal strategy
I. meaning
The strategy of repeating information over and over in order to retain it in working memory
II. Use memory rules
1. eliminate interference
2. inhibit and promote
a. inhibition
learning knowledge has a negative impact on
Inversion suppression
New information affects previous information
proactive inhibition
Old information affects new information
b. Promote
positive influence
inversion promotion
proactive facilitation
3. primacy effect and recency effect
a. primacy effect
Tend to remember the beginning
b. recency effect
The final project is almost unaffected
III. Proper use of review strategies
Review in time
Ebbingshall
Focused review and distributed review
Dispersion is better than concentration, a combination of both
partial learning and whole learning
The part is better than the whole, the combination of the two
IV. Ask yourself questions or try to recite them
Check for redistribution efforts
V. over learning
1.5 times
VI. automation
unconscious control
VII. personally involved
practice
VIII. Situational similarity and emotional and physiological state similarity
mock exam
Memorize words underwater and get good results in underwater tests
IX. Psychological tendencies, attitudes and interests
Utilize guidance
Coding and organizing strategies
Systematize and structure knowledge
meaning
Divide learning materials into small units and place them into appropriate categories so that each piece of information is connected to other information
method
1. Make an outline
Present structure
2. Make a schematic diagram
System structure diagram
concept diagram
(mind Mapping)
3. Apply theoretical models
4. Utilize forms
II. Cognitive strategies vs metacognitive strategies
Metacognitive strategies and cognitive strategies often work together
Metacognition helps us estimate the extent of learning, decide how to learn, and provide evaluation, feedback, and regulation of cognitive strategies.
Cognitive strategies help us integrate new knowledge with old knowledge
III. metacognitive strategies
Metacognition
meaning
Cognitive cognition is the knowledge about one's own cognitive processes and the ability to regulate the processes
effect
1. Improve the effectiveness and efficiency of cognitive activities
2. Can promote individual intellectual development
3. Contributes to taking initiative
meaning
Strategies for students to effectively monitor their own learning process
metacognitive strategies
1. self planning strategy
Plan various activities before the event, predict results, choose strategies, come up with various methods to solve problems, and estimate their effectiveness
2. self-monitoring strategy
Timely evaluation, feedback, and self-questioning
Understand monitoring
Whether to "understand"
concentrate
3. self-regulation strategies
Select remedial measures based on evaluation feedback results
4. self-evaluation strategies
Judgment of effects, evaluation and normative behavior
5. self-directed strategies
Oral, written, presentation method steps
IV. resource management strategy
meaning
Strategies to assist students in managing available environments and resources
Classification
I. time management strategies
1. Arrange study time as a whole
2. Use your best time efficiently
3. Make flexible use of odd time
II. effort management strategy
1. Attribute success or failure to hard work
2. self talk
3. Adjust your mood
4. self-reinforcement
Use your effective energy on learning
III. Academic help-seeking strategies
1. Tool Utilization Strategy
Reference resources, literature
2. Social human resources utilization strategy
Ask teachers for help, etc.
IV. environmental management strategy
Eliminate distractions to focus on learning
Quietness, situational similarity
8. Problem solving and creativity development
i. basic theory of intelligence
traditional intelligence theory
View
Develop intelligence tests based on psychometrics and composed of different factors
theory
single factor theory
It is an overall ability and intelligence is indivisible
two factor theory
Spearman
factor
G factorgeneral
Universal factor Common to different intellectual activities Reasoning ability
S factor special
Special factors memory, imagination
group factor theory
Thurston
seven mental abilities
There is a positive correlation
Three-dimensional structure theory of intelligence
Gerford
three dimensions
operate
intellectual activity process
5: Cognition, memory, convergent thinking, divergent thinking, evaluation
content
Intellectual activity content
4: Graphics, symbols, semantics, behavior
product
results of intellectual activities
6: Unit, category, relationship, system, transformation, derivation
5X4X6=120 factors
The components of intelligence are complex and diverse
Fluid intelligence and crystallized intelligence theories
cartel
fluid intelligence
Reaches a peak and then decreases with time
Learning and new things do not rely on specific culture and background, but are greatly affected by genetic factors
Will decline with age Memory, attention
crystallized intelligence
rises with age
Acquired abilities are related to acquired cultural accumulation.
Does not decline with age
judgment, common sense
multiple intelligence theory
Howard Gardner
eight kinds of intelligence
verbal intelligence
Ability to learn and use language
mathematical ability
operational logic thinking
spatial intelligence
Identify distance direction
musical intelligence
Rhythm, appreciation and expression
physical intelligence
Control limbs, precise movements
intrapersonal intelligence
Know yourself and choose your life direction
Metacognition
natural intelligence
Identify living things
social intelligence
Communicate with people in society and live in harmony
Features
Different combinations in people make each person's intelligence have its own unique expression characteristics.
It is still possible that other intelligences exist and are still being studied
evaluate
It breaks through the traditional scope of intelligence and triggers thinking about education, talents, intellectual development, and educational evaluation.
Criticizes the tradition of only testing verbal and mathematical abilities, which deprives children who are excellent in other areas of attention
Not only focusing on neurophysiological influencing factors, but also sociocultural effects
successful intelligence theory
1. Sternberg
2. successful intelligence
To adapt to the environment, change the environment, and choose the environment in order to achieve the goals of the individual or the national culture of the group
3. Theoretical basis
Triarchic intelligence theory
analytical intelligence
Used to solve problems and determine the quality of thinking results
creative intelligence
Individuals formulate creative questions and ideas from the outset
practical intelligence
Implement effective methods based on analysis results
not only possess And balanced
4. four key factors
In a sociocultural context, intelligence is defined according to one's own standards and according to one's ability to succeed in social activities
The ability to achieve success relies on using one's own strength to make up for and correct shortcomings
Success can only be achieved by balancing the three intelligences
The balance of intelligence is to achieve the goal of adapting, selecting and transforming the environment
5. evaluate
Intelligence refers not only to academics but also to real-life success
ii. The essence and process of problem solving
I. question
condition
ultimate goal
with given information
There are certain obstacles
definition
A situation in which there is an obstacle between the given information and the final goal and needs to be resolved
II. problem solved
The process of using certain methods and strategies to bring an individual from an initial state situation to a goal state situation
Features
have a certain purpose
Including a series of operations mental operations
There is a cognitive component involved
basic process
Dewey origins
I. Understanding and representing the problem stage
1. Identify valid information
2. Understand the meaning of information
3. Understand the overall representation of the problem
All sentence meanings
4. Categorize the problem
which schema
II. Seeking answers to identify cognitive operations stages
1. Algorithmic formula
List all the methods one by one and try them one by one
2. heuristic
meaning
Take fewer actions based on existing experience
type
means-end analysis
Sub-goals--solve them one by one--solve the problems
mountain climbing
Sub-goals Re-evaluate the next step after completing each sub-goal
Backcasting
Starting from the target state, consider reaching the elementary state step by step
analogical thinking
bionics
III. Execute plan or attempt some kind of solution phase
IV. Evaluation stage
III. The process of solving structural problems
1. Clarify the problem and its contextual constraints
Determine if the problem actually exists
hidden in situations
Get to the bottom of the problem
Problem background analysis and understanding of problems from multiple perspectives
The process of integration and reorganization of relevant information
2. Clarify and clarify possible perspectives, positions, and interests
3. Suggest possible solutions
Good: Select around goals
Different positions, different plans
Search around conditions and problems
4. Evaluate the effectiveness of various methods
most preferable
5. Reflective monitoring of problem representation and resolution
metacognitive ability
6. Implement and monitor solutions
A more effective solution
7. Adjust the solution
Try to find the best solution that satisfies multiple interests and reflect on it
iii. problem solving training
Factors affecting problem solving
I. Relevant knowledge and experience
II. Individual Intelligence and Motivation
a. intelligent
reasoning, understanding, memory
b. motivation
inverted u-shaped curve
III. Problem situations and representation methods
A. situation
External problem presentation method
a. Spatial arrangement Is it within the field of view?
b. Whether the stimulus pattern presented is similar to previous experience
c. It is disadvantageous to have too few or too many known conditions, situations, etc.
B. representation
Internal representation in the mind Level of understanding
IV. Mindset and functional fixation
A. Mindset
Meaning: a state of psychological preparation in which previous activities form and influence the trend of subsequent activities
Effect
Positive when the problem situation remains unchanged
Negative when problem situation changes
B. functional fixation
Definition: When an individual solves a problem, he only sees the usual function of something and cannot see other functions.
V. Prototype inspiration and incubation effect
A. prototype inspiration
Meaning: Get inspiration for current issues from other things or phenomena
Prototypes: problems and phenomena that inspire problem solving
B. brewing effect
Meaning: (Intuitive thinking) When a person has been thinking about a problem for a long time and cannot solve it, if he puts it down, he will suddenly think about it and solve the problem after a while.
Essence: Breaking the stereotype of inappropriate ideas when solving problems, thereby promoting the generation of new ideas
Problem solving training
1. Make full use of existing experience to form a knowledge structure system
Students master their own professional knowledge proficiently and build knowledge structure
Teachers teach declarative knowledge and procedural knowledge together
2. Analyze problem composition and grasp problem solving rules
Analyze problems and select strategies and methods
3. Teach problem-solving strategies and flexibly change problems
4. Carry out research-based learning and give full play to students’ initiative
5. Allow students to make bold guesses and encourage practical verification
Fixed mindset, fixed functions
A comparative study of experts and novices
experiment
chess game
Compare
fundamental
Experts have a huge knowledge reserve: structuring, organizing, fine processing...
Differences in Observation
Experts can perform perceptually larger meaningful stimulation patterns
Novice, limited, less
memory differences
Expert Larger Memory Chunks—Memory Strategy Appropriateness
Newbies Smaller memory chunks--bad strategy
Differences in skill execution speed
Experts are faster, more proficient, and more automated
Time difference used to characterize the problem
General questions faster than newbies
Complex problems are slower - more knowledge available - better solutions
deep differences in representation
Experts go deeper
Differences in metacognition
More frequently and more accurately
Characteristics of an Effective Problem Solver
1. Excellent performance in areas of expertise, not all areas
2. In terms of processing information: processing in larger units (enriching existing experience)
3. Able to process meaningful information quickly
4. Ability to hold large amounts of information in short-term and long-term memory
5. Able to represent problems in a deep way and quickly analyze principles and rules
6. Experts prefer to spend time identifying characterization problems - more time
7. Ability to monitor one's own actions well - better metacognitive skills
Enlightenment: Enrich existing experience, Well-organized domain knowledge
iv. Creativity and its cultivation
I. concept
According to certain purposes and tasks, use all known information to carry out active thinking activities to produce the quality of a product that is novel, unique, and has social or personal value.
II. structure
1. creative cognitive qualities
Cognition-related parts of creative mental activities, core
creative imagination
creative thinking
fluency
The number of ideas generated within a specified period of time
flexibility
Breaking through the stereotype, other angles
originality
Can solve problems in unusual and unconventional ways
creative cognitive strategies
2. creative personality qualities
Personality qualities of creative people--promotion
create motivation
create emotions
create will
3. creative adaptive qualities
interaction with the social environment, showing
Externally: creatively respond to the social environment
Internal: Debugging the creative process
behavioral tendencies
creative behavior habits
creative techniques
creative strategies
III. Cultivation measures
I. Create an environment that encourages creativity
1. Establish democratic management
2. A loose examination system, not a single standardization
3. More opportunities for independence, independent courses-development and creation of cognition
4. Set a creative example
II. Cultivate creative teachers
1. Changing teachers’ teaching concepts
2. Improve teachers’ creative qualities
3. Teachers learn about the psychology of creativity
III. Set up corresponding creative courses to teach students creative techniques
1. Brainstorming method-intellectual stimulation method
Multiple people discuss, encourage and inspire each other
2. Intuitive thinking training-mental gymnastics method
leap thinking
3. Systematic exploration
Asking for overall understanding
4. associative analogy
Gordon: Not relevant -- relate
5. combination innovation method
combination of both
6. Change your thinking
7. Comparative thinking
IV. Develop and nurture creative thinking
1. Forward span, train the ability to jump in thinking
2. Association span, unrelated connections
3. Convert span, from old to new
4. Chance
V. Cultivate students’ creative personality
1. Protect students’ curiosity
2. Eliminate the fear of making mistakes
3. Encourage students’ originality and diversity of thinking
4. Good at cultivating students’ awareness of creativity and stimulating creative motivation
9. Learning in the emotional realm
i. social norm learning
meaning
The process in which an individual accepts social norms, internalizes social values, and internalizes external behavioral requirements into his or her own behavioral needs, thereby constructing an internal social behavior regulation mechanism, is the process of internalization of social norms.
process
From the outside to the inside: compliance--identity--internalization
obey
meaning
The subject lacks a certain understanding of the basis for the demands made by others or groups, and even has resistance and understanding.
Neither disobeying nor resisting, just obeying the law
Features
Blindness, passivity, instability, situationality
type
Follow the herd
follow others
obey
Due to authority or realistic pressure
Influencing factors
Follow the herd
Group characteristics: norms, public opinion, cohesion
obey
Direct Pressure: Rewards and Punishments
Indirect pressure: In an orderly situation, it is difficult to disobey
status
Primary Stage
agree
meaning
The subject tends to be consistent with norms in terms of cognition, emotion, and behavior, and voluntarily accepts social norms
Features
Consciousness, initiative, stability
type
idol identification
Because of worship or admiration for someone or a group
value recognition
Awareness of the necessity and significance of the norm itself
Influencing factors
idol identification
Characteristics of role models are important influencing factors
value recognition
Characteristics of the norm itself; practical significance; frequency of use
Reinforcement method
status
deepening stage
Internalization
meaning
Completely transform external requirements into internal needs (intrinsic motivation)
Features
Consciousness, initiative, firmness
Influencing factors
to normative values
cognition
emotional experience
status
completion stage
ii. moral development
I. moral cognition
A. theory
Piaget
moral cognitive development theory
lawless period
egocentric
Heteronomy period 5-8
obey external rules
Determine countermeasures based on consequences of behavior
dual story method
Self-discipline period
In the middle grades of elementary school, they no longer obey authority unconditionally and their judgment is immature.
"Moral Relativism"
Kohlberg
Three levels and six stages
B. formation and cultivation
1. Mastery of Moral Concepts
2. establishment of moral beliefs
Have a firm concept and promote the formation of strong motivation
3. Development of moral evaluation skills
judge things right and wrong
II. moral sentiment
A. theory
Erikson
psychosocial development theory
Crisis resolution promotes emotional development
B. Formation and cultivation
1. Enrich students' moral concepts and combine them with various emotional experiences
2. Concrete and vivid images arouse students’ emotional resonance
3. On the basis of specific emotions, clarify moral concepts and theories, and continuously deepen
4. Cultivate students to be good at regulating their emotions
5. Pay attention to the influence of teachers
6. Create a safe classroom atmosphere where teachers are sincere and candid
III. moral behavior
A. theory
bandura
social learning theory
Set a good example and timely
B. Formation and cultivation
1. Stimulate students' moral motivations
2. Master reasonable moral behavior
3. Help students develop good moral behavior habits
4. Exercise students’ moral will
5. Pay attention to the problem
Create situations and keep practicing
Correct bad habits promptly
Reasonable and prudent punishment
Stay away from situations where you might make a mistake
iii. Correction of bad moral character
A. delinquenent conduct
wrongdoing
Blindness, contingency, emotion, variability
bad moral character
serious, consistent, intentional, tendency
B. bad moral character
I. meaning
Frequently violate moral requirements or commit more serious moral faults
Wrong behavior - (not corrected) - serious bad moral character - illegal crime
II. type
1. Cheating
2. Lack of integrity and civilized etiquette
3. Weak sense of responsibility
III. Causes
A. Objective reasons
a. family
1. Nurturing but not teaching, emphasizing nurturing but neglecting teaching
2. Too much pampering and inappropriate methods
3. Requirements are inconsistent and cancel each other out
4. Parents’ own bad life style
b. School
1. Only focus on intellectual education, not moral education
2. Teachers cannot treat everyone equally and discriminate against poor students, causing them to lose their self-esteem.
3. Bad moral character of a few faculty members
c. society
1. bad ideological atmosphere
2. Instigation of bad habits
3. Influence among adolescent groups
B. Subjective reasons
1. Lack of correct moral concepts and weak legal awareness - knowledge
2. Lack of moral emotions or abnormal emotions-emotion
3. Obvious moral weakness or abnormal will development - meaning
4. Develop bad moral behavior habits - OK
5. Unhealthy personal needs (material)
6. Internal contradictions in adolescent psychology
Opinion and group needs, volatility
IV. correction and education
A. conversion process
1. awakening stage
begin to realize
2. transition stage
Repeatability
3. Renewal stage
no longer repeat
B. how to educate
a. objective
1. Give them a trustful education and care, thereby eliminating doubts, fears and antagonisms
2. Protect and utilize students' self-esteem to cultivate a sense of collective honor
b. subjective
1. Know
Cultivate correct moral concepts and improve the ability to distinguish right from wrong
2. Affection
According to the individual differences of students, adopt flexible educational measures to stimulate moral emotions in group activities
3. meaning
Strengthen the training of moral will and enhance the ability to resist temptation
4. OK
Develop good moral behavior habits
1. Examination objectives (1) Systematically master the basic concepts, main theories and classic research of educational psychology. (2) Understand the basic methodology and new research progress of educational psychology research. (3) Use the basic laws and main theories of educational psychology to analyze and solve (explain) practical educational problems