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MindMap Gallery Learning educational psychology knowledge

Learning educational psychology knowledge

An article about educational psychology, knowledge learning mind map. Knowledge is the attributes and connections between people and things. Active responses are formed through the interaction between people and objective things.

Edited at 2023-11-22 18:45:41

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Learning educational psychology knowledge

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Outline

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knowledge learning

Concept: Knowledge is people’s knowledge of the attributes and connections of things, and active responses are formed through the interaction between people and objective things.

Classification of knowledge

ways to acquire knowledge

Direct knowledge: derived from personal experience

Indirect knowledge: obtained from books

abstraction level

Perceptual knowledge: a reflection of the appearance characteristics and external connections of things

Rational knowledge: reflects the essential characteristics and inner connections of things

objectivity of knowledge

Subjective knowledge: an individual’s interpretation of facts

Objective knowledge: relatively conventional knowledge

ownership of knowledge

Personal knowledge: unique

Public knowledge: what society enjoys

The relationship between knowledge and speech

Explicit knowledge: knowledge that can be explained clearly in words

Tacit knowledge: knowledge that cannot be fully expressed in language

The complexity and variety of knowledge and its applications

What constitutes good domain knowledge is structured knowledge composed of clear factual concepts and rules.

Ill-structured domain knowledge: knowledge that is used flexibly

state and manifestation of knowledge

Declarative knowledge: “what is”

1. Symbol representation learning: establishing the equivalence relationship between symbols and things

2. Concept learning: master the key characteristics of similar things

3. Proposition learning: learning the relationship between things

Procedural knowledge: “how to do it”

Factors affecting knowledge learning

Internal factors

1. Previously, the richer the knowledge in knowledge-related fields, the faster the construction of new knowledge and the generation of meaning. Learning is conducive to the maintenance of new knowledge.

2. Cognitive structure: The availability, discriminability and stability of cognitive structure affect the acquisition of knowledge, the construction of new knowledge, the maintenance of knowledge, the speed and accuracy of problem solving and knowledge extraction.

3. Learning motivation and attitude: The higher the level of learning motivation within a certain range, the higher the student’s learning efficiency will be.

4. Learning aspiration and mindset: a state of psychological preparation caused by previous learning that has a special impact on future learning activities.

external factors

1. Content and form of learning materials

Arrangement of content: difficulty, quantity

Form: logical, intuitive

2. Teacher guidance

Guide students to discover the meaning and value of learning

Explicit learning strategy guidance

3. Learning situation

The learning place, the layout of the environment, the similarity between teaching and testing personnel

representation of knowledge

Representation of knowledge refers to the representation and organizational structure of knowledge in the mind

1. Declarative knowledge is represented by concept propositions, propositional network representations or diagrams

symbolic learning

concept learning

Concept assimilation: first present the concept directly to the learner in a defined way, Learners use existing concepts and knowledge experiences in their own cognitive structures to understand and clarify the common key characteristics of a type of things.

Teaching method: rules and regulations, learning method: receptive learning

Concept formation: Learners analyze and compare a large number of examples of similar things to see how they differ from other things. A learning method to discover the common key features of such things

Teaching method: example-rule method, learning method: guided discovery learning

The difference between concept assimilation and concept formation

1. Different psychological processes 2. Different learning conditions

proposition learning

Concepts are often expressed in terms of propositions

2. Procedural knowledge is mainly represented by production

Lower level learning

1. Derived generic learning: The newly learned content is an example of a previously learned concept.

Relevant generic learning: The newly learned knowledge is subordinate to a certain concept that has been learned in the mind, but it is not completely included. The two are only related to each other.

Superior learning

Also called comprehensive learning, it is to learn a concept or proposition with a higher degree of generalization and inclusiveness based on a certain concept that has been formed.

learning in parallel

Learning that occurs when new knowledge and the original concepts in the knowledge structure are neither generic nor comprehensive is a parallel combination of learning conditions

transfer of knowledge

It is a kind of learning that has an impact on another kind of learning.

major factor

1. Similarity of learning tasks

2. Original cognitive structure

3. Understanding of learning situations

4. The intention and attitude towards learning

5. Learn the level of strategy

6. Learning guidance

Classification

Depending on the nature and consequences of the migration

Positive transfer: one kind of learning promotes another kind of learning

Negative transfer: interference between two types of learning

Depending on the direction in which the migration occurs

Forward transfer: the impact of knowledge learned first on knowledge learned later

Reverse transfer: the impact of later-learned knowledge on first-learned knowledge

Depends on the content of the migration

General transfer: In a kind of learning, the acquired principles, methods, strategies and attitudes are transferred to the learning of specific content.

Special transfer: The specific and special experience acquired in learning is directly used in another learning process.

Depends on the scope of migration

Near transfer: Transferring learning experience to a situation that is relatively similar to the original one

Far transfer: Transferring learned experience to other situations that are basically dissimilar to the original situation.

Depending on the degree of automation of the migration

Low-pass transfer: the process of repeated practice of automation

High-path transfer: consciously abstract and generalize, Identify principles, ideas, strategies and procedures that are not limited to specific situations and can be applied universally

classical theory

form training theory

Wolf (functional psychology)

Through certain training, various functions of the mind can be developed and transferred to other studies.

Advocacy: Studying difficult subjects

Teaching: Mastering knowledge is secondary, the development of faculties is the most important

same elements theory

James, Thorndike, Woodworth

Thorndike: One kind of learning can have an impact on another kind of learning because both have common factors.

Woodworth: The content, substance and procedures are the same.

Teaching: In terms of curriculum, we focus on combining the teaching content of applied subjects with practice.

Limitation: Failure to fully consider the learner’s inner training process

generalization theory

Judd

Principles learned through experience are the main reasons migration occurs, The better you master the principles, the better you can transfer learning to new situations.

relational transformation theory

The essence of migration is the understanding of the relationship between things

1. There is a certain relationship between the two types of learning

2. Learners’ understanding and enlightenment of this relationship

cognitive structure transfer theory

Ausubel

All meaningful learning is based on original learning. That is, meaningful learning must include transfer

In teaching to promote transfer, teachers should pay attention to the following matters

1. Establish clear, specific and realistic teaching goals

2. Pay attention to the arrangement of teaching materials and teaching content

3. Teaching is meaningful to students

4. Present multiple examples in various situations

5. Consciously teach students how to learn and flexibly use various strategies