MindMap Gallery Educational Psychology-Learning Psychological Character Mind Map
An article about educational psychology-learning psychological character mind map, including standardized learning and moral cultivation, mental health and psychological quality cultivation, etc.
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This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
This is a mind map about plant asexual reproduction, and its main contents include: concept, spore reproduction, vegetative reproduction, tissue culture, and buds. The summary is comprehensive and meticulous, suitable as review materials.
This is a mind map about the reproductive development of animals, and its main contents include: insects, frogs, birds, sexual reproduction, and asexual reproduction. The summary is comprehensive and meticulous, suitable as review materials.
Learn psychological character mind maps
Chapter 10 Standardized Learning and Moral Cultivation
bandura
behavioral reinforcement theory
Humans often obtain vicarious reinforcement by observing the behavior and results of role models, and then adjust their behavior to behave in the same way as the person being imitated.
Human behavior is not solely determined by internal factors or external factors, but is the result of the interaction and influence of the two.
On the one hand, experience is still generated through the creation of environmental conditions; on the other hand, the created environmental conditions and personal experience factors in turn affect subsequent behavior.
feedback regulation mechanism
Bandura divided social learning into four basic processes: attention, maintenance, copying and motivation. The motivation process refers to the link where individuals decide whether to implement the learned behavior by receiving social feedback information on behavior.
Freud's psychodynamic theory
Viewpoint 1: Personality consists of three factors: id, ego and superego
The id is the most innate and primitive component of the personality structure. It is governed by the pleasure principle and represents the biological component of the human being.
The superego is a component that is gradually formed in acquired life by accepting social, cultural and moral norms and other upbringings. It follows ideal principles, monitors self-behavior, and represents a person's moral component.
The ego is a component differentiated from the id in the acquired social environment. It is between the id and the superego. It is controlled by the reality principle. It must not only meet basic needs, but also control excessive impulses. It is a symbol of conscious reason. Represents the reality component of people.
Heide's theory of cognitive equilibrium
The knower's attitude toward an object depends on the attitude of a third party.
If the cognitive subject's attitude towards two objects (attitudes, objects) and the third party tend to be consistent, then the cognition is in a balanced state, and the attitude is not easy to change, otherwise its cognition will fall into an unbalanced state.
Osgood and Tannenbaum's cognitive equilibrium theory
The principle of consistency governs people's thinking and provides motivation for attitude change. Attitude change involves the direction of three variables. The first is the person's attitude towards the information source, the second is the person's attitude towards the information object, and the third is Attitude toward the assertions made by an information source about the information object. But also about their strength indicators.
Festinger's cognitive dissonance theory
Cognitive dissonance is a prerequisite for attitude change. Attitude and cognitive components include many cognitive elements. There are three possibilities between cognitive elements: relationship and cognitive coordination relationship, no relationship and cognitive dissonance relationship.
Cognitive dissonance occurs when an individual realizes that cognitive elements are in an incongruous relationship, and the individual experiences unpleasant or stressful experiences. At this time, individuals will strive to change their opinions and behavioral attitudes to restore the cognitive coordination relationship.
Although cognitive dissonance provides conditions for attitude change, it does not necessarily lead to attitude change. Therefore, it is necessary to seize the opportunity of cognitive dissonance in time and take effective measures to promote attitude change.
Patty and Cacioppo
When individuals face persuasive information, the timing and ability to process the information are different, and there are two ways to process information: central and peripheral.
If an individual has the motivation and ability to receive information, he or she will refine the persuasive information through the central path and arrive at a point of view that is inconsistent or consistent with the persuasive information, thereby achieving a change or change in attitude.
If individuals do not have the motivation and ability to accept information, they will process information through the marginal path. At this time, the main information processed is not the persuasive information itself, but the relevant emotional experience clues of the persuasive information, such as the identity of the persuader, status attractiveness, persuasion Clues such as the amount of sexual information. After peripheral path processing, clues will also be obtained, and the result of the information is persuasive or unconvincing, which will lead to the change or unchanged of the individual's attitude.
wilson
People can have two different evaluations of the same attitude or object at the same time. One is the explicit attitude that can be realized by people, and the other is the implicit attitude that is automatic and cannot be realized. When people originally When an attitude changes to a new attitude, the original attitude will not disappear, but will be stored in the memory, potentially affecting individual cognition and behavior in an implicit form, resulting in dual attitudes. Among them, implicit attitudes are automatically activated, while explicit attitudes require more psychological energy and motivation to retrieve from memory and play a role.
Hovland
Providing only one-sided evidence, such as positive evidence, is more effective for people with a lower education level and those who originally held a favorable attitude, while providing both positive and negative evidence is more effective for people with a higher education level and those who originally held an opposing attitude. people are more effective.
Shafter
Let students who play the role of actors and audience respectively, be in a real situation, form a desire to solve problems and understand the participating activities, produce empathy, sympathy, anger, love and other emotions, and conduct discussion and analysis on this basis, so as to play the role of actors Students in the audience will form certain attitudes and values.
Piaget's stage theory of moral cognitive development
Pre-moral stage, 2 to 4 years old
Children have no real moral concepts and cannot distinguish themselves from others. They have no balance in moral cognition and cannot distinguish between justice obligations and service.
Moral realism stage, 5 to 10 years old
That is, the heteronomous moral stage, in which children obey external rules and accept norms specified by authorities.
Moral relativity stage, 8 to 11 years old
That is, the self-disciplined moral stage, children's moral judgment is characterized by the ability to realize that rules are not absolute, but can be questioned and changed. Violating rules is not always wrong, nor does it necessarily require punishment. When judging behavior, consider not only the consequences, but also the motives and intentions. Be able to put yourself in the shoes of others and make judgments no longer absolute. Respect for authority is neither necessary nor always correct. If punishment is imposed, it should be considered. Compensation between punishment and the intention of the wrongdoer and the nature of the mistake, that is, children begin to use a reciprocal fairness standard.
Kohlberg's stage theory of moral cognitive development
pre-conventional level
At this level of development, children's moral concepts are external. Children obey the rules of conduct prescribed by authority figures in order to avoid punishment or obtain rewards. This level includes two stages. The first stage is based on punishment and obedience. Criterion, the second stage is based on the function of behavior and mutual satisfaction needs.
custom level
At this level of development, children develop various norms in order to gain praise or maintain social order, which can also be said to satisfy the needs and hopes of society. It can be divided into two stages. The third stage is based on interpersonal harmony, also known as the good boy orientation. The fourth stage is based on authority and maintaining the existing order of society.
post-conventional level
That is to say, for people who have reached this level of principle, their behavioral principles are more universal and have exceeded the regulations of a certain authority figure. It is expressed as a personal sense of obligation and responsibility. It is divided into two stages. The fifth stage is the social contract. and law as the criterion, and the sixth stage takes universal moral principles and conscience as the criterion.
Zhan Wansheng
Make overall plans for primary school moral education, middle school moral education, secondary vocational moral education, and university moral education as a system, and build a school moral education system with Chinese characteristics that meets the requirements of quality education from the aspects of target content, method, management, and evaluation, and use empirical methods to implement it. Verification provides theoretical reference and practical model to enhance the systematic, scientific, pertinence and effectiveness of school moral education work.
Lin Chongde
Collective moral psychology affects the moral factors and the development of informed thoughts and actions of collective members from two aspects. On the one hand, good collective moral quality prompts most normal children to form good moral character; on the other hand, good collective moral quality can transform moral character. Bad students.
Lippett and White
Teachers treat students with a democratic attitude, and students will develop towards emotional stability, friendly attitude and leadership skills.
Teachers adopting an authoritarian attitude towards students can easily lead to students being nervous, emotionally cold, aggressive and unable to control themselves.
Teachers adopt a laissez-faire attitude towards students, and students develop in an unorganized and undisciplined direction.
Chapter 11 Mental Health and Psychological Quality Cultivation
Maslow
Ten Principles of Mental Health Standards
A sufficient sense of security, a full understanding of oneself, and an appropriate assessment of one's own abilities. The goals of life can be realistic and realistic, the ability to maintain contact, the integrity and harmony of personality, and the ability to learn from experience. Ability to maintain good interpersonal relationships, appropriate emotional expression and control without violating the group's requirements, be able to express limited personality, and properly meet basic personal needs without violating social norms.
Okunbo
Psychological and behavioral problems are divided into externalizing problems and internalizing problems. Most of the externalizing problems are directed at others and generally conflict with social norms and educational expectations. Internalizing problems, including behavioral problems such as aggression and confrontation, refer to individuals. Compared with externalizing problems, internal psychological problems, such as depression and anxiety, are usually not easily noticed by others and do not pose a direct threat to others. However, these internalizing problems with a dictionary nature are harmful. Long-lasting risks to an individual’s mental health.
iris
What causes people's emotional distress is not what happens in the outside world, but people's attitudes, opinions and other cognitive contents about things. Reasonable concepts lead to healthy emotions, while unreasonable concepts lead to negative and unstable emotions. Therefore, it is necessary to change Emotional distress is not about changing external events, but about changing cognition and changing emotions through cognition. He believes that the main factual and behavioral events encountered by individuals are called A, people's cognitive viewpoints are called B, and emotional reaction behaviors It is called C, so the core theory is also called ABC theory.
Our emotional reaction C is directly determined by our concept B. However, many people only pay attention to the relationship between A and C and ignore that C is caused by B. If B is an irrational concept, it will cause negative emotions, such as To improve your emotional state, you must D refute irrational ideas B, establish new ideas, and obtain positive emotional effects E. These are the ABCDE steps of rational emotional therapy.
Gu Mingyuan
The primary task of basic education is to lay the foundation for students' physical and mental health, lifelong growth, and learning to move into society.