"Educational Psychology" The first person to name educational psychology, Educational psychology has become an independent discipline, "Father of Educational Psychology"

Use objective experiments to study human psychology (representative figure: Thorndike)

Dewey, pragmatism

Education and teaching play a leading role in children’s development

"Structure teaching" - cognitivism

Humanism “student-centered”

Zankov conducted experiments in teaching and development

①Definition: The process by which individuals acquire knowledge and use knowledge to process information. (over the head) (eg: memory, imagination, language, attention)

②Rule 1. Human cognitive rules are from simple to complex, from concrete to abstract. 2. The process from unconscious learning to conscious learning. 3. Our cognitive development progresses from generalization to differentiation. 4. It has the coexistence of continuity and stages, directionality and sequence, and imbalance (different speeds in different stages, different cognitive development in different stages at the same stage), Characteristics of coexistence of differences and commonalities.

③Theory Piaget's stage theory of cognitive development. Vygotsky's theory of cultural and historical development.

①Definition: A person’s unique and stable way of thinking and behavior that distinguishes him from others. e.g. motivations, emotions, thoughts, values

②Rule 1. Continuity and stages coexist 2. Directionality and sequence 3. Imbalance 4. Differences and commonalities coexist

③Theory Erikson's theory of psychosocial development. Kohlberg's stage theory of moral cognitive development.

① Schema: an organized, repeatable pattern of behavior or thinking formed by children’s adaptation to the environment.

② Assimilation: The process in which individuals use existing diagrams to incorporate new stimuli into existing cognitive structures (schema).

③Adaptation: The process of individuals changing existing schemas or forming new schemas to adapt to new stimuli.

④Balance: The individual reaches a state of "balance" with the environment through assimilation and adaptation.

Cognitive development view: On the basis of innate genetic schemas, individuals continuously assimilate and adapt to the environment and then achieve balance.

(0-2 years old) sensorimotor stage 【1. Gain action experience by exploring the relationship between perception and movement. 2. You cannot use language or abstract symbols to name things. 3. Obtained object permanence (9-12 months): When things are moved away from your eyes, you know that they are not gone. 】

(2-7 years old) Preoperational stage (operational: internal intellectual operations) [1. Can use language and abstract symbols to name things, but cannot grasp the generality and generality of concepts well. 2. Animism: The belief that everything has life. 3. Egocentrism: Believing that everything in the world has the same reaction as oneself. (Group monologue) 4. The development of thinking is irreversible, rigid, non-conservative, and one-dimensional, that is, the concept of object conservation has not yet been obtained. 】

(7-11 years old) Concrete operational stage [1. Preliminary logical operations can be performed, but they cannot be separated from the support of specific things. 2. Follow the rules rigidly. 3. It is reversible, decentralized and multi-dimensional in thinking. 】

(11-16 years old) Formal operations stage [Abstract thinking has been developed. At this time, children can think in a propositional manner, close to the adult level, and can conduct inductive and deductive reasoning. 】

Features: 1. Don’t jump. The previous one is the foundation of the next one. 2. There are individual differences due to various factors.

①Maturation: the growth of an organism. It is not a decisive factor, but a premise that provides the possibility of development.

②Practice and acquired experience: Experience gained from repeated interactions between people and other objects.

③Social experience: People acquire laws, morals, etc. in the process of interaction, such as education, activities, etc.

④ Balance: It is a self-regulation process, which reflects students’ initiative in learning and plays a decisive role.

① Teaching promotes the active construction process within children: active learning → constructing an environment that promotes initiative.

②Teaching should adapt to the development stage of students, and should provide just the right education, that is, causing students' cognitive imbalance, but not exceeding the students' existing level, so that students can continuously improve.

③There are individual differences in the teaching process, so teachers must teach students in accordance with their aptitude.

Accelerate children's development

①Activity theory: People's psychological activities are restricted by the labor activities they engage in, and different cultural groups form concepts in different forms.

② Human psychological activities and labor activities are mediated by tools.

③Internalization theory: Advanced psychological functions are formed by the internalization of external collective activities. Process: starting from listening to others to solving the problem yourself with the help of words. Solving the problem yourself with the help of words is divided into three processes: from mumbling to whispering, lip movements, and finally to internal thinking.

1. Two psychological functions

2. The meaning of the concept of psychological development: an individual from birth to adulthood. Under the influence of environment and education, the process of gradually developing from low-level psychological functions to high-level psychological functions.

3.Performance

1.Meaning

2. The relationship between teaching and development

① Scaffolding teaching: assign students more challenging tasks that fall within the development zone, and provide scaffolding (teacher guidance or cooperation with more capable peers), and gradually remove the scaffolding as the task progresses until students can finish independently.

②Interactive teaching: learning in an interactive situation between teachers and students, that is, the teacher demonstrates, and the students and teachers take turns playing the role of the teacher to practice strategies.

③Cooperative learning: Ability grouping, that is, after setting tasks, students with different abilities are divided into groups to solve problems together.

④Situational cognition theory: Teachers guide students to learn, so that students can transform from bystanders to participants and continue to develop in social interactions.

① Development is a process through a series of consecutive stages, each stage has specific tasks, goals and development crises.

② If the conflict is well resolved with the help of others, a positive personality will be formed. If the conflict is not well resolved, a negative personality will be formed.

①Trust versus suspicion (0-1.5 years old), the main event at this time is feeding. If parents can provide food and caress in time, a positive personality will be formed, that is, trust and optimism. Otherwise, a negative personality will be formed, that is, suspicion and disturbed.

② Autonomy versus shyness (1.5-3 years old). The main events at this time are eating, dressing and training. If parents allow free exploration and provide appropriate care and protection, a positive personality will be formed, that is, autonomy and self-confidence. Vice versa. It will produce a negative personality, namely shyness and self-doubt.

③ Sense of initiative vs. sense of guilt (3-6, 7 years old). The main event at this time is independent activities. If parents and teachers provide supervision instead of interference, children will develop a positive personality, that is, self-confidence and responsibility, and vice versa. It will produce negative personality, namely guilt and low self-esteem.

④ Diligence vs. inferiority complex (6, 7-12 years old). The main event at this time is enrollment. If the teacher can encourage him to show diligence in activities, then the student will develop a positive personality, manifested as diligence, and be able to If you are competent at work, your communication skills will improve. Otherwise, you will have a negative personality, manifested as low self-esteem and withdrawal.

⑤ Role identity vs. role confusion (12-18 years old). The main event at this time is peer interaction. If teachers encourage students to self-identify and cultivate students' sense of competence, let them experience success, and this stage largely depends on If it has been well developed in the previous stages, it will produce a positive personality, which is manifested as self-confidence, full of confidence in the future, independent choices and efforts, otherwise it will produce a negative personality, which is manifested as being confused about the future.

⑥Friendship and intimacy versus loneliness (18-30 years old). The main event at this time is love and marriage. If it is happy, it will produce a positive personality, which is manifested by a sense of intimacy. Otherwise, it will produce a negative personality, which is manifested by a sense of loneliness.

⑦Reproduction is stagnant (30-60 years old). The main event at this time is raising children. If successful, it will show a positive personality, showing care for the family and a strong sense of social responsibility. Otherwise, a negative personality will appear, showing not caring about others. .

⑧Perfection vs. pessimism and despair (after 60 years old). The main events at this time are introspection and acceptance of life. If successful, it will be a positive personality, expressed as satisfaction, otherwise it will be a negative personality, expressed as despair.

1.Advantages

2.Limitations

1. Overall

2. For primary school students: To solve the crisis of low self-esteem due to diligence.

3. For middle school students: To solve the crisis of role identity to role confusion.

①Moral dilemma stories—such as the story of Heinz stealing medicine

② Through research, we found that children of different ages have different thinking structures when making moral judgments, so we divided them into stages.

① Pre-conventional level (0-9 years old), their common characteristic is that they make moral judgments based purely on external factors, without any opinions of their own, and make judgments based on the consequences of actions in order to avoid punishment and obtain rewards. Therefore, it is divided into two stages: the first stage is the punishment and obedience orientation stage, characterized by making moral judgments to avoid punishment; the second stage is the instrumental relativism orientation stage, characterized by making moral judgments to obtain rewards. moral judgment.

②Custom level (9-15 years old), their common characteristic is obeying group behavioral norms, which is divided into two stages: the third stage is the orientation stage of interpersonal coordination ("good boy" orientation stage), characterized by respect for the majority Opinions; the fourth stage is the orientation stage of maintaining authority or order, characterized by taking the initiative to assume social obligations and responsibilities and rigidly abiding by rules.

③ Post-conventional level (after 15 years old), their common feature is complete self-discipline when making moral judgments. The so-called self-discipline is internalized self-worth. This is divided into two stages: The fifth stage is the orientation stage of the social contract, characterized by: Think of the law as a contract. The purpose of the law is to let people live in harmony, so the law is democratic and can be changed through negotiation; the sixth stage is the orientation stage of universal moral principles, which is characterized by full self-worth and deep consideration. The nature of morality at different levels, such as judging from aspects such as conscience and the value of life.

① Understand the development level of children’s moral cognition, so as to make our education more targeted and timely.

②Teachers should realize that although the sequence of stages is certain, children's development can be fast or slow, and the speed is related to cultural background, social interaction, etc.

③Teachers can use moral dilemma stories to divide students into groups or groups for discussion. Students with high moral levels can promote the development of students with low moral levels, and students with high moral levels can also develop in their thinking.

④ Students’ moral development is a process from heterodiscipline to self-discipline, which tells us that moral education must be gradual.

① It is not clear whether the sequence of the previous stage is the basis for the later stage, that is, the stage division is not strict.

②Because the division is not strict, the operability is not strong.

③Because most of the subjects are men, the sample is not representative.

1. Field independent type vs. field dependent type

2. Reflective type vs. impulsive type

3. Overall type versus series type

4. Deep processing versus shallow processing

①Intelligence: Men tend to have spatial and logical memory, Women are better able to distinguish sounds and colors and tend to have mechanical memories.

2. Speech: Men focus on logic, Women focus on emotionality.

3. Action: Men are more likely to engage in social play and are more likely to engage in aggressive play.

4.Interest: Men’s interests are more likely to be directed toward objects, Women's interests are more likely to be directed toward people.

5. Self-confidence: Men are more likely to attribute success to ability and failure to difficulty of the task; Women are more likely to attribute success to luck and failure to ability.

①Teacher’s concept: Teachers must understand that these differences are not innate, but are gradually acquired during the process of individual socialization.

② Unintentional gender bias in teaching will cause students to form gender schemas.

③How to avoid gender bias in education

①Level: hedonism, self-focus; age: lower grade of preschool; characteristics: showing prosocial behavior out of self-interest.

② Level: Orientation to the needs of others; Age: Primary school students, teenagers entering adolescence; Characteristics: Helping out of the needs of others, not feeling guilty if you don’t help.

③Level: Approval and interpersonal orientation; Age: primary school students and some middle school students; Characteristics: Out of approval and interpersonal communication.

④Level: Empathy orientation of self-projection; Age: Some senior elementary school students and middle school students; Characteristics: Prosocial behavior shown out of sympathy and putting oneself in others' shoes.

⑤ Level: Internalized legal norms and value orientation; Age: A few middle school students; Characteristics: Out of internalized values.

① Cultural factors: social norms.

② Situational factors (surrounding environment): such as role models, social standards, etc.

③Family (behavior of family members): For example, parents’ behavior and requirements, whether the behavior can be attributed and reinforced in a timely manner, etc.

④School, peers, media, etc.

⑤Characteristics of recipients.

⑥Characteristics of people who help others.

①Conditioning of empathic responses: experience, allowing students to resonate.

② Direct training: timely strengthen their prosocial behavior

③Observation and learning: Set an example

①Heredity: the influence of genes

②Family: Violent punishment by parents, etc.

②Environment: role models, school education, media influence, etc.

①Fading method: Don’t pay attention.

②Isolation method: Separate the child from his classmates.

③ Role model method: Implement positive role model guidance and punish negative role models for their aggressive behavior.

④Role-playing method: Use students' empathy to make students experience the pain of the attacker so that they will no longer behave this way.

① For schools, there must be corresponding curriculum to help students learn communication skills and cultivate students' prosocial behavior and good peer relationships.

② When teachers design classroom communication activities, they should use cooperative learning to help students develop a positive peer relationship.

③Design practical activities, such as outings, etc.

④ Cultivate students’ prosocial behavior, thereby helping students develop good peer relationships.

①3-7 years old: An unstable friendship relationship, out of egoism or submission.

②4-9 years old: One-way help or obedience.

③6-12 years old Two-way help can be mutually beneficial, but we cannot share hardships.

④9-15 years old Intimate sharing can share joys and sorrows.

⑤After 12 years old, in the mature stage of friendship development, the choice of friends is more complicated and strict, and friendships tend to be more stable.

1. Repeated experience - caused by experience: participation or observation 2. Behavioral potential: Changes in thoughts, thinking, emotions, values, etc. are not necessarily expressed in explicit forms. 3. Relatively long-lasting: different from drunkenness and stimulants 4.Change 5. Learning and Performance: Not Equal 6. Animals learn

Animal learning: passive adaptation to the environment.

Human learning: It is proactive and social, and it is learning mediated by language symbols.

Machine Learning: Artificial Intelligence

① Signal learning: react to signals. Stimulus-response-reinforcement (classical conditioning)

② Stimulus-response learning: situation-response-reinforcement (spontaneous, operant conditioning)

③Chain learning: A series of S-R combinations, often the learning of motor skills, such as riding a bicycle.

④Language associative learning: no need to see, using language as the intermediary.

⑤Discrimination learning: similar and different stimuli (S)

⑥Concept learning: Classify S, and a series of S's respond the same way.

⑦Rule learning: the relationship between concepts.

⑧Problem-solving learning (advanced rules): Apply rules.

①Learning of verbal information: what usually involves learning facts, concepts, knowledge systems, frameworks, etc.

②Learning of smart skills: how to solve the problem of "how to do it".

③Learning of cognitive strategies: the way learners manage their own learning process.

④ Attitude learning: the inner psychological state of people, things, and objects, and how to treat them.

⑤Learning of motor skills = chain learning

(1) How learning proceeds: Accept learning (other people tell you, conclusive knowledge) Discovery learning (do it yourself, get experience)

(2) The relationship between learning materials and learners’ original knowledge: Meaningful learning: connections can be made between new knowledge and old knowledge, Rotational learning: Failure to make connections.

①Implicit learning: Unknowingly gaining some experience during the process of accepting the environment and changing subsequent behaviors. ② Explicit learning: learning that consciously and explicitly puts in some mental effort and responds according to rules.

①Formal learning: Organized learning that occurs in school academic education or continuing work education, such as courses, teaching, internships, seminars, etc. ②Informal learning: Learners are autonomous and carry out through non-teaching social interactions during informal learning time or occasions, such as peer interaction, games, media, etc.

Pavlov (dog saliva secretion experiment)

Watson (Experiments on the Formation of Fear in Infants)

Thorndike (Hungry Cat Opens the Maze Cage Experiment) (Connection-Trial and Error Theory)

Skinner's theory of operant behavioral reflexes (rat experiment "Skinner box")

Bandura's reward and punishment control experiment

1.Gestalt School Gestalt-Epiphany Theory

2. Tolman: Symbolic learning theory (cognitive-telephonic theory)

1. Cognitive Learning Concept

2. Structural teaching concept

3. Discovery Learning

1. The essence and conditions of meaningful learning

2. Cognitive assimilation theory and advance organizer strategy

3. Accept the definition and evaluation of learning