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MindMap Gallery Educational Psychology Mind Map (Dandan Combination Edition)
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Educational Psychology Mind Map (Dandan Combination Edition)
Personality is a person's unique and stable way of thinking and behavioral style, and is the sum of relatively stable psychological characteristics with certain tendencies.
Edited at 2023-11-02 14:31:42
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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.
- Plant asexual reproduction
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.
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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.
Educational Psychology Mind Map (Dandan Combination Edition)
- bacteria
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.
- Plant asexual reproduction
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.
- Reproductive development of animals
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.
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- Outline
educational psychology
Psychological development and education
cognitive development
concept
cognition
The process of acquiring knowledge and applying it, or the process of information processing
General Laws and Education
Stage, difference, imbalance, sequence
Follow the rules; promote development
theory
Piaget
4 concepts
Schema
Organizational Structure of Cognitive Systems
assimilation
Do not change the original cognitive structure
adapt
Change the original cognitive structure
balance
coordination mechanism, transition
4 stages
Sensory motor stage (0-2)
1. Exploring the world by grasping and sucking with hands 2. Object conservation has been obtained
Pre-operational stage (2-7)
1. Animism 2. Egocentricity 3. Collective monologue 4. Irreversibility and rigidity 5. Not yet achieved conservation of matter 6. Centralization of thinking 7. Unable to distinguish between whole and part
Concrete operation stage (7-11)
1. Acquire material conservation and reversibility 2. Social awareness 3. Need specific material support 4. Strictly abide by the rules
Formal operation stage (11-18)
1. Improved reasoning ability 2. Conducted in the form of propositions 3. Logical reasoning, induction, deduction 4. Thinking level close to adults
4 influencing factors
Mature
Practice and experience
physical experience
Logical and mathematical experience
social experience
balance
Vygotsky
Cultural and historical development theory
semiotic intermediary theory
material tools
spiritual tools
activity theory
Originating from the social and cultural activities that individuals participate in
internalization theory
External physical actions are transformed into internal mental actions
egocentric language
Promote the development of advanced psychological functions
view of psychological development
mental function
Low level
animal evolution
advanced
The result of historical development, with symbol system as the intermediary
substance
Under the influence of environment and education, the process of continuous transformation of low-level psychological functions into high-level psychological functions
zone of proximal development
meaning
The gap between the actual level of development and the potential level of development
Practical: Ability to solve problems independently
Potential: Ability to solve problems with teacher guidance or collaboration with more capable peers
Enlightenment
The zone of proximal development is a dynamic process, and there is an optimal period
Teaching should be ahead of children’s current development level and within the zone of proximal development
Teaching should take into account children’s current developmental level
effect
Students: Provide development possibilities
Teacher: Scope of role in providing teaching
Teaching: Not only making the zone of proximal development a reality, but also creating it for students
Enlightenment
Scaffolded teaching, cooperative learning, interactive teaching, situational teaching
Enlightenment
Stages, active construction, individual differences, participation in activities, guidance and promotion of student development
personality development
concept
Personality
The unique and stable way of thinking and behavioral style that people have is the sum of relatively stable psychological characteristics with certain tendencies.
law
Sequence, stage, difference, imbalance
Follow the rules; promote development
theory
Erikson's theory of psychosocial development
trust versus doubt
hope
autonomy versus shyness
will
active versus guilty
value
Diligence versus inferiority
Competence, ability
Self-identical pair of role confusion
loyalty
Intimacy versus loneliness
like
reproductive pair stagnation
care, creativity
Perfection versus pessimism and despair
wisdom
Continuity and stages Take advantage of the situation and prescribe the right medicine
Kohlberg's stage theory of moral development
Heinz stole drugs
Pre-Custom Level (0-9)
punishment and obedience
to avoid punishment
instrumental relativism
in order to get rewards
Custom Level (9-15)
interpersonal coordination
opinion, evaluation
maintain authority or order
law, rule
Post-conventional level (15- )
social contract
Modify legal rules
universal moral principles
conscience
moral dilemma story method impartial body law
Brownian distribution of Renner's theory of ecological systems
microsystem
The immediate environment in which individuals interact with each other
intermediate system
The connections between microscopic systems
outer system
Children are not involved but have an impact on their development
Macrosystem
social environment
space system
time system
reference system, dynamic process
Enlightenment
crisis, coping ability
Respect stages, differences
Elementary School: Respect
Middle School: Self-Esteem
difference
cognitive differences
cognitive level
level
speed
cognitive style
perception
analytic, comprehensive, analytic-synthetic
field dependent, field independent
memory
Visual, auditory, kinesthetic, mixed
way of thinking
Artistic type, intermediate type, thinking type
Overall type, sequence type
cognitive response
impulsive, brooding
personality differences
character
extrovert, introvert
independent, submissive
temperament
sanguine, choleric, phlegmatic, melancholic
gender differences
intelligence
learning motivation
learning attribution
study
Overview
definition
Relatively lasting changes in an individual's behavior or behavioral potential resulting from practice or repeated experience in a specific situation
Classification
main body
animals, humans, machines
level
signal learning
stimulus-response learning
chain learning
Verbal associative learning
discrimination learning
concept learning
Rule learning
problem solving learning
nature
Gain experience from different sources
accept learning
discovery learning
The nature of learning materials and learners’ understanding levels vary
meaningful learning
machine learning
result
Learning of verbal information
Learning of smart skills
discrimination learning
concept learning
Rule learning
problem solving learning
attitude learning
cognitive strategy learning
Learning of motor skills
theory
behavior (connection)
classical conditioning
Pavlov
Ringtone Meat - Conditioned Response
neutral stimulus
unconditioned stimulus
conditioned stimulus
get
generalize
differentiation
subside
Advanced action conditions
Two signaling systems theory
The first signaling system: physical conditioned stimulus
Second signaling system: conditioned stimulation mediated by language
dog experiment
Watson
fear experiment
stimulus-response theory
The process of establishing conditioning by replacing one stimulus with another
Frequent law
law of proximate cause
Thorndike
The essence of learning is that the organism forms a connection between "stimulus" and "response"
Hungry cat cage experiment
Trial and error
preparatory law
practice law
law of effect
Skinner
strengthen
Behavior: response behavior and operating behavior
strengthen
positive reinforcement
Provide pleasant stimulation and enhance behavioral frequency
negative reinforcement
Terminate aversive stimuli and increase behavioral frequency
punish
positive punishment
Provide aversive stimuli to reduce behavioral frequency
negative punishment
Terminate pleasant stimulation and reduce behavioral frequency
fade and maintain
type of reinforcement
Level 1 Enhanced Physiology
Second level strengthening money
Premack's principle
Reinforcement program
continuous reinforcement
spaced reinforcement
Time-payroll scallop effect
Fixed ratio—every 10 times
Changing time - untimed test
Variable Ratio—Buying Lottery Tickets
Slow to build, slow to fade
behavior modification techniques
OK
Rewards (positive reinforcement))
shape
not good
subside
punish
spaced reinforcement
over contentment
Program teaching
positive reaction
small steps principle
Timely feedback
self-paced
bandura
observational learning
Notice
Similar, popular and excellent
Anxiety, dependence, low self-concept
Keep
representation and language
Copy (action reproduction)
behave
motivation
self-reinforcement
vicarious reinforcement
others, role models
direct reinforcement
effect
learning effect
Inhibitory and disinhibitory effects
response facilitation effect
stimulus pointing effect
emotional arousal effect
cognition
early cognitivism
Koler's epiphany
Tolman's cognitive map
Bruner
For Students: Cognitive Learning
Learners actively form cognitive structures
Obtain-convert-evaluate
For Teachers: Structured Teaching
Help students understand the basic structure of the subject
According to the principles of motivation, structure, procedure and reinforcement
Motives: Curiosity, Competence, Reciprocity Structure: action, image, symbol
Specific operations: discovery learning
Ask questions - make hypotheses - test hypotheses - form conclusions
evaluate
OK
Curiosity, motivation, critical creation, etc.
not good
Effortless and demanding on teachers
Ausubor
meaningful learning
substance
impersonal, substantive connections between old and new knowledge
condition
Subjective: Learners have knowledge and a desire to learn
Objective: the material itself has meaning
type
Representation learning, concept learning, proposition learning
cognitive assimilation
Piaget: The original cognitive structure remains unchanged
Ausubor: variable or immutable, similar to Piaget's balance
Superior learning
Lower level learning
Derived generic
derived concepts
Related categories
When new content expands, modifies, or qualifies students' existing propositions and makes them precise
Combinatorial learning
Influencing factors
Fixed concepts, discernibility, clarity and stability
advance organizer strategy
1.0: Provide a more abstract concept first
2.0
top organizer
lower organizer
parallel organizer
Acceptance learning vs discovery learning
accept learning
interaction, illustration, deduction, sequence
indirect experience vs direct experience
meaningful acceptance of learning
Discovered that learning can also be mechanical
Gagne
learning level
learning results
information processing
execution system, expectation (motivation) system
short term memory
7-2 Capacity
Chunk
Learning phase
motivation stage
Throughout the initial stage of learning, stimulate students' motivation and form learning expectations
Comprehension stage
Select external information based on learning motivation and expectations, that is, the process of attention and awareness
acquisition stage
The process of encoding materials in the short-term memory system, providing students with encoding methods
maintenance phase
Information is stored in long-term memory in the form of semantic encoding
recall stage
The process of reproducing information held in the long-term memory system
generalization stage
Promote acquired knowledge to a wider range of fields and promote learning transfer
Operation stage
Homework can reflect whether students have learned what they have learned
feedback stage
The final stage of learning, the process of evaluating operational effects, strengthens learning motivation
cognitive load theory
intrinsic cognitive load
absolute difficulty
relative difficulty
external cognitive load
instructional design
associated cognitive load
take notes
for example
multimedia principles
construct
represent
personal construct
Piaget
View
New and old knowledge and experience interact with each other to construct meaning and adjust cognitive structure.
theory
radical constructivism
generative learning theory
cognitive flexibility theory
social construction
Vygotsky
View
The process of cultural engagement, practical activities, and construction of knowledge
process
Internalization
bottom-up knowledge
top-down knowledge
Bruner, Dewey
View
view of knowledge
relativity
situational
subjectivity
student view
Don’t enter the classroom with an empty head, differences
View of learning
active constructiveness
activity situationality
social interactivity
Teaching concept
Random Access Teaching
anchored teaching
situational teaching
scaffolded teaching
Humanistic
rogers
Personality and Therapeutic Concepts
teacher
Facilitator of learning and non-directive teaching
3 atmospheres
Sincere and consistent
unconditional positive regard
empathy
Learning and Teaching Concepts
Teaching goal view
Informed unity cultivates the whole person
A meaningful view of free learning
The cognitive learning advocated by Ausubor is meaningless learning.
Cognitive learning = meaningless learning
Experiential learning = meaningful learning
Meaningful and free learning: Unifying cognition and emotion
undivided attention
automatic and spontaneous
Comprehensive development
self assessment
application
Respect learners’ inner world
Have a positive attitude towards learners
Pay attention to teachers’ attitudes and teaching styles
Pay attention to meaning learning and process learning
Summarize
reinforcement theory
Behavioral theory believes that the essence of human learning is the connection of stimulus and response, and reinforcement plays an important role in it.
observation theory
Observational learning theory emphasizes the importance of role models, vicarious reinforcement and direct reinforcement, and the importance of self-reinforcement.
discovery learning theory
Bruner believes that the essence of learning is the process in which learners actively discover cognitive structures.
meaningful acceptance of learning theory
Ausubel believes that learning is a meaningful acceptance of learning. Meaningful learning refers to the substantive, non-artificial connection established between new and old knowledge.
constructivist theory
Constructivism theory believes that knowledge is a kind of explanation and hypothesis, which is actively constructed by individuals.
humanistic theory
Humanistic theory believes that learning should promote the unity of students' informed aspects
motivation
substance
meaning
An individual's motivational tendency to motivate and maintain students' learning behavior towards a certain learning goal
Classification
source
internal motivation
external motivation
relationship with learning activities
immediate motive
indirect motivation of vision
Ausubor
cognitive drive
Self-improvement drive
prove oneself, status
accessory drives
Others' evaluation
effect
initiate, maintain, orient, regulate
Learning motivation and effect
Learning motivation can enhance learning effects
The intensity of learning motivation is not directly proportional to learning efficiency
Yerkes-Dodson law
Cultivate and inspire
nourish
Cultivation of achievement motivation (memorize in the order of acquisition process)
Success and failure attribution training (effort-method-confidence)
Cultivation of self-efficacy (directly and indirectly persuasive)
excitation
Stimulation of external learning motivation
Set clear, specific, and appropriate learning goals
Feedback and evaluation
Reasonable rewards and punishments (use them often, don’t abuse them, use them differently)
Stimulation of internal learning motivation
teaching attracts
stimulate interest
Establish appropriate motivational beliefs
competition and cooperation
Transfer of learning motivation
Mutual transformation of external motivation and internal motivation
theory
reinforcement theory
The reason why people have certain behavioral tendencies is because this behavior has been reinforced
humanistic theory
Maslow's hierarchy of needs theory
Missing needs
Physiological needs
security needs
Belonging and love needs
respect needs
growth needs
need to recognize and understand
aesthetic needs
self-actualization needs
Rogers' free learning theory
student
Autonomous, automatic, spontaneous and free learning
study
meaningful learning
teach
non-directive teaching
Teacher-student relationship
Genuinely friendly, facilitator
cognition
expected value
50%
Strive for success and avoid failure
Atkinson
Attribution of success or failure
Six factors and three dimensions
ability
Internally stable and uncontrollable
effort
Internal, unstable, controllable
task difficulty
external, stable, uncontrollable
luck
external, unstable, uncontrollable
environment
external, unstable, uncontrollable
physical and mental state
Internal, unstable, uncontrollable
success or failure
inside and outside
Success comes from within, pride
Attributing success to external factors, luck
Failure attributed internally, shame
Failure is attributed to the outside, unfair
Stablize
Success is attributed to stability, pride
Success is attributed to instability, luck
Failure attributed to stability, sad
Failure is attributed to instability, anger
Controllable and uncontrollable
Success is due to control, further learning
Success is attributed to being uncontrollable and not having much motivation
Failure attributed to controllability, shame
Failure is attributed to uncontrollability and sadness
learned helplessness
Failure is attributed to capabilities, internal, stable, and uncontrollable
Enlightenment
Teachers should guide students to make correct attributions
Influencing factors
Information about other people's operations, previous concepts, self-perception, others
Weiner
self-efficacy
meaning
expect
Influencing factors
Direct experience, indirect experience, verbal persuasion, emotional arousal
bandura
Influence
Choice and persistence, attitude, new behaviors and behavioral expressions, emotions
self worth
Covington
Hypothesis: When personal values are threatened, everyone will defend themselves
four kinds
High drive and high avoidance
Subtle effort, excessive effort
High to drive, low to avoid
Don’t be afraid of failure and pursue success
Go low and avoid high
The exam was cancelled, excuses were made, the teacher was bad
Go low, avoid low
Broken jar, broken jar
goal orientation
Devic
ability entity view
performance goals
individual involvement
Capability Growth View
master goals
task involvement
Try to avoid students paying too much attention to scores
self-determination
Desi, Ryan
three needs
Competence required
need to belong
need for autonomy
three motivations
No motivation
lack of regulation
external motivation
external regulation
internal regulation
identity regulation
integrated regulation
internal motivation
internal regulation
Increased self-regulation
generalize
reinforcement theory
Excessive focus on strengthening students’ external motivation during reinforcement may lead to the weakening of internal motivation.
hierarchy of needs theory
include……
humanistic theory
Pay attention to people's free learning
expectancy value theory
Strive for success and avoid failure, medium difficulty
success-failure attribution theory
Guide students to make correct attributions of success and failure, and avoid students from attributing failure to internal, stable, and uncontrollable factors, that is, ability, which will lead to students' learned helplessness.
self-efficacy theory
It refers to an individual’s expectation of whether he or she can accomplish something, which can be improved through direct experience, indirect experience, verbal persuasion, and emotional arousal.
self worth theory
Divide students into high tendencies and high avoidance, high tendencies and low avoidance, low tendencies and high avoidance, and low tendencies and low avoidance.
goal orientation theory
Task-involved learners have higher cognitive levels than individually involved learners
self-determination theory
Three needs, three motives
Learning Content
Knowledge
meaning
People’s active reflection on the attributes and connections of objective things
type
explicit knowledge and tacit knowledge
Well Structured and Poorly Structured
Sensibility and rationality
Declarative and procedural
Statement: what, why, how - assimilation and accommodation
proposition
concept
Schema
Procedure: How to do it—Productions
cognitive strategies
Intelligence skills
Motor skills
knowledge understanding
type
declarative knowledge understanding
Representation learning, concept learning, proposition learning
procedural knowledge understanding
pattern recognition, action steps
Understand the influencing factors
subjective
Cognitive structure, aspiration, ability
objective
Content, presentation, teachers
Knowledge integration and application
memory
instant memory, short-term memory, long-term memory
forget
migrate
type
Sequence: straight, reverse
Effect: positive, negative
Far, near; low road migration, high road migration
General (non-special migration, principle, universal), special)
Portrait Landscape
theory
Formal Training Theory - Function
generally
Common elements theory - elements
special
Generalization Theory—Principles
generally
Relationship Transformation Theory - Koler
Cognitive structure - discovery, acceptance
Factors affecting migration
subjective
Cognitive structure, consciousness, ideas, abilities
objective
Knowledge similarity, content, teacher
teach for migration
Know to migrate
consciousness
Why migrate
Target
What to migrate
content
How to migrate
connection, summary, strategy
ability
Skill
meaning
Patterns of cognitive activities or physical activities that conform to laws and regulations formed through practice
type
Motor skills
Materiality, externality, expansion
mental skills
Conceptuality, implicitness, simplicity
theory
Motor skills
fitz and posner
Cognition, connection, automation
Feng Zhongliang
Orientation, imitation, integration, proficiency
mental skills
Gary Palin
Activity orientation, material activity or materialized activity, vocal speech activity, silent external speech activity, internal speech activity
Feng Zhongliang
Orientation, operation, internalization
nourish
Motor skills
Guidance and demonstration
Practice Curve - Plateau Phenomenon
feedback
Strategy
cognitive strategies
Pay attention to strategies
Fine machining strategy
mnemonics
Position memory method, initial word conjunction method, homophone association method, keyword method, visual imagination method
Process information flexibly
Memorize meaning, apply actively, and make full use of background knowledge
rehearsal strategy
Use memory rules
Eliminate interference, inhibition and facilitation, primacy effect and recency effect
Reasonable review
Timely review, concentrated review and dispersed review, partial learning and overall learning, self-questioning and answering and trying to recite, over-learning
automation
personally involved
Situations and emotional physiological states are similar
Psychological tendencies, attitudes and interests
Coding and organizing strategies
Make outlines, diagrams, tables
metacognitive strategies
planning strategy
Monitoring strategy
Understand monitoring
concentrate
regulation strategy
resource management strategy
time management strategies
Planned time, optimal time, breaking into whole parts
environmental management strategy
Academic help-seeking strategies
Executive help-seeking, instrumental help-seeking
effort management strategy
Attributed to effort, mood adjustment, will control, self-strengthening
Problem Solving and Creativity
basic theory of intelligence
traditional intelligence theory
single factor theory
Galton
Two-factor theory (Spearman)
General factors (G factors)
Special factors (S factors)
Fluid and Crystallized Intelligence Theory (Cattell)
Three-Dimensional Structural Theory of Intelligence (Guilford)
Operation, content, product
modern theory of intelligence
Theory of Multiple Intelligences (Gardner)
Linguistic intelligence, logical-mathematical intelligence, interpersonal intelligence, intrapersonal intelligence, spatial intelligence, natural observation intelligence, musical intelligence, body-kinesthetic intelligence
Educational outlook, evaluation outlook, curriculum outlook, teaching outlook
Successful Intelligence Theory (Sternberg)
analytical intelligence
practical intelligence
creative intelligence
or component subtheory, empirical subtheory, component subtheory
problem solved
question type
Well structured
understanding and representation
Identify effective information-Understand the meaning of information-Overall representation-Problem classification
looking for answers
Algorithmic formula
heuristic
Means-end analysis method, hill climbing method, reverse reasoning method, association method, analogy method
implement
evaluate
Poor structure
understanding and representation
looking for answers
implement
evaluate
think throughly
Metacognition
Plan, monitor, regulate
Influencing factors
problem situations and representations
Knowledge
intelligence, motivation
Inverted U-shaped curve
Mindset and functional fixation
Prototype inspiration and incubation effect
nourish
study
Make full use of existing experience to form a knowledge system
ask
Analyze problem composition and grasp problem solving rules
think
Carry out research-based learning and give full play to students’ initiative
distinguish
Teach problem-solving strategies and flexibly change problems
OK
Allow students to make bold guesses and encourage experimental verification
creativity
basic structure
cognition
imagine
thinking
Fluency, flexibility, originality, comprehensiveness, mutation
cognitive strategies
fantasy method, brainstorming method, dividing method
Personality
power
internal, external
affection
emotion, will
Personality
adapt
Behavioral habits, strategies and techniques
Influencing factors
Personal: knowledge, intelligence, personality, motivation and emotions
Environment: family, school, society
Cultivation measures
form creative consciousness
Develop creative thinking
develop critical thinking
Cultivate creative personality and originality
inspire creative motivation
emotion
attitude and character
Structure and properties
manner
constitute
Cognition, emotion, behavioral intention
Features
Objectivity, immanence, persistence, generality
Change
Provide role modeling, persuasive communication and role-playing methods
Morality
constitute
cognition, emotion, behavior
Features
It is the process of continuous improvement and coordinated development of individual moral psychological structure.
stage
It is the process of individuals learning and internalizing social norms.
It is the process of continuous socialization of individuals
Attitude formation and change
form
subjective conditions
awareness of attitude objects
cognitive dissonance
an intention to form or change an attitude
Trust in educators
objective factor
Credibility of the information conveyed
Choice of role models
external reinforcement
Change
Provide role models
Textbooks, teachers, role models in students’ minds
persuasive communication method
Role playing method
The formation and cultivation of moral character
Moral Learning and Development Process
Theories of moral cognitive development
Piaget's theory of moral cognitive development
Pre-moral stage-discipline stage (0-5)
Heteronomous moral stage (5-8)
Self-discipline moral stage (9-11)
Kohlberg's stages of moral development
A theory of the development of moral emotions
Freud, Erikson, humanism
Theories of the Development of Moral Behavior
Skinner, Bandura, Jacobson
Influencing factors
objective
school, family, society
subjective
Cognition, emotion, will, behavior
Cultivation of moral character
moral cognition
Group discussion, cognitive conflict method, short-term training method, verbal persuasion method
moral sentiment
Moral knowledge, practical activities, empathy, self-regulation
moral behavior
situation, example, habit, convention, self-education
Correction and education of bad moral character
type
Cheating, lack of integrity and civility, and weak sense of responsibility
Cause
objective
family, school, society
subjective
informed intention
correction and education
transformation process
Awakening - Transformation - Renewal
correction and education
Trust, care, eliminate doubts and fears
Distinguish between right and wrong with correct concepts
self-esteem to increase feelings
Will training to resist temptation
Develop habits for differences
Home, school and society need to cooperate