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Educational Psychology Mind Map(1)(1)
Meaning: The science of studying the basic psychological laws of learning and teaching in educational and teaching situations/the science of the basic psychological laws of human beings.
Edited at 2024-01-15 19:49:54
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education psychology
Overview of Educational Psychology
Basic connotation of educational psychology
Research object
Meaning: The science of studying the basic psychological laws of learning and teaching in educational and teaching situations/the science of the basic psychological laws of human beings ✓ (how to teach; how to learn; the relationship between learning and teaching)
Nature of subject: Applied psychology; an interdisciplinary subject of education and psychology
Core: Studying students’ learning psychology
research content
Three processes
learning process
core
Teaching process
Evaluation and Reflection Process
Four contents
Teacher psychology
Teaching Psychology
student psychology
learning psychology
five elements
Students - subject (main research object)
Teacher - Lead (key role)
Teaching content
Teaching environment
Physical environment: related to objects
Social environment: related to people
instructional media
Function (Yu Jie Miaokong)
Description: Help teachers understand the problem accurately
Explanation: Provide scientific theoretical guidance for practical teaching
Prediction: Help teachers predict and intervene with students
Control: Help teachers conduct educational research based on actual teaching
The development of educational psychology
four development periods
Initial period (before 1920s)
Ushinsky "Man is the Object of Education" Founder of Russian Educational Psychology
Kapterev's "Educational Psychology", the first in the world
Thorndike 1903 "Educational Psychology", the first book in the West and the father of educational psychology
"Educational Practical Psychology" translated by Dongfang Yue, my country's first educational book
Development period (1920s to late 1950s)
Liao Shicheng "Educational Psychology" compiled my country's first educational textbook
The west
In the 20th century, it absorbed the content of children's pedagogy and psychological testing.
The development of disciplinary psychology in the 30th century
40th Century Freud's Theory
50th Century Skinner Program Teaching and the Rise of Teaching Machines
Mature period (1960s to late 1970s)
Bu (Bruner) plus (Gagne) Luo (Rogers) Ji (Computer Assisted Instruction) O (Ausubel)
Perfection period (after the 1980s)
Bruner's special report (main and negative composition)
proactive research
reflective research
collaborative inquiry
sociocultural inquiry
Research Principles (Chew the particles carefully)
Principle of objectivity - seeking truth from facts
Prerequisites/basic principles for conducting all scientific research.
Holistic/Systematic Principle
Comprehensive, developmental, holistic perspective
educational principle
Conducive to the normal and healthy development of students
The principle of integrating theory with practice
developmental principle
Dynamic, constantly changing
Research methods
Experimental Method
Change or control certain conditions (independent variables, dependent variables)
The most widely used and the greatest achievements
Classification
experimental research method
Laboratory experiments - specialized instruments
Field experiment (natural experiment) - natural situation: delayed gratification experiment
Observation
look
The most basic and common method
The front door to educational research
Survey
indirect
Classification
Questionnaire method
interview method
case approach
Educational experience summary method
work analysis
Alias: product analysis method/work analysis method
Analyze activity works (handicrafts, paintings, compositions, etc.)
student psychology
Overview of Student Psychological Development
Psychological development concept.
Meaning: Psychological development refers to a series of psychological changes that occur throughout an individual's life from birth, maturity and aging to death. Mainly includes the development of cognitive processes and social development
eight stages of psychological development
Infant period (0-1 years old)
Infancy (1-3 years old)
Early childhood (3-6, 7 years old)
Childhood (6, 7-11, 12 years old)
Alias: Early school age
The most malleable and best educated
Adolescence (11, 12 years old - 14, 15 years old)
Also known as the dangerous period, psychological weaning period
Youth (14, 15-25 years old)
Adulthood (25-65 years old)
Old age (after 65 years old)
General characteristics of students’ psychological development
Continuity and stages
Stage: Age➕Characteristics
Pertinence: When certain quantities representing new characteristics accumulate to a certain extent, they will replace the old characteristics and take the dominant position, manifesting as a periodic discontinuity phenomenon.
Continuity: after one stage is completed, the next stage
Directionality and Sequence
Sequentiality: low-level → high-level, simple → complex
Directionality: Has a certain directionality
Step by step: first...then..., from...to..., from...to...such as unintentional attention → intentional attention, mechanical memory → meaningful memory
Imbalance: seize the critical period
Different systems are not synchronized, and the same function is not uniform (critical period)
For example: Perception matures before thinking, and thinking precedes emotion.
Question mark: high or low, fast or slow, morning or evening
critical period
Lorenz proposed the "critical period"
Nickname: sensitive period
Seize the critical period and get twice the result with half the effort
difference
Development speed among individuals, final attainment level, and areas of development advantage
Teaching students in accordance with their aptitude
Some people...some people
Basic concepts of psychological development
Critical period: 2 oral, 3 skills, 4 shapes, 5 books
Speaking: 2-3
Written language: 4-5 years old
Shape perception: 4 years old
Learning readiness: The adaptability of students' original knowledge level or psychological development level to new learning. promote or hinder
Students' cognitive development and education.
Piaget's cognitive development stage theory and education (full question type)
epistemology
Knowledge comes from actions, and actions are the source of perception and the basis of thinking.
The essence and cause of children's psychological development are the effects of individuals and the environment
cognitive development
Schemas: different ways of understanding the world
Assimilation: Quantitative change of schema
Adapt: qualitative change
Balance: Assimilation and accommodation to achieve equilibrium
stage theory of cognitive development
Sensory motor stage (0-2)
Performance
Differentiation of sensation and movement
Object eternity/object permanence (September-December)
The emergence of delayed imitation
Pre-operational stage (2-7)
Operation: refers to the development of thinking
Performance
Early signaling capabilities
Animism (animism)
egocentrism
irreversible
Not conserved
Concrete operation stage (7-11)
Performance
De-egocentricity (a sign of social development)
Reversibility (most important feature)
Conservation (most outstanding achievement)
Formal operation stage (11-16)
Performance (very advanced)
thinking logic
various reasonings
flexible
Vygotsky's view of psychological development and education
contribute
Cultural and historical development theory
Social and cultural knowledge and experience
view of psychological development
Develop from lower level to higher level, with language as an intermediary
Low-level psychological functions (common to humans and animals: feelings, emotions, involuntary attention, etc.)
Advanced psychological functions (observation, abstract thinking, casual attention, etc.)
Internalization theory (core idea)
Tool Theory (Basic)
material tools
spiritual tools
egocentric speech
The relationship between teaching and development
Zone of proximal development: the difference between a child's current level of development and the level of development he or she will reach (the level of development that can be achieved with adult help)
Teaching is at the forefront of development
Teaching plays a leading role in development
Teaching Creator Recent Development Zone
Best time to study
scaffolded teaching
Provide help during the learning process so that children can complete what they cannot complete independently
Social development theory and education.
Erikson's social development theory (eight stages: only look at the first five, remember according to multiples)
Individual differences and teaching students in accordance with their aptitude
ability differences
Individual Differences
Differences in individual ability development levels
normal distribution
130 Superior Intelligence, 140 Genius
Differences in ability types
Differences in ability performance between early and late
group differences
gender differences in ability
Overall, the results are roughly the same, with boys being more dispersed.
No difference in general intelligence
There are differences in specific areas
age, race
learning style differences
cognitive style differences
Field dependence and field independence
Character: Herman Witkin
Embedded Graphics Quiz/Tessellated Graphics Quiz
How to teach students in accordance with their aptitude
Field Independence - Provides unstructured materials to explore on your own
Field dependence - providing clear guidance and explanations
brooding and impulsive
Character: Jerome Kagan
Match similar figures test
contemplative
Slow speed and high accuracy
impulsive
Fast speed but low accuracy
How to teach students in accordance with their aptitude
The contemplative type - try to be patient and let him hurry up
Impulsive - develop the ability to analyze and solve problems in an organized and careful manner
Radiating table type and divergent type (Guilford)
Convergence type: the only answer
Divergent: Many Answers
Simultaneous and sequential types (Dass)
At the same time: consider at the same time
Continuation: step by step
Deep processing and surface processing (Snow,)
Deep: understanding
Surface: memory
Student mental health education
Mental Health Overview
meaning
No mental illness
Have a positive mental state of development
standard
Common mental health issues among students
Common psychological anxiety among primary school students
Common psychological anxiety among middle school students
Common test points: ① Anxiety disorder ②Depression: a neurosis of persistent low mood ③Obsessive-compulsive disorder ④Social phobia
Anxiety Disorders and Test Anxiety
Nervousness caused by excessive worry about the future, extreme sensitivity, rapid heartbeat, excessive sweating, etc.
Treatment methods: muscle relaxation, systematic desensitization; cognitive correction; tempering students’ character
depression
persistent depression
Treatment methods: Emotional support and encouragement; rational emotional therapy; positive action to experience success and pleasure from activities; taking antidepressant drugs
obsessive-compulsive disorder
Obsessive thoughts and compulsive behaviors
phobia
Irrational fear of specific things and situations that are not actually harmful
Social phobia: Systematic desensitization
psychological counseling
Overview
Target
Basic goal: learn to debug
High-level goals: Seek development
in principle
Principle for all students
way
psychological counseling methods
behavior change methods
Reinforcement method (positive incentive method)
Token reward method
For example: reward a small red flower
Behavior shaping method: praise good things, ignore bad things
model law
punishment law
self-control
Temporary isolation law
extinction method
Behavior drill method
relaxation training
Jakobsson's first
"Tension - Hold on - Relax"
Systematic desensitization
walpu
Steps: ① Establish an anxiety stimulation level table and ask questions based on students’ subjective feelings (step by step) ② Carry out whole-body relaxation training ③ Match anxiety stimulation with relaxing activities
affirmative training
Also called self-confidence training, the purpose is to express true emotions and opinions, protect oneself and respect the rights of others, and develop people's self-affirming behaviors.
self-affirming behavior
request others
reject others
express yourself truly
through role play
Improve student awareness
Cognitive therapy (rational emotive therapy) ABC theory
ABC theory: events, ideas, results, determined by B
Absolute requirements (must, should)
Overgeneralizing (self, others)
Extremely bad (event result)
client centered therapy
rogers
Basic attitude of consultants
sincere
Unconditional positive attention
Empathy
Learning and Learning Theory
Learning Overview
Learning connotation
Learning essence
A relatively permanent change (not mechanical or short-lived) in the behavior or behavioral potential (not natural maturity, instinct, but cognition, attitude...) of an individual (human and animal) due to experience or repeated practice in a specific situation.
example:
Student learning characteristics
indirect knowledge experience
purposeful, organized, planned
Task
collective
passive
Learn to classify
According to learning subject
animals, humans, machines
According to the learning results (Gagné) (can only sigh)
cognitive strategies
how to learn
Intelligence skills
how to use
Motor skills
manner
language information
what is
According to the level of learning awareness
implicit learning
Gain experience without realizing it
explicit learning
conscious
By nature and form of learning (Ausubel)
learning method
accept learning
Teacher imparts, students accept
discovery learning
Students think independently
The relationship between learning materials and learners’ original knowledge
machine learning
meaning learning
meaningfully connect with existing knowledge
According to learning content (Feng Zhongliang)
Learning of knowledge, learning of skills, learning of social norms
learning theory
behaviorist learning theory
Study S-R (stimulus-response) Also called associative learning theory
Pavlov's theory of classical conditioning
classic experiment
Dog eating bell test (dog salivation test)
Reflection classification
Unconditioned reflex - instinct: dogs salivate when they eat something
Conditioned firing - acquired: dogs salivate when they hear the bell
The first signaling system: physical signaling system: bell. Reflexes caused by specific signals of vision, touch, taste, and smell, which are common to animals
Second signaling system: linguistic symbols. The conditioned reflex caused by abstract language and words is unique to humans.
Basic rules
Gain and fade
Obtain: Establish a conditioned reflex process
Extinction: The conditioned reflex weakens and disappears
Stimulus generalization and differentiation
generalize
Respond the same to similar stimuli (cannot tell the difference)
differentiation
Respond differently to similar stimuli (distinguish clearly)
Thorndike's trial-and-error learning theory
Classic experiment: Cat takes food out of the box
substance
The connection between stimulation and reaction
process
Gradual, blind, trial and error
Thorndike's connection theory is the first relatively complete learning theory in the history of education.
learning rules
preparatory law
No surprise attacks
practice law
The more you practice, the faster you learn
law of effect
Satisfactory results (encouragement), behavior increases
The most important law of learning
Skinner's operant conditioning learning theory
Objective questions
Classic Experiment: The Mystery Box Experiment
Basic rules
Reinforcement (increased behavior)
positive reinforcement
Premack's Principle (Grandma's Law): High-frequency behaviors (liked stimuli) serve as effective reinforcers for low-frequency behaviors (disliked stimuli)
Increase pleasure, increase behavior
negative reinforcement
Escape conditioning: avoid the stimulus when it appears and see it
Avoidance conditioning: avoid the signal when it appears, but don’t see it. built on the basis of escape
Reduce disgust, increase behavior
partial strengthening
Punishment (degrading behavior)
increase disgust less pleasant
subside
ignore
Principles of program teaching (chicken drops by itself)
small steps
positive reaction
self-paced
Timely feedback
low error rate
Bandura's social cognitive learning theory
big topic
role model learning experiment
Triadic interactive learning theory (environment, individual, behavior)
observational learning
meaning
Also known as vicarious learning or imitation learning, a person acquires a new response or corrects an original behavioral response through observation of others and their reinforcing results.
subtopic
process
Pay attention to the process
keep process
copy process
Direct reinforcement (external reinforcement): Reinforcement after directly experiencing the consequences of one's actions
Vicarious reinforcement: The role model receives reinforcement while receiving reinforcement
Self-reinforcement: self-reward
motivational process
cognitive learning theory
S-O-R stimulate, think, react
Koler's Gestalt-Epiphany Theory
chimpanzee experiment
The main points
Learning Outcome: A new Gestalt (or Gestalt) is formed
Learning process: part of the realization of the enlightenment process
Stimuli and responses are mediated by consciousness
Viewpoint: Trial-error is a precursor to epiphany, not a contradiction
Tolman's symbolic learning theory
Classic experiment: position learning experiment-mouse maze experiment
View
Purposeful, not blind
form a cognitive map
S-O-R
latent learning
Bruner's cognitive-structural learning theory
View of learning
The essence of learning: actively forming cognitive structures
Learning stages: acquisition, transformation (i.e. assimilation) and evaluation
Teaching concept
Understand the basic structure of the subject, which refers to the basic knowledge, basic methods and basic attitudes of the subject
Teaching principles of the basic structure of the subject
: Freeze the city wall, no test of understanding
motivation principle
curiosity drive
Competent drive
reciprocity drive
structural principles
procedural principles
Strengthening principles
learning method
discovery learning
Three stages of children's intellectual development
Ausubel's receptive assimilation learning theory
The essence and conditions of meaningful learning
Substance: establishing non-artificial, substantive connections between old and new knowledge
Condition: Yili wants to interact
Objective: The logical meaning of learning materials; the materials are within the students' ability. Subjective: Subjective-meaningful learning aspiration; having an appropriate knowledge base; proactively making new and old knowledge work
Types of meaningful learning
Representation learning: a symbol, a word (Core)
Concept Learning: Essential Properties, One Category
Propositional learning: relationships between concepts
Assimilation of meaning (distinguish the order of who is older and who is younger)
Upper level learning (overall learning)
Subordinate learning (generic learning): derived categories related categories
learning in parallel
Principles and Strategies of Organizational Learning
The principle of gradual differentiation: first talk about the big things and then explain them in detail
Integrating collaboration principles: establishing fine connections between old and new knowledge
Advance organizational strategy: introductory material presented before a task, serving as a bridge between existing knowledge and new content that needs to be learned.
accept learning
Gagne's information processing model
Eight stages of the learning process
Lowest: Motivation Highest: Feedback Introduction←Knowledge Transfer
Gagne learning level classification (cumulative learning mode)
Frequently Asked Questions Multiple Choice: Don’t cover the turtle when it rains in the temple to solve the problem Frequently asked questions: Not only do you need to understand, but you also need to know the order.
signal learning
stimulus-response learning
chain learning: a series of learning, such as learning to dance
Verbal connection learning: learning ancient poetry
discrimination learning
concept learning
Rule or principle learning
problem solving learning
Constructivist Learning Theory (Full Question Type)
It's not a genre, it's a general term
The main points of constructivism
Teaching students to learn knowledge 1133
Teaching concept
Promote the “growth” of knowledge
student view
Students do not enter the classroom with empty heads.
Experience
Differences
View of learning
Emphasis on students' active construction, social interaction and situational nature
Concept of knowledge: emphasizing the dynamic nature of knowledge
Just an explanation, a hypothesis
Recreate specific situations
students construct based on their own experiential background
The application of constructivism in teaching
Anchored teaching model: teaching based on real problems
Cooperative learning model: many students
Interactive teaching model: multiple interactions between teachers and students
scaffolding teaching model
cognitive apprenticeship
inquiry learning
Random Access Teaching
humanistic learning theory
Maslow
self-actualization personality view
intrinsic learning theory
Oppose external learning and promote internal learning
rogers
Informed and unified teaching goal view: Cultivate a complete person, a whole person-informed and unified
A meaningful view of free learning
Difference ① Meaningful learning between old and new knowledge of Ausubel ② Rogers meaningful learning between people and knowledge
Student-centered teaching concept: also called the non-guidance model, teachers are "midwives" and "catalysts".
Create a good atmosphere
sincere Unconditional positive attention Empathy (empathy)
"Freedom-based" learning principles
Typical teaching model of humanism
inscription release
topic-centered
free study
open classroom
learning psychology
learning motivation
Overview of Learning Motivation
meaning
internal motivation
Learning motivation = learning needs (internal drive) ➕ learning expectations (incentives)
effect
Activate, orient, strengthen, regulate
The relationship between learning motivation, learning effect and learning efficiency
The relationship between learning motivation and learning effects
Learning motivation is an important factor affecting learning effectiveness, but it is not the only condition
The relationship between learning motivation and learning efficiency (Yerkes-Dodson’s law)
All question types
Inverted U-shaped curve relationship
Medium intensity for best results
Varies with task difficulty
In more difficult tasks - lower motivation
Tasks are easier - higher motivation levels
Classification of learning motivations
General classification of learning motivations
Source of inducement
internal➕external
Social Significance
Noble (altruistic) ➕ Low (only consider yourself)
The relationship between behavior and goals
Close shot➕Long view
The relationship between motivation and learning activities
Direct (no attachments) ➕Indirect (with attachments)
Effect size
Lead ➕ Assist
Ausubel's classification of achievement motivations
cognitive drive
know
internal, most stable
Self-improvement drive
status, ranking
external
accessory drive
Approval, approval
External, most prominent in early childhood
learning motivation theory
Behaviorism
Reinforcement theory: more rewards, less punishment
Ignoring the internal reinforcement of students
humanism
Hierarchy of Essentials Theory - Maslow: People-oriented, not only focusing on learning but also on life
cognitivism
Achievement Motivation Theory - Atkinson and McClelland: I want to succeed
Tend to success: choose moderate difficulty
Avoid failure: choose very easy or very hard / 75% or 25%
Attribution Theory of Success and Failure (Full Question Type)
Weiner's attribution theory of success and failure
explanations and evaluations people make about themselves or others and the causes of their outcomes
Attribution guidance
Effort is more important
Learned helplessness: A depressive state experienced when an individual feels that no matter what they do, it will have no impact on their important life time
due to lack of ability
Performance
Reduced learning motivation; cognitive impairment; emotional imbalance
Effort➕Realistic attribution
Self-efficacy theory (full question type)
Representative: Bandura
Meaning: a subjective judgment of whether one can successfully engage in an achievement behavior
Classification
Result expectations - pure results, the subject is the event, what will you get if you do this thing
Efficacy expectations - considering implementation ability, the subject is people, can I do it?
Factors affecting individual self-efficacy (full question type)
Success or failure experience (the most important factor)
vicarious experience
verbal message
Emotional state etc.
self worth theory
Representative: Covington
Stimulation of learning motivation
Start rewards and punishments, attribution competition
, create situational heuristic teaching
Familiar with the textbook (important prerequisite)
Understanding Students (Core)
Carry through
Appropriately control the level of motivation according to the difficulty of the assignment
Make full use of feedback information and properly reward and punish
Correctly guide the attribution of results and encourage students to continue working hard
Provide competition education to students and carry out learning competition appropriately
Learning transfer
definition
The impact of one kind of learning on another. Draw inferences from one instance and draw inferences by analogy
Migration classification
Nature and consequences of migration
positive migration
negative transfer
The direction in which migration occurs
cis migration
reverse migration
Level of abstraction for migrating content
horizontal migration
vertical migration
Differences in migrating content
General migration (common)
Practical application of principles
Special migration (specific)
Experience is regrouped and moved to another type of learning. Usually test characters
inner psychological mechanism
assimilation
Adaptive transfer: When applying original knowledge and experience to new situations, it is necessary to adjust the original experience or summarize the old and new knowledge to form a higher-level cognitive structure that can accommodate the new and old knowledge to adapt to the outside world. Variety
The only one that tests concepts
recombinant migration
transfer theory of learning
early transfer theory
form training theory
The earliest migration theory
Based on functional psychology
Point of view: Unconditional, spontaneous
common elements theory
Viewpoint: Common Ingredients. The more identical elements there are, the greater the amount of migration
Thorndike's "Area Estimation Experiment"
Didn't take people into consideration
Empirical generalization theory/generalization theory
Judd "Underwater Target Shooting Experiment" Learners formed common principles that can be generalized through generalization in both activities
relationship transformation theory
Koler Chicken pecking experiment relationship understanding or epiphany
modern migration theory
Main factors affecting migration
Similarity (Thorndike)
Common factors are objective and necessary conditions for learning transfer, but they are not the only conditions.
Original cognitive structure (Jade)
The higher the level of introduction, the more conducive it is to the mastery and application of new knowledge.
learning attitude
Meaning: refers to a state of psychological preparation caused by repeating previous operations
Influence: facilitation and hindrance
Lu Qinsi’s measuring cup experiment
Teaching to Promote Learning Transfer (Full Question Type)
Teaching selection and arrangement
Selected textbooks
Properly arrange teaching content
Reasonably arrange teaching procedures
Teach learning strategies and increase transfer awareness
learning strategies
Meaning: rules, methods, techniques, etc. ≠ learning methods.
Classification (Michael)
Dictate
cognitive strategies
rehearsal strategy
Unconscious recording and conscious recording, eliminating mutual interference, overall marking and segment marking, participation of multiple senses, diversified review forms, line drawing (the most common), dot annotation
Refinement strategies (forming connections between old and new to make new information more meaningful)
mnemonics
Taking notes (most common)
Generative learning: generating analogies or representations
Connect with real life
Make the most of background knowledge
organizational strategy
Outline, diagram, table, class
metacognitive strategies
Meaning: cognition of cognition
Classification
Planning Strategy (Previous) Look
Set goals, browse materials
Monitoring Strategy (Medium) Do
Question yourself, monitor your speed and time
Adjustment strategy (after neutralization)
adjust, remedy
resource management strategy
time management strategies
environmental management strategy
Natural conditions, learning space
effort management strategy
self motivation
resource utilization strategy
Learning tools, human resources
Principles of learning strategy training
Boiled peanuts are particularly effective
principle of subjectivity
internalization principle
generative principle
Principle of specificity: learning objectives should be applicable to the type of students
Effective monitoring principles
Personal Effectiveness Principle
knowledge learning
Knowledge Overview: Subjective Representation
type
depth
Perceptual knowledge: appearance
Rational Knowledge:Essence
generalization level
Level of concreteness: Intuitive form
Level of abstraction: thinking
function of knowledge
Declarative knowledge: what, why, how
Procedural Knowledge: How to do it
Manifestations
Explicit knowledge: that which can be spoken
tacit knowledge
Polanyi's famous proposition: We know more than we can tell
Strategic knowledge: what to do
Representation: the way it is presented in the human brain
Declarative knowledge representation form
concept
propositions and propositional networks
Appearance
Schema
The main representation form of procedural knowledge
Productions and production systems
Knowledge Learning Overview
Meaning: To acquire knowledge
The general process of declarative knowledge learning
knowledge understanding
meaning
logo
say, do
Concept understanding and teaching
concept meaning
way of learning
concept formation
Discovery learning is the primary means of concept formation
Assimilation of concepts (main form)
Acceptance learning is the typical way
teaching methods
Example - regulation, regulation - example
Signs of improving knowledge and understanding
Expand and utilize perceptual knowledge
Use positive and negative examples
Use variations and comparisons
Variation: highlight the essence, transform the non-essential
Must be a positive example
Compare
Consolidation of knowledge
application of knowledge
General process
Examine questions, associate, analyze, and generalize
The general process of procedural knowledge learning
Formation of skills
Skill Overview: Practice in compliance with the rules
Classification
Operation skills
Alias: Action skills, motor skills
Characteristics: objective, explicit, unfolding
mental skills
Alias: intellectual skills, cognitive skills
Characteristics: Conceptuality, inner potentiality, reduction
The relationship between operational skills and mental skills
Distinguishing: See who has more
Formation and cultivation of operational skills
Three Stages of Formation-Fitz and Posner
Cognition, connection, automation
Feng Zhongliang Four Stages (my country)
Operation orientation: watch and drive
Operation simulation: practice driving
poor stability Mainly by vision
Operational Integration: Newbie
Have certain stability Visual control is no longer dominant and gradually gives way to kinesthetic control
Skilled operation: veteran
High degree of sophistication and automation The proficiency stage is the key stage for transforming operational skills into abilities. high Kinesthetic dominance
training requirements
Lovelorn reaction
Accurate demonstration and explanation
necessary and appropriate exercises
Adequate and effective feedback
Establish a stable and clear kinesthetic sense
Training Requirements – Characteristics of Exercises
Start making progress quickly
There is an obvious and temporary pause period in the middle, that is, the plateau period
Progress is slow in later stages
The general trend is progressive, but sometimes temporary regressions occur
Formation and cultivation of mental skills
Gary Palin's Five Stages Theory
animals dance
activity orientation phase
See (know what to do, how to do it)
material or materialization stage
Use objects or pictures to carry out activities
vocal external speech activity stage
say it out loud
silent external speech activity stage
Think silently in your heart
internal speech activity stage
Anderson's three stages theory
cognitive stage
bonding stage
Automation stage
The three stages of Feng Zhongliang in my country
Prototype Orientation: Look
Prototype operation: do
Prototype internalization: yes
Attitude and Character Formation
The Essence of Attitude and Morality
The essence and structure of attitudes
Essence: acquired
internal readiness status
“Would you like it or not?”
formed by learning
structure
Informed (Core) Line
The Essence and Structure of Morality
substance
Internalization of social moral principles
structure
Knowledge (core, foundation, basis) affection (sign)
expressions of moral emotions
Intuition: feel
Imagine: think about it
Ethics: High (the highest form)
Basic Characteristics of Moral Development
stage theory of moral development
Piaget
Dual story method, heteronomy → watershed of self-discipline at 10 years old
four stages
Pre-moral stage (egocentric stage) (2_5 years old): rules are not binding
Authoritative stage (heteronomous moral stage) (5-8 years old): rules are immutable and results are important
Reversible stage (self-discipline stage) (9-11 years old): rules are changeable, behavioral motivation is important, reversible
Justice stage (after 11 years old): justice, equality
Kohlberg
Moral Dilemma Story Method (Heinz stole the medicine)
Three levels and six stages
pre-conventional level
Punishment and Obedience Moral Orientation Stage: Avoiding Punishment
Orientation stage of relative utilitarian morality: what is good for oneself
Custom level (9-16 years old)
Approval-seeking orientation stage (good boy): being praised, others’ opinions
Maintenance of Authority or Order Orientation Stage: Regulation
post-conventional level
Social Contract Orientation Stage: Laws Can Be Changed
The moral orientation stage of universal principles: fairness, justice, dignity. Universal human morality is above all else
Basic characteristics of students’ moral development
Attitude and moral character formation and cultivation
The general process of attitude and moral formation
Compliance - blind, passive, unstable
Follow the herd
obey
Identity - a certain degree of consciousness, initiative, and stability
initiative
Internalization (belief) - highly conscious, proactive, and determined
Attitudes and general conditions for learning
F
family, society, peers
internal conditions
Cognitive dissonance (prerequisite for attitude change), attitude stereotypes, moral cognition
Good attitude and moral character development (short answer)
effective persuasion
positive arguments
limited understanding
no contrary view
Solve urgent problems
Pros and cons arguments
Strong understanding ability
Opposite view
Develop a long-term and stable attitude
Set a good example
Take advantage of group conventions
Value analysis
Give appropriate rewards and punishments
role play
group ethics discussion
Transformation and Correction of Students' Bad Moral Behavior
reason
Convert
Awakening (basic premise)
Transformation (key)
Renew and consolidate
Problem solving and creativity
The nature and process of problem solving
Problems and problem solving
Problem:obstacle
Classification
There is a structural question: there is a clear answer
No structure problem: unclear
Problem solving and its characteristics
Problem Solving: Taking a Series of Cognitive Actions
Characteristics: Purpose, Cognition, Sequence
General process of problem solving
process
Understanding representation issues (central link)
seeking answers
Algorithm: Try them one by one. For example, unlock the lockbox
Heuristics: Perform fewer searches to solve a problem
Means-end analysis: divided into sub-goals and finally reaching the overall goal
Backward deduction method:
Hill Climbing Method: Gradually reduce the distance between the initial state and the target
analogical thinking
Implementation plan
Evaluation results
expand:
Find the problem (primary)
Understanding the problem (central link)
Formulate a hypothesis (key)
test hypothesis
Development of problem-solving skills
Main factors affecting problem solving
Problem situation: the way the problem is perceived
Including too many or too few objects or facts is not conducive to solving the problem.
Settlement and functional fixation
Settlement (both negative and positive)
Functional fixation: The tendency to assign a certain function to an object → is always negative (a special type of fixation)
brewing effect
Let it brew for a few days.
existing knowledge and experience
Experts solve problems faster than novices ×
Prototype inspiration (pay attention to the car)
Archetype: an inspiring thing or phenomenon
Prototype inspiration: the inspiration from this incident
Emotions and Motivation
Stage fright is a classic example of emotions interfering with problem solving
Differences in problem solving between experts and novices
Cultivation of problem-solving abilities in teaching practice
knowledge reserve
method, strategy
practise
Habit
Creativity and its cultivation
Creativity and its characteristics
Creativity: refers to novel, unique and socially valuable products produced by individuals. universal human potential
Basic characteristics of creativity: (divergent thinking is the core of creative thinking)
Fluency (amount)
Flexibility (species, kind)
Originality (odd)
The process of creative thinking (preparation for shipment verification)/stages of creative activities
Preparation Phase
gestation stage
Hualang stage
Verification phase
Factors affecting creativity
environment
intelligence
personality
1. Low IQ cannot lead to high creativity
2. Highly creative people must have above-average IQs
3. People with high IQ may have high creativity or low creativity.
4. Low creativity, IQ can be high or low
creative cultivation
Create a suitable environment conducive to creativity
Pay attention to the shaping of creative personality
Provide courses to cultivate creativity and conduct creative thinking training
Divergent thinking training
Speculation and hypothesis training: developing imagination and sensitivity to things
Self-design training: hands-on
Brainstorming training: brainstorming and discussing as a group
Teacher psychology
Teacher's psychological characteristics
Second level multiple choice
cognition
knowledge structure
Level 2
Ontological knowledge (core) - subject knowledge
Conditional knowledge - educational psychology
Cultural knowledge - humanities, society, natural knowledge
Practical knowledge - teaching
teaching ability
Teaching Cognitive Skills: Understanding and Judgment
Instructional Design Competencies: Planning and Scheduling
Teaching operational skills: solving specific problems
Teaching monitoring skills: inspection, evaluation, feedback, control and regulation
Personality
personality traits
Level 2
Teachers’ enthusiasm and compassion
Teachers’ tendency to be inspiring and imaginative
professional beliefs
learn
career attribution
learn
Behavior
Rosenthal effect (Pymmalion effect, teacher expectation effect)
The teacher's expectations are conveyed to the students explicitly or implicitly, so that the students can shape their behavior in the direction expected by the teacher.
Classification
learn
self-fulfilling effect
Maintenance expectancy effect: turning a blind eye to changes in poor students
Main manifestations of role dysfunction
role conflict
unclear role
role interruption
role failure
learn
Teacher Growth and Development
teacher professional development
Overview
learn
stage
Depends on the object of attention
Fuller and Brown's stage theory of teacher attention
Focus on survival: teachers themselves and interpersonal relationships
Situation of concern: student academic performance
Pay attention to students: individual differences (a sign of maturity)
five stage theory
learn
way
Level 2
Teacher education, induction training, on-the-job training, self-education (the most direct and common)
Teacher growth methods
Level 2
look at others
Look at yourself
Train more
Reflect more
Posner: Experience Reflection = Growth
Brubache: A Reflective Diary Detailed Description Career Development Action Research
learn
A comparative study between expert teachers and novice teachers
Second level multiple choice, understand except marking
Teacher mental health
Occupational stress and burnout
occupational stress
Burnout
Performance
Emotional exhaustion: tired and lack of passion
Dehumanization: indifference, passivity, denial
Low sense of personal accomplishment: devaluing one’s own work
Cause
Society: salary, status
Organization: School
personal reason
Strategy
Teaching Psychology
instructional design
Teaching goal design
meaning
Bloom's classification theory of teaching objectives
Cognitive goals: knowledge (lowest), comprehension, application, analysis, synthesis, evaluation (highest)
Motor skill goals: perception, imitation, operation, accuracy, coherence, habituation
Affective goals: acceptance, reaction, evaluation, organization, personalization
express
jiao'xue'ce'l
theme