Variant is to explain the essential attribute of things with different forms of intuitive materials or examples, that is, to transform the non-essential characteristics of similar things to highlight the essential characteristics. In short, variation refers to the change of irrelevant characteristics of the positive example of a concept or rule.
For example, cups and daily utensils have been used for drinking water or drinking tea since ancient times, which is its essential feature.
I repeat: a green daily appliance for drinking or drinking tea. This is also a cup.
I repeat: cylindrical daily utensils for drinking or drinking tea. This is also a cup.
In other words, no matter how to change its other non-essential features, such as color, shape and size. Its essential feature is still a daily drinking or tea vessel, that is, a cup. The last two sentences are variations of the first sentence.
What are the connections and differences among positive examples, counterexamples and variants in educational psychology? -Search
Hello, my friend!
"The cooperation of positive examples and counterexamples" is the answer that emphasizes science and educational theory in pedagogy, and it should be a "variant" to be precise. The concept of "variety" is more scientific and covers a wider range.
Variant is to explain the essential attribute of things with different forms of intuitive materials or examples, that is, to transform the non-essential characteristics of similar things to highlight the essential characteristics. In short, variation refers to the change of irrelevant characteristics of the positive example of a concept or rule.
For example, cups and daily utensils have been used for drinking water or drinking tea since ancient times, which is its essential feature.
I repeat: a green daily appliance for drinking or drinking tea. This is also a cup.
I repeat: cylindrical daily utensils for drinking or drinking tea. This is also a cup.
In other words, no matter how to change its other non-essential features, such as color, shape and size. Its essential feature is still a daily drinking or tea vessel, that is, a cup. The last two sentences are variations of the first sentence.
Positive division
Inverse multiplication
I hope the above answers can help you. Good luck!
What are the connections and differences among positive examples, counterexamples and variants in educational psychology? -A hundred.
Hello, my friend! "The cooperation of positive examples and counterexamples" is the answer that emphasizes science and educational theory in pedagogy, and it should be a "variant" to be precise.
The concept of "variety" is more scientific and covers a wider range. Variant is to explain the essential attribute of things with different forms of intuitive materials or examples, that is, to transform the non-essential characteristics of similar things to highlight the essential characteristics.
In short, variation refers to the change of irrelevant characteristics of the positive example of a concept or rule. For example, cups and daily utensils have been used for drinking water or drinking tea since ancient times, which is its essential feature.
I repeat: a green daily appliance for drinking or drinking tea. This is also a cup. I repeat: cylindrical daily utensils for drinking or drinking tea. This is also a cup.
In other words, no matter how to change its other non-essential features, such as color, shape and size. Its essential feature is still a daily drinking or tea vessel, that is, a cup. The last two sentences are variations of the first sentence.
Positive-negative-I hope the above answers can help you, bless! .
What are the main theories of psychology? Please give an example.
There are many main theories. Each school has different explanations and different contents, so it produces different theories. I'm afraid you can't make it clear below, but I can tell you what the main core ideas of those theoretical schools are. 1. Representative figures of Constructivism School: Feng Te and Tichner: Influenced by British empiricism and German experimental physiology, this school thinks that the research object of psychology is conscious experience, and advocates that psychology should adopt the method of experimental introspection to analyze the content or structure of consciousness, and find out the components of consciousness and how they are connected in various ways.
It emphasizes that the basic task of psychology is to understand the general psychological laws of normal adults, but ignores the application of psychology, individual differences, educational psychology, children's psychology and other behavioral problems that cannot pass introspection research. Methods: Introspection method.
Feng Te developed the traditional speculative and empirical introspection into "experimental introspection". And put forward a very clear rule of introspection: (1) the observer must be able to determine when the introspection process is caused; (2) The observer must be in a state of preparation, which means focusing on internal activities; (3) observation must be repeated several times; (4) It must be able to change the experimental conditions with the controlled action of * * * *; (5) Observe the changes caused by the subjects' experiences when the situation changes.
Introspection is difficult, boring and unaccustomed for ordinary people. Therefore (1) Feng Te emphasized that introspection needs strict training; (2) Subjects are required to do a lot of repetitive and monotonous pretests before the formal experiment.
Feng Te only used experimental introspection for simple psychological processes, and he opposed the use of experimental introspection for complex psychological processes. Experimental introspection is to obtain the elements of conscious experience from introspective description, and then describe the conscious experience with the elements of experience.
Evaluation: 1. Constructivism is the first school in the history of psychology to systematically study psychological problems by using experimental methods. Under their demonstration and advocacy, the experimental research of western psychology was rapidly spread and developed at that time.
2. Take psychology as a pure science, and only study the content of psychology itself and its actual existence, without discussing its significance and function. So it's extremely narrow.
It has promoted the rise and development of other schools of psychology from the opposite side. Second, the representative of the Wü rzburg School: Qu Peiping's main point: Thinking can be studied experimentally, but Feng Te's introspection method can't reveal thinking deeply.
This paper puts forward "systematic experiment introspection method" or "subsection experiment introspection method", and has carried out a series of studies: comparative judgment of weights (proving that there is no comparison between images and impressions in the judgment process), experimental research of controlled association (subjects have completed conscious operation before performing tasks when they get and understand instructions), etc. The Wü rzburg school put forward the theory of "unintentional thinking", that is, thinking cannot be attributed to feeling and image, and there is a non-feeling and non-image component in the thinker's consciousness.
Methods: "sectional experiment introspection method", let the subjects complete a task first, and then let the subjects report the experience gained in the process of completing the task retrospectively. And it is the first task.
Third, representatives of Gestalt Psychology School: L. Wetmore, K. Kaufka, W. Kohler, etc. Key points: Vitmer discovered the phenomenon of "similarity" and explored the conditions for the formation of similarity, which is helpful for creative thinking; Kohler advocates phenomenology and holism to understand psychological research, opposes elemental theory, and emphasizes that qualitative analysis precedes quantitative analysis.
Kaufka put forward the application of the whole concept in children's psychology. When solving the relationship between mind and things, mind and body, it is proposed that physical phenomena, physiological phenomena and psychological phenomena all have the characteristics of gestalt.
Physical phenomena and psychological phenomena are one type, so are physiological phenomena and psychological phenomena. Although it opposes the introspection method of analysis, it does not deny the introspection method, and ultimately does not highlight the circle of introspection method.
Methods: Phenomenological experiment of natural observation. Evaluation: Gestalt Psychology School, as an independent school, makes people interested in conscious experience. At least it is meaningful to regard conscious experience as a legal research field of psychology and continue to promote people's research and interest in conscious experience.
At the same time, the Gestalt school's fair and firm criticism of the contemporary school also had an important impact on the development of psychology. However, the world of direct experience is considered as the only real and knowable world.
Simplify all psychological problems into mathematical problems. This has actually violated the system view.
Among the above three schools, in terms of experimental methods, the constructivist psychology school turned the speculative introspection of old psychology into experimental introspection; The Wü rzburg School of Psychology turned Feng Te's experimental introspection into a systematic experimental introspection. Gestalt psychology has developed into a natural phenomenological experiment. The specific research objects and methods of the three schools are different, but the direction and goal are still direct empirical analysis; They are all idealists.
4. Representative of Functionalism School: W. James's main point: He thinks that the object of psychological research is consciousness, psychology is the description and explanation of the state of consciousness, and consciousness is a continuous state, a stream of thought, consciousness and subjective life. He opposes the practice of decomposing consciousness into basic elements, thinking that it is easy to destroy the whole psychology. James's views on consciousness are as follows: (1) Every kind of consciousness is. (2) Consciousness is constantly changing; (3) Everyone's consciousness can feel continuity, and everyone's state of consciousness is a part of the stream of consciousness; (4) the selectivity of consciousness. Angel's main point: He thinks that psychological methods include introspection (subjective observation) and objective observation, especially introspection, which is regarded as the basic method of psychology.
Actively advocate that the research field of psychology should include all psychological processes, their physiological basis and external behaviors, and attach importance to the applied research of psychology, such as educational psychology, industrial psychology and medical psychology. Karl, another representative of functionalism, thinks that the research object of psychology is adaptive activities.
Some psychologists at Columbia University also support the tendency of functional psychology, that is, to get rid of the bondage that psychology only studies consciousness.
In order to understand the definition of fruit, educational psychology gives examples of fruit and non-fruit. Are they variants?
Variant 1 refers to the expression form formed by changing the non-essential characteristics of the object to highlight the essential characteristics of the object. The second is to highlight the non-essential characteristics of the object by changing the essential characteristics of the object, thus indicating that the connotation of the concept has changed.
Change people's perspective or method of observing things, so as to highlight the essential characteristics of objects and highlight those hidden essential elements.
Variants are very important, but they should not be used too much in teaching. The effectiveness of the variant does not depend on the number of applications, but on whether it is widely typical and can help students get rid of the negative influence of perceptual experience and one-sidedness when understanding scientific concepts. At the same time, it is not necessary to change all the materials in the teaching process, and some can also be completed by students in practice or consolidation. In addition, when using variants, teachers should put forward clear requirements for students and guide students to observe and think, so that variants can achieve the expected teaching effect.
Give examples to illustrate what educational psychology is.
Educational psychology is a discipline with distinct cross-characteristics, which is mainly manifested in the following aspects: (1) the cross between psychological science and educational science; The intersection of basic science and applied science; The intersection of natural science and humanities.
The focus of educational psychology is to apply psychological theory or research results to education. Educational psychology can be applied to designing courses, improving teaching methods, stimulating learning motivation and helping students face all kinds of difficulties and challenges in their growth.
Educational psychology is a social psychology that studies human learning, the effect of educational intervention, teaching psychology and school organization under the educational situation. The focus of educational psychology is to apply psychological theory or research results to education.
Educational psychology can be used to design courses, improve teaching methods, promote learning motivation and help students face various difficulties and challenges in their growth. The terms "educational psychology" and "school psychology" are often used interchangeably, but people who usually engage in theoretical work and research are often called educational psychologists, while those who engage in practical work in schools or school-related fields are classified as school psychologists.
Educational psychology pays attention to students' learning and development, especially to students with special educational needs (whether gifted children or children with emotional and behavioral problems) in practice.