1. What is the research object and content of psychology? Give examples.
Psychology is a science that studies psychological phenomena and their laws and helps people to know themselves. The content includes four aspects: psychological process (cognitive process, emotional process and will process), psychological state, psychological characteristics and psychological motivation. For example, in the park, I saw a young man picking flowers in the flower bed without looking at others. An old man criticized him for being wrong, but young people not only refused to accept it, but called him meddling. This is a cognitive process of psychological process. I was so angry that I wanted to punch the young man twice, but I was afraid I couldn't beat him. This is an emotional psychological process. But I was angry when I saw that the young man still didn't respect the old man and kept cursing. I rushed over and gave the young man two punches, which was a psychological process. After the fight, I was in a good mood and felt that I was right. This is a state of mind; After a while, after I calmed down, I felt restless and grumpy. It was wrong of me to hit that young man, which is a psychological feature. The reason why I hit that young man is because he not only has no public morality, but also doesn't respect the old man. This is a psychological motivation.
2. What is the task of higher education psychology? What is the significance of college teachers learning higher education psychology?
There are two main tasks: one is to study and reveal the psychological laws of students' "learning", so as to gradually establish and constantly improve the learning theory, so that students can use these laws to improve their academic performance. This includes the following aspects: ① Study the nature and characteristics of students' learning and the nature and structure of students' learning results. ② Study the classification of students' learning. ③ Study the learning process of students. ④ Study the students' learning situation. The second is to study and reveal the psychological law of "teaching".
Significance: It provides psychological basis for establishing reasonable teaching principles and perfect teaching theory, helps teachers to cooperate with students at all stages of learning, provides appropriate teaching events and improves teaching effect. In teaching design, classroom management, classroom evaluation, teacher behavior and other aspects, educational psychology will benefit teachers with the research results provided by its own disciplines.
3. According to the reality, this paper expounds the characteristics of college students' self-awareness and how college teachers can help them to carry out self-education effectively.
Self-awareness is formed by the interaction between man and environment, and it is a multi-dimensional and multi-level psychological system, including knowledge, emotion and meaning, that is, self-knowledge, self-experience and self-regulation.
Generally speaking, college students' self-awareness is a period from self-discovery to self-development to further self-improvement. However, the development of college students' self-awareness has obvious differentiation, contradiction, transformation, unity and stability. College educators should understand the development process of college students' self-awareness, especially their inner contradictions and conflicts, guide their self-awareness to develop evenly and steadily in a positive direction, and promote college students' self-education mainly through external means.
(1), insight: Compared with primary and secondary school students, college students' self-evaluation is more conscious, capable and comprehensive. However, it is difficult to know others, and it is even more difficult to know yourself. College students often overestimate or underestimate themselves. Self-evaluation is on the high side, so college teachers should guide college students to know themselves correctly, find a correct frame of reference in various activities, and know themselves objectively from multiple angles. By using comparative methods and taking socially recognized spiritual role models as the frame of reference, let them have an open-minded attitude and know themselves clearly. For people with low self-evaluation, college teachers should guide college students to develop themselves constantly, guide them to know themselves dialectically and clearly, help them find and create advantages, and create opportunities to show their advantages, so as to shape their ideal self. Encourage them to develop their enthusiasm, courage and confidence.
(2) Self-experience: The emotional content of college students is increasingly rich and profound, but it is bipolar, sometimes emotional, proud and conceited, and sometimes depressed and self-pitying. Self-esteem is the core of self-experience. College students have strong self-esteem, care too much and are too sensitive. When self-esteem is satisfied, it produces a sense of superiority, and when self-esteem encounters setbacks, it produces an inferiority complex. A few college students can't accept themselves, or deny themselves, or expand themselves. When guiding college students to actively accept themselves, college teachers should respect each student's subjectivity, cultivate and protect each student's self-esteem, and recognize each student with a broad mind. For college students who can't accept their inferiority complex, we should start with adjusting the cognitive structure, first adjust the direction of attention and focus, and guide them to see their own advantages instead of just staring at their own shortcomings. Only on the basis of discovering your strengths can you rebuild your self-esteem, and then you should adjust the level of your ideal self and set goals that suit you. For college students with high self-esteem, we should also start with adjusting the cognitive structure, guide them to see their limitations and deficiencies, and fully and realistically understand themselves. Accepting yourself is actually the result of long-term correct understanding and development of yourself.
(3) In terms of self-regulation, college students have a strong desire for self-design and self-improvement, and can make corresponding goals and plans, but I often demand too much from their goals and ideals, and my consciousness of self-development is not high enough. College teachers should guide college students to improve themselves and set goals according to the changes of social requirements and the reality of personal development. When college students are discouraged and disappointed by the huge gap between the real self and the ideal self, they should be guided to set realistic development goals and provide examples to help them rebuild themselves. Teachers should guide college students to be self-motivated and self-supervised, and form a good habit of self-reflection.
4. Briefly describe the guiding significance of Gagne's classification theory of learning results to teaching.
Gagne believes that the educational goal is the expected learning result. Although the specific teaching objectives of various disciplines offered by the school are different, they are all included in the classification theory of learning achievements. This classification of learning results has direct guiding significance for teachers to formulate specific teaching objectives.
5. Briefly describe the guiding significance of Skinner's reinforcement theory to teaching.
Skinner believes that education is to shape behavior, shape students' behavior with reinforcement, advocate the development of program teaching, attach importance to feedback in teaching, and attach importance to the correct application of reinforcement law.
6. The guiding significance of Bruner's cognitive structure learning theory to teaching.
Bruner's cognitive structure learning theory is of great guiding significance to teaching, which stimulates students' learning motivation, teaches students in accordance with their aptitude, pays attention to moderate difficulty and span, and pays attention to feedback in teaching.
7. Briefly comment on Bandura's social learning theory.
He believes that in addition to direct learning, indirect learning can also be carried out by observing other people's behaviors and their consequences, that is, observational learning. Many people learn knowledge, skills and social norms from indirect experience, rather than direct learning through external control such as reward or punishment.
8. What is unique about constructivism?
Constructivist learning theory holds that the learning process is a process in which individuals construct their own cognitive structure with unique information processing methods from different backgrounds and angles. The learning process of students is an active process, not a process in which teachers impart knowledge to students, but a process in which students construct their own knowledge with the help of teachers or others. Students are not passive information absorbers, but active constructors of information meaning, and their process is irreplaceable by others. As a result of learning, students' cognitive structure is a network structure built around key concepts. Through learning, students' knowledge structure is a kind of network cognitive structure, not a linear structure or hierarchical structure. Constructivism emphasizes the dynamics of knowledge, that learning is a process of active construction, and that learning is social and situational, trying to realize the extensive and flexible transfer and application of learning. These viewpoints are of great significance to the reform of traditional teaching.
9. What are the characteristics of college students' learning motivation?
Learning motivation can strengthen learning, and high-level students can maintain a serious learning attitude for a long time and have unremitting perseverance in learning. It is an important factor that affects learning, and its relationship with learning is complementary, and the learning efficiency of medium-intensity motivation level is the highest.
10. On the Significance of Several Incentive Theories
As far as its main tendency is concerned, the theory of reinforcement motivation is the motivation theory of behavioral psychology, which emphasizes the role of external forces in mobilizing students' learning enthusiasm and ignores or even denies people's consciousness and initiative in learning behavior, which has great limitations. But this theory is an important theoretical argument for us to use praise and reward, goals and feedback in school education to mobilize students' learning enthusiasm and stimulate students' learning motivation. The theory of achievement motivation is usually regarded as the internal motivation for people to strive for success when completing tasks. This theory not only emphasizes the influence of achievement motivation on human behavior, but also considers the influence of objectivity on human behavior, which provides a theoretical basis for teachers to set different learning goals for different students and make each student succeed. Self-realization theory holds that self-realization is an important source of learning motivation and personal learning enthusiasm. To some extent, students' lack of enthusiasm for learning may be due to the fact that some low-level needs have not been fully met, and it is these factors that will become the main obstacles for students' enthusiasm for learning and pursuit. The theory of attribution of success or failure proves that the causal attribution of success or failure causes changes in individual expectations and emotional responses, which in turn promotes subsequent behaviors. This paper clearly expounds the important role of students' cognition and attribution of their own behavior in their learning enthusiasm, which is of great significance for us to teach students to form their intrinsic motivation for learning and cultivate their complete personality and excellent psychological quality. Self-efficacy theory points out that expected results will have an important impact on people's behavior. Moreover, it emphasizes that efficacy expectation plays a more important role in regulating human behavior, overcomes the tendency of traditional psychology to emphasize desire over knowledge over emotion, and combines individual needs, cognition and emotion to study human behavior motivation, which has great scientific value. The uniqueness of self-worth theory lies in that it tries to explore the reasons why some students refuse to study hard, that is, it mainly discusses the reasons why students lack enthusiasm for learning, and students with high ability have no strong learning motivation, and their learning motivation decreases with the increase of grade. It puts forward a theoretical explanation and holds that these phenomena are the results of school education and require teachers to think deeply and reflect.
According to the theory of common elements, transfer only happens when two learning situations have the same elements, and the more the same elements in two situations, the greater the transfer. This theory is especially helpful to avoid the disconnection between school education and real life, and has guiding significance for teachers' teaching.
According to the theory of relationship transformation, transfer is not an automatic thing when two learning situations share common components, principles or rules, but the result of learners suddenly discovering the relationship between two learning experiences, that is, people transfer an epiphany-the consciousness that the two situations are suddenly connected. This theory is helpful for teachers to consciously cultivate students' imagination in practical teaching.
Generally speaking, it emphasizes the role of principles and generalizing experience in transfer, and holds that the better you understand principles, the stronger your adaptability to new situations and the better your transfer of learning. Therefore, in teaching, students should be encouraged to abstract or summarize the basic concepts of the core, so as to achieve maximum transfer.
1 1. Explain the psychological mechanism of declarative knowledge acquisition with Ausubel's assimilation theory.
Assimilation theory explains the mechanism of new knowledge acquisition, that is, the establishment and reorganization of cognitive structure. Ausubel believes that whether students can acquire new knowledge depends on the old knowledge in the original cognitive structure in their minds. The interaction between new knowledge and existing concepts leads to the assimilation of new knowledge. In learning, the original proper concept plays a certain role in fixing new knowledge and becomes an assimilation point, which facilitates the integration of new knowledge into the existing cognitive structure, so that the original cognitive structure can be established, expanded, perfected, differentiated and refined, and the original cognitive structure can be reconstructed or reorganized to form.
12. illustrate the process and conditions of procedural knowledge learning with examples.
The process of learning procedural knowledge is divided into three stages: ① the stage of learning rules and rules. ② Transformation stage. ③ Automation stage. Taking doctors as an example, medical students complete medical courses in medical college, which is equivalent to the stage of declarative knowledge learning or learning rules and regulations. After entering the clinical practice stage, patients of different ages, genders and occupations will be exposed. The non-essential characteristics of these patients are different, but the pathogenesis and typical manifestations of a certain disease are basically the same, that is, the essential characteristics remain unchanged. Only by excluding all kinds of non-essential features and grasping the basic and essential features can doctors make correct diagnosis and treatment. It is through these variant exercises that interns master the knowledge of life-saving procedures. After a lot of practice, interns' skills tend to be familiar with automation. Only in this way can you become a qualified doctor. Therefore, the conditions of procedural knowledge learning include: ① Students must have corresponding declarative knowledge. (2) A large number of variant exercises, many times from different angles and different ways to use the law to solve problems.
13. explain the acquisition of some moral behavior of college students with Bandura's social learning theory.
Regarding the acquisition of moral behavior, Bandura believes that the decisive factors of moral behavior are environment, social and cultural relations and various objective conditions, examples and reinforcement. As long as certain conditions and methods are used to reward students with appropriate behaviors, it will help students to form and develop good behaviors. For example, in downtown, a classmate saw a thief stealing a lady's wallet. He shouted to catch the thief and handed him over to the police station with the help of others. If the teacher vigorously publicizes this matter in the school and gives the student some material and spiritual rewards, the students will certainly develop the virtue of being brave when they encounter such incidents in the future.
14. Combining the theory of moral cultivation in this chapter with the reality of college students, talk about how to effectively carry out moral education in colleges and universities.
As far as college students are concerned, six principles should be paid attention to in moral cultivation.
1) The principle of paying equal attention to moral cognition, emotion, will and behavior.
In other words, the cultivation of students' moral character can start from one aspect, but we can't cut off the connection between the four aspects, nor can we neglect any of them.
2) The principle of practicality for students.
In teaching activities, only from the students' point of view, focusing on the problems they feel personally, supplemented by book knowledge, can we put forward some problems that conform to the students' real life situation, so as to make students feel cordial, cultivate their ability of positive thinking and reasonable judgment, and achieve satisfactory results in moral education teaching.
3) Pay attention to the principle of individual differences.
In moral teaching, teachers should first analyze and understand students' moral development level, then ask related moral judgment questions and give moral scenarios, gradually increase the difficulty of the questions and the complexity of the scenarios, so as to make them have cognitive conflicts psychologically, let them think and debate, and then draw conclusions.
4) The principle of changing from external control to internalization.
In the external control stage, many individuals' morality is passive, and only when they reach the internalization level can students truly establish their personal moral concepts.
5) The principle of mutual cooperation between family and school education.
Schools need to rely on the cooperation of families. Only when parents ask students to live outside the school according to the code of conduct and moral standards formulated by the school can students adapt, and families also need to rely on cooperation with the school to restrain students from accepting social norms and moral standards.
6) the principle of setting an example
The norms and guidelines for students' behavior formulated by the school should not only conform to students' understanding ability and experience, but also be practical; At the same time, teachers and parents should set an example and provide students with recognized examples for students to imitate.
15. How to improve the cohesion of college students?
Group cohesion is the attraction of a group to its members, the attraction among group members and the satisfaction of group members, that is, the tendency of group members to contribute to the group.
To improve the cohesion of college students, we must first improve the leadership style of leaders. Most college students' groups are led and managed by class leaders or group leaders, and teachers rarely participate in students' activities. If the leading group in the group has a democratic work style and is willing to pay for the group, it can drive other members of the group, mobilize their initiative and sense of responsibility, and enhance the cohesion of the group. Second, control the size of the group. The scale of college students has a great influence on their cohesion. Small groups, because of fewer members, more opportunities to communicate with each other, easier to understand each other, mutual recognition, and form close relationships, so the cohesion of the group is strong. Third, correctly handle external threats and competition. When a group faces threats or encounters opponents, in order to tide over the difficulties, it will be more cooperative and United, and the cohesion of the group will naturally be enhanced. Therefore, properly participating in the competition in the name of a group will enhance the cohesion of college students.
16. How to guide the competition and cooperation among college students?
As an indispensable part of college students, competition and cooperation are closely related to each student's moderation, which has both positive and negative aspects.
Competitions among college students, such as class members' learning competitions, can promote students in the following aspects: First, it can stimulate students' learning motivation and improve learning efficiency. Second, we can find our untapped potential and limitations and reposition ourselves. Of course, learning competition also has its disadvantages. Poor students may not only cheat by various means, but fierce competition will also make students hostile and lose trust.
Cooperation is also a double-edged sword. Its positive effects are: 1) can enhance the cohesion of the group. 2) You can brainstorm. 3) It is helpful to cultivate students' good personality. Of course, it also has some shortcomings. For example, when cooperating with extroverted students, introverted students are often unable to express their views or even have no time to express themselves, which will cause unnecessary anxiety and inferiority.
Competition and cooperation among college students are the unity of opposites. Educators should give full play to the positive role of competition and cooperation and limit its negative role. At the same time, we should guide students to establish a correct sense of competition and cooperation, so that they can keep a peaceful mind to face competition and cooperation and prepare for entering the society in the future.