Educational Psychology in Woolfolk is the most representative and influential textbook in the field of international educational psychology at present, and it is also one of the most widely used and best-selling psychological textbooks. I brought you "Educational Psychology in Woolfolk", hoping to help you.
Wool folk education psychology C/ 1 1
Author: [America] Anita? Wool man
Translator: Lai,
Publishing: Renmin University of China Press 20 12- 10 Zhan Lu Culture.
16 pages: 496 pages
ISBN:9787300 154756
Pricing: 79.90 yuan
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Compared with the previous edition, the 1 1 edition has made important supplements in content and adjusted the framework system in many aspects. This edition of the book adds explanations about the brain, neuroscience and teaching in several chapters; The role of Urie Bronfenbrenner's theory and situation in development and learning is supplemented, and so on. In terms of framework, the new edition reorganized and expanded the learning and development contents. The first brand of educational psychology textbooks.
It is an authoritative textbook in the field of educational psychology. Open and inclusive teaching attitude. This book is special for many unsolved problems in the field of educational psychology? Pro/con? Some readers are encouraged to participate in the discussion. This book takes an open and inclusive attitude towards different viewpoints. Provide relaxed and vivid teaching demonstrations. The beginning of each chapter? What would you do? In words? The story of learning? Column to introduce readers into daily teaching situations. In the arrangement of content, the methods of autonomous learning, inquiry learning, anchored learning, cooperative learning and the concept of student-centered are infiltrated, which provides readers with vivid teaching demonstrations.
brief Introduction of the content
Educational Psychology, written by Professor Woolfolk, is the most influential textbook in the field of international educational psychology at present, and it can be called the first brand educational psychology textbook. You can learn from this book how to apply the information and ideas obtained from educational psychology research to solve daily teaching problems. In order to help you explore the relationship between research and practice, this book provides a large number of cases, classroom fragments, case analysis and practice guides, and even summarizes the teaching magic weapon summarized by experienced teachers themselves. Anita, the author of this book? Woolfolk is a famous American educational psychologist. He used to be the chairman of the Educational Psychology Branch of the American Psychological Association (APA), the vice chairman of the Teaching and Teacher Education Branch of the American Educational Research Association (AERA), and served as the advisory editorial board of several academic journals.
Brief introduction of the author
Anita. Woolfolk is a famous American educational psychologist. He used to be the chairman of the Educational Psychology Branch of the American Psychological Association (APA), the vice chairman of the Teaching and Teacher Education Branch of the American Educational Research Association (AERA), and served as the advisory editorial board of several academic journals. Educational Psychology written by her is the most representative and influential textbook in the field of international educational psychology at present, and it is also one of the most widely used and best-selling psychological textbooks.
catalogue
Author introduction Ⅰ
A Brief Introduction to Translator Ⅱ
Translator's order ⅲ
Foreword five
Chapter 65438 +0. Learning, Teaching and Educational Psychology
1. 1 Learning and Teaching Today
1.2 What is excellent teaching?
1.3 the role of educational psychology
1.4 teaching theory
1.5 Diversity and commonality of educational psychology
The first part. Characteristics of learners.
Chapter two. Cognitive and language development
2. 1 development concept
2.2 Piaget's cognitive development theory
2.3 Vygotsky's social and cultural views
2.4 Piaget and Vygotsky's teacher inspiration theory
2.5 the development of language
2.6 Diversity and commonality of cognitive development
Chapter three. Personality, Sociality and Moral Development
3. 1 Urie Bronfenbrenner: Social Environment for Development
3.2 Physiological development
3.3 Self-concept and identity
3.4 Gender development
3.5 Understanding others and moral development
3.6 Diversity and commonality of personality and social development
Chapter four. Learner differences and learning needs
4. 1 intelligence
4.2 Learning style and way of thinking
4.3 Individual differences and law
4.4 Students face challenges in their studies.
4.5 Extraordinary and gifted students
4.6 Diversity and commonality of learning ability
Chapter five. Culture and pluralism
5. 1 Today's diversified classroom
5.2 Differences in economic and social status
5.3 Ethnic and racial issues in teaching
5.4 Language differences in the classroom
5.5 Gender issues in teaching
5.6 Multicultural Education: Creating a Class with Cultural Integration
5.7 Diversity and commonality of individuals
The second part. Learning and motivation
Chapter six. Behaviorism learning view.
6. 1 the essence of learning
6.2 Early explanation of learning: proximity and classical conditioning
6.3 Operation Adjustment: Try a new reaction
6.4 Application Behavior Analysis
6.5 Comprehensive Application: Behavior Scheme in Teaching and Management
6.6 Challenge of Behavioral Learning View: Thinking about Behavior
6.7 Problems and arguments
6.8 Diversity and commonality of behavioral learning
Chapter seven. Cognitive learning view
7. 1 elements of cognitive view
7.2 Cognitive view of memory
7.3 Long-term memory
7.4 Become a knowledgeable person: some basic principles
7.5 Diversity and commonality of cognitive learning
Chapter 8. Complex cognitive process
8. 1 metacognition
8.2 Learning strategies
8.3 solving problems
8.4 Creativity
8.5 Critical thinking
8.6 Immigration education
8.7 Diversity and commonality of complex cognitive processes
Chapter 9. Learning Science and Constructivism
9. 1 learning science
9.2 Cognitive and Social Constructivism
9.3 Application of Constructivism Theory
9.4 Service learning
9.5 Learning in the Digital World
9.6 Diversity and commonality of learning science and constructivism
Chapter 10. Social cognitive view of learning and motivation
10. 1 social cognitive theory
10.2 the application of social cognitive theory
10.3 autonomous learning
10.4 Teaching aimed at improving self-efficacy and self-regulated learning
10.5 Diversity and commonality of learning theories
Chapter 1 1. Learning motivation and teaching
1 1. 1 What is motivation?
1 1.2 Demand and motivation
1 1.3 goal orientation and motivation
1 1.4 beliefs, self-schema and motivation
1 1.5 Interest, curiosity, emotion, anxiety and motivation
Learning Motivation in School: Goal Model
1 1.7 Diversity and commonality of learning motivation
The third part. Teaching and evaluation
Chapter 12. Creation of learning environment
12. 1 the necessity of classroom organization
Create a positive learning environment.
12.3 Maintain a good learning environment
12.4 handling disciplinary issues
12.5 school violence
12.6 the necessity of communication
Diversity and commonality of learning environment.
Chapter 13. Teach for every student.
13. 1 About teaching. study
13.2 make a teaching plan
13.3 Choosing teaching methods
13.4 Implementing differentiated teaching
13.5 Diversity and commonality of teaching
Chapter 14. Teaching evaluation and testing
14. 1 teaching evaluation basis
14.2 classroom test evaluation
14.3 changes in traditional evaluation methods
14.4 score
14.5 standardization test
14.6 Diversity and universality of assessment
Appendix: American teacher qualification examination and related contents of this book
Trial reading chapter
sex role
Gender role refers to the expectation of the behavior that men and women should have? About what is male and what is female. Gender roles vary in different cultures, times and regions. Obviously, today's expectations of women are different from those of18th century, although women are still considered as the main caregivers of children and should be responsible for family affairs.
When and how do children develop gender roles? Children realize gender differences as early as two years old? They know whether they are boys or girls, their mother is a woman and their father is a man. By the age of three, they realize that their gender cannot be changed, and they will always be male or female. Biological factors have an influence on the development of gender roles. At a very young age, hormones will affect children's activity level and aggression, so boys prefer violent, rude and noisy games. Game mode makes children prefer to play games with same-sex playmates, so at the age of 4, children will play with same-sex playmates three times as long as they play with opposite-sex playmates. By the age of 6, the proportion has risen to11:1(Benenson,1993; Hynes, 2004; McBee, 1998).
However, biological factors are not the only influencing factors. The different treatment of boys and girls is also an important factor. The study found that parents will give boys more freedom to visit their neighbors; Boys will also be allowed to do some potentially dangerous activities earlier, such as crossing the road alone. Therefore, compared with girls, parents encourage boys to be independent and active. Parents, peers and teachers may reward behaviors that conform to gender roles? Girls are gentle and kind, while boys are strong and confident (Brannon, 2002).
And toys! Go to the toy section of any store and see what toys are suitable for girls and boys. Dolls and kitchenware are girls' and toy guns are boys', which has been the case for decades. But what about more detailed information? Margo. Mifflin went to the store to buy toys for her 4-year-old child. She wants to buy a toy without gender characteristics. Finally, she chose a toy from Wee Waffle Farm. But she soon found out? There is a round hole in the chair of the tractor driver's seat, in which the boy can insert the farmer's doll. The doll base for the girl is a square short pile with no round holes. (Mifflin, 1999, p. 1). But we can't just blame the toy manufacturers. Adults also like to buy toys with gender characteristics when buying toys for their children. Dad won't encourage his youngest son to play? A girl's toy? Brannon, 2002.
In the interaction with family, peers, teachers, toys and the surrounding environment, children gradually form a gender schema, or an organized knowledge network, which involves the relevant knowledge of what men and women mean respectively. Gender schema helps children to understand the world and guide their behavior (as shown in Figure 3? 3). If a little girl's schema about girls includes? Girls should play with dolls, not trucks? Or? Girls can't be scientists? Then she will pay attention to and remember these rules, interact with dolls more than trucks, and she may avoid participating in scientific activities (Berk, 2005; Leaper, 2002; Miss Li Ben&, 1993). Of course, this is just a general situation, and not all individuals meet this situation. In addition, many other factors, such as sociality and cognition, will also affect gender role behavior.
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