Course number:
I. Instructions for use
1. The nature, position and significance of the course
Nature of the course: Learning and Teaching Psychology is a new psychological discipline that combines two branches of learning psychology and teaching psychology to clarify the process of students acquiring knowledge, skills and morality, and how teachers can create appropriate conditions for students' effective learning and promote students' learning knowledge, skills and morality. This course is a compulsory course (exam).
The status and significance of courses include pedagogy and psychology, as well as teaching materials and teaching methods in normal universities. Due to the limited class hours of psychology, it is impossible for students to complete all branches of psychology related to education. The course "Psychology of Learning and Teaching" not only provides students with the necessary psychological knowledge for learning pedagogy and teaching methods, but also provides them with the necessary basic training for applying psychological theory in education and teaching practice in the future. This course focuses on students' learning and teachers' teaching, taking into account teachers' psychological quality, students' psychological development and differences. It is a compulsory subject for everyone who wants to be a teacher and is engaged in it.
2. Teaching objectives and tasks of the course
The purpose and task of this course is to make teachers know themselves, students and classrooms, form their own views on learning and teaching, and sublimate the corresponding teaching design skills.
3 course credits, hours and main teaching links.
Course credit: 3
Total course hours: 57 hours;
Main teaching links: 50 class hours and 7 class hours for discussion.
4. Leading courses
Pedagogy and psychology
Use teaching materials
Psychology of Learning and Teaching, edited by Pi Liansheng, East China Normal University Press, 1997.
6. Main reference books:
Educational Psychology, edited by Shao Ruizhen, Shanghai Education Press.
Introduction to Education by Ye Lan People's Education Press.
Introduction to Psychology of Huang Xiting People's Education Press.
Cognitive Psychology Research Li Wei Zhejiang People's Publishing House
Developmental Psychology Lin Chongde People's Education Publishing House
Educational Psychology-A Cognitive Viewpoint, translated by D.P. Ausubel, translated by She and Song Jun, People's Education Press, 1994.
Principles of Structured Directional Teaching Psychology, Feng Zhongliang, Beijing Normal University Press, 1998.
7. Evaluation method
Usually homework: 20%
Performance of participating in teaching activities: 10%
Final exam: 70% are closed-book exams.
Second, the course content and class hours arrangement
1. course summary
Psychology of Learning and Teaching not only provides students with the necessary psychological knowledge for learning pedagogy and teaching methods, but also provides them with the necessary basic training for applying psychological theory in education and teaching practice in the future, laying a good foundation for further learning the theory of instructional design. This course focuses on students' learning and teachers' teaching, taking into account teachers' psychological quality, students' psychological development and differences. The purpose and task of this course is to let teachers know themselves and their students. Understand the classroom, form your own views on learning and teaching, and sublimate the corresponding teaching design technology. It is a compulsory subject for everyone who wants to engage in the teaching profession and is engaged in the teaching profession.
2. Course content and class arrangement (divided into chapters)
The first part is the psychology of teachers and students.
Chapter one: Teachers' good psychological characteristics and their cultivation.
The teaching purpose and requirements of this chapter: On the basis of systematically introducing the research methods and achievements of psychologists on the relationship between teachers' psychological quality and their professional achievements, this paper expounds the role of learning and teaching psychology in teachers' professional training.
The teaching emphasis of this chapter: the dialectical relationship between teachers' intelligence, knowledge and organizational ability and its teaching effect can be illustrated by examples.
Difficulties in teaching this chapter: we can apply the suggestions put forward in this chapter to teachers and students, change our views on the course of public psychology in normal universities, and learn this course well by adopting methods that conform to the learning principles of modern psychology.
Teaching hours: 3 hours
Teaching content:
First of all, psychologists expounded the psychological characteristics of teachers and their early career achievements.
1. Questionnaire survey on teachers' characteristics that students like and dislike.
2. The correlation between teachers' characteristics and professional achievements.
3. An experimental study on the influence of teachers' expectations on students.
Second, the new paradigm of teachers' cognitive research: a comparative study between experts and novices
1. A comparative study of experts and novices
2. The difference between expert teachers and new teachers.
3. Narrow the differences between new teachers and expert teachers.
Thirdly, the role of learning and teaching psychology in teachers' vocational training.
1. The development of psychological science and the curriculum reform of normal education psychology
2. The role of learning and teaching psychology in teacher training
Chapter II Psychological Development and Education of Students
Teaching purposes and requirements of this chapter: Educators must know and be familiar with their own educational objects. This chapter discusses the psychological law of students' psychological development, and provides psychological basis for teachers to know and be familiar with their own educational objects.
The teaching emphasis of this chapter is: the basic characteristics of students' psychological development; Piaget's theory of stages of cognitive development; The development process of self-awareness; The relationship between cognitive development stage and teaching; Socialization motivation of personality development; Eriksson's theory of psychological and social development.
Teaching difficulties in this chapter: the relationship between cognitive development stage and teaching; Socialization motivation of personality development; Evaluate Eriksson's theory of psychological and social development.
Teaching hours: 6 hours
Teaching content:
First, an overview of students' psychological development
1. The significance of psychological development
2. The division of psychological development stages and the main characteristics of each stage.
3. Theoretical schools of psychological development
4. The educational significance of students' psychological development
Second, students' cognitive development and education
1. cognitive development stage theory
2. The generality and particularity of the transition of cognitive development stage.
3. The relationship between cognitive development stage and teaching
Thirdly, students' socialization and personality development
1. Personality development
2. Development of self-awareness
3. Individual socialization and personality development
Chapter III Individual Differences of Students and Education
Teaching purposes and requirements of this chapter: Educators must know and be familiar with their own educational objects. This chapter discusses the psychological law of students' psychological development differences, and provides psychological basis for teachers to know and be familiar with their own educational objects.
The teaching emphasis of this chapter is: the differences of personality traits and types; Analyze students' cognitive differences and explain their educational implications; Students' personality differences; Intelligence test.
Difficulties in teaching this chapter: differences in personality traits and types; Analyze students' cognitive differences and explain their educational implications; Students' personality differences.
Teaching hours: 6 hours
Teaching content:
First, an overview of personality differences
1. Personality differences
2. Differences in personality types
3. Factors affecting personality differences
Second, students' cognitive differences and their educational significance
1. Cognitive style differences
2. Intelligence differences
3. The educational significance of cognitive differences
Thirdly, students' personality differences and their educational significance.
1. The concept of personality
2. Personality differences
3. Gender differences in personality
4. Identification of personality differences
5. The educational significance of personality differences
Fourthly, psychology and education of special children.
1. The concept of special children
2. Types of special children
3. The prevalence of special children
4. Education for special children
The second part is learning psychology.
Chapter One Learning in Cognitive Field (Part One)
The teaching purpose and requirement of this chapter: to understand the theory of learning and the psychological mechanism of knowledge acquisition.
This chapter focuses on: Gagne's classification of learning results and generalized knowledge; Gagne's learning information processing model and three stages of generalized knowledge learning: the representation and coding methods of different types of knowledge; Methods to control and guide these two kinds of attention; Analyze the internal and external conditions of effective learning; Ausubel's assimilation learning theory.
Teaching difficulties in this chapter: the representation and coding methods of different types of knowledge; Analyze the internal and external conditions of effective learning; Ausubel's assimilation learning theory.
Teaching hours: 6 hours
Teaching content:
First, an overview of learning and cognitive learning
1. learning overview
2. Learning information is like working process.
3. Classification and stages of knowledge learning
Second, the acquisition of new knowledge.
1. Attention
2. Selective perception
3. Interaction between old and new knowledge: assimilation theory
Chapter Two Learning in Cognitive Field (Part Two)
The teaching purpose and requirement of this chapter is to understand the psychological mechanism of knowledge consolidation, transformation, application and migration.
The teaching emphasis of this chapter is: strategies to promote the consolidation of declarative knowledge; Migration type; Concept formation and concept assimilation; Principles of concept and rule learning; The general process of solving problems.
Teaching difficulties in this chapter: transfer, the general process of solving problems, the difference between concept formation and concept assimilation.
Teaching hours: 6 hours
Teaching content:
First, the consolidation and transformation of knowledge.
1. Representation of knowledge
2. Forgetting declarative knowledge
3. Strategies to promote the consolidation of declarative knowledge
4. Promote the transformation from declarative knowledge to procedural knowledge.
Second, the use and migration of knowledge.
1. Transfer of learning concept
2. Use the transfer principle to promote new learning.
3. The role of different types of knowledge in problem solving.
Chapter III Learning of Motor Skills
The teaching purpose and requirement of this chapter: to understand the psychological mechanism and strategy of motor skill learning.
The teaching emphasis of this chapter: the main characteristics of skilled operation; The acquisition, maintenance and transfer of motor skills are different from those of intellectual skills.
Teaching difficulties in this chapter: the principles used in motor skill learning: transfer principle, combination of practice and feedback principle, combination of demonstration and guidance principle, dispersion and concentration principle of practice, combination of whole and part principle.
Teaching hours: 3 hours
Teaching content:
First, the nature and characteristics of motor skills
1. The essence of motor skills
2. The characteristics of skilled operation
Second, the formation, maintenance and migration of motor skills.
1. Motor skill formation stage
2. Maintenance of motor skills
3. Transfer of motor skills
Third, the factors affecting motor skills learning
Internal factors affecting motor skill learning
2. External factors affecting motor skill learning
Chapter IV Learning of Attitude and Morality
The teaching purpose and requirement of this chapter: to understand the psychological mechanism and strategy of moral learning.
The teaching emphasis of this chapter: the internal conditions that affect attitude and moral learning; The development stage of Piaget and Kohlberg's moral judgment; Strengthen the principle.
Difficulties in teaching this chapter: controlling human behavior changes with reinforcement principle; Using vicarious reinforcement's principle to promote good behavior in class and restrain bad behavior in class.
Teaching hours: 6 hours
Teaching content:
First, an overview of attitude and morality.
1. The essence of attitude
2. The essence of moral quality
3. The relationship between attitude and morality
Second, the process and conditions of attitude and moral learning
1. The formation process of attitude and morality
2. The process of attitude and moral change
3. Conditions affecting attitude and moral learning
Third, a good attitude and moral cultivation.