Editor of Nanjing Normal University (Gao Gang 0740)
First, the nature of the course and its purpose and requirements
"Development and Educational Psychology" is a compulsory course for the mental health education major (independent undergraduate course part) in Jiangsu higher education self-study exam. This course aims to improve the basic theoretical knowledge of developmental psychology and educational psychology, and lay a foundation for cultivating their application ability in the process of mental health education.
This course is a follow-up course after the basic psychology course. Through systematic study, candidates can systematically master the basic knowledge, basic principles and basic research methods of development and educational psychology, deeply understand the laws of individual psychological development and educational psychology, and the relationship between learning and development, and learn to use these knowledge to analyze people's development and solve problems in mental health education. It also lays a good foundation for the study of subsequent courses.
Second, the test objectives (test knowledge, test requirements)
Chapter 1 Introduction to Developmental Psychology
Evaluation requirements
(A) the concept of child development psychology
1, memorizing: (1) the concept of children's developmental psychology; (2) Research object and content
2. Understand: (1) The source of children's developmental psychological problems.
(B) the basic theoretical issues of child development psychology
1, memorization: (1) The development of the debate between heredity and environment.
2. Understanding: (1) the significance of continuity and development stages; (2) The significance of critical period in children's psychological development.
(C) Research methods of children's developmental psychology
1, memorize: (1) The significance of horizontal research and vertical research; (2) the significance of cross-cultural research
2. Understanding: (1) The development history of children's developmental psychology.
Chapter II Development of Children's Feeling and Perception
Evaluation requirements
(A) the basic characteristics of children's perceptual development
1, recitation: (1) Several methods to evaluate the newborn's feelings; (2) The developmental characteristics of children's vision and hearing.
2. Understanding: (1) The characteristics of children's perceptual development.
(B) the basic characteristics of children's observation development
1, postscript: (1) The main aspects of children's observation.
2. Understanding: (1) The level of children's observation; (2) The development trend of children's observation.
The third chapter is the theory of children's cognitive development.
Evaluation requirements
(A) Piaget's basic views on the development of children's thinking
1, memorizing: (1) Characteristics of thinking structure; (2) Thinking mechanism
2. Comprehension: (1) Various viewpoints on the origin of thinking.
(B) the stages and characteristics of children's thinking development
1, memorizing: (1) the division of thinking development stages; (2) the characteristics of thinking development
2. Understanding: (1) Evaluation of Piaget's theory
(C) The main viewpoints of information processing theory of children's cognitive development
1, memorization: (1) Composition of cognitive units; (2) the basic stage of information processing
2. Understanding: (1) Changes of children's short-term memory and long-term memory; (2) The basic concept of metacognition; (3) Evaluation of information processing theory of children's cognitive development.
Chapter IV Development of Children's Language and Intelligence
Evaluation requirements
(A) Children's language preparation and development period
1, memorizing: (1) The concept of children's language preparation period; (2) The concept of children's language development period.
2. Understanding: (1) The development stage of children's language preparation; (2) the characteristics of children's word meaning development
(B) the main ideas of language acquisition theory
1, memorizing: (1) theoretical points of language acquisition; (2) The main viewpoints of innate determinism
2. Understanding: (1) The main points of the theory of interaction between environment and subject in language acquisition theory.
(3) Understanding of intelligence
1, postscript: (1) The key points of understanding the concept of intelligence; (2) the concept of IQ
2. Understand: (1) the significance of the intellectual growth curve; (2) Individual differences in intellectual development.
(D) the development and change of intelligence
1, memorizing: (1) intellectual growth curve and its significance; (2) Basic principles of compiling intelligence test.
2. Understanding: (1) Factor analysis hypothesis of intellectual development; (2) Individual differences in intellectual development.
Chapter V Children's Emotional and Personality Development
Evaluation requirements
(A) children's emotional development and emotional acquisition theory
1, postscript: (1) the composition of emotions; (2) Emotional acquisition theory
2. Comprehension: (1) The main points of social cognitive theory.
(B) Children's emotional disorders and how to overcome them
1, memorizing: (1) The development characteristics of fear; (2) Age characteristics of children's fear
2. Understanding: (1) Several ways to overcome fear
(C) the development of children's advanced emotions
1, memorizing: (1) Types of advanced emotions; (2) the characteristics of advanced emotional development
2. Understanding: (1) Several problems in cultivating children's moral awareness.
(4) The main theories of children's personality development and the analysis of their influencing reasons.
1, reciting: (1) The main theoretical viewpoints of children's personality development; (2) The influence of family on children's socialization development.
2. Comprehend: (1) The biological significance of personality formation.
(5) The development of children's self-awareness.
1, memorization: (1) the concept of self-awareness; (2) the composition of self-awareness
2. Understanding: (1) The characteristics of school-age children's self-awareness development.
Chapter VI Children's Gender Role and Communication Development
Evaluation requirements
(A) Children's gender role stereotype and its factors analysis.
1, memorizing: (1) gender role definition; (2) the stereotyped development of gender roles
2. Understanding: (1) the performance of gender differences; (2) Reasons for gender differences; (3) Theoretical explanation of gender differences.
(B) the development of children's attachment and analysis of the reasons
1, memorize: (1) the definition of attachment; (2) Type of attachment
2. Understanding: (1) the development stage of attachment; (2) reasons for attachment; (3) Attachment theory
(C) the development of children's peer relationship
1, memorization: (1) the role of peers; (2) the development of peer relationship
2. Understanding: (1) Learning social skills; (2) the role of the game
Chapter VII Learning and Modern Learning Theory
Evaluation requirements
(A) the concept of learning and its significance
1, memorization: (1) Definition of learning; (2) preparation for learning; (3) the type of learning
2. Understanding: (1) How to understand the concept of learning; (2) the characteristics of students' learning
(B) the main ideas of modern learning theory
1, memorization: (1) bruner's cognitive structure learning theory; (2) Ausubel's cognitive structure assimilation learning theory; (3) Observe the learning process
2. Understanding: (1) The role of learning theory; (2) Conditions for effective learning
3. Application: (1) How to combine educational application to discover learning theory; (2) Analyze the factors that affect observational learning.
(C) Constructivist view of knowledge and learning
1, memorizing: (1) Constructivist view of knowledge; (2) Constructivism view of learning
2. Understanding: (1) the significance of constructivism in changing learning concepts; (2) To generate basic learning ideas and teaching significance.
(D) the relationship between learning and teaching
1, understand: (1) the basic relationship between learning and teaching; (2) The view of cognitive learning theory on the relationship between learning and teaching.
Chapter VIII Learning of Different Types of Knowledge
Evaluation requirements
(A) the concept of knowledge and knowledge learning mechanism
1, memorization: (1) Definition of knowledge; (2) the definition of representation; (3) Basic assumptions of knowledge classification theory
2. Understanding: (1) Comparison of views on knowledge classification; (2) Different types of knowledge acquisition mechanisms
(B) the types and functions of knowledge representation
1, memorize: the concept of (1) proposition; (2) Semantic and representation coding; (3) schema; (4) Production system
2. Understand: (1) the meaning of propositional network; (2) The function of schema; (3) Pattern recognition program
3. Application: (1) The connection and difference between declarative knowledge and procedural knowledge; (2) the role of knowledge
(3) Learning concepts and rules
1, memorization: (1) the definition of the concept; (2) the attribute of the concept; (3) Definition of rules; (4) the definition of cognitive skills
2. Understand: (1) the structure of the concept; (2) the function of the concept; (3) Psychological mechanism of concept learning; (4) the way to learn the rules
3. Application: (1) Apply three assimilation modes in combination with teaching practice; (2) Analyze the factors that affect students' concept learning.
Chapter 9 Problem solving and creativity cultivation
Evaluation requirements
(A) the nature of the problem and the solution of the problem
1, memorize: (1) the definition and composition of the problem; (2) the characteristics of problem solving; (3) The general process model of problem solving
2. Understanding: (1) Ausubel's problem-solving model; (2) Glass's problem solving model.
3. Application: (2) Using Ausubel's problem-solving model in combination with the teaching content; (2) The new development of problem-solving model.
(B) the psychological mechanism to solve problems
1, memorizing: (1) The significance of problem representation; (2) yerkes-dodson rule; (3) Functional fixation
2. Understanding: (1) the psychological process of solving problems; (2) the main manifestations of psychological set; (3) Conditions for effective problem solvers
3. Application: (1) Talking about the cultivation of problem-solving thinking skills in combination with teaching; (2) Talking about the difference of problem-solving ability between experts and novices in combination with teaching.
(3) Creative overview and creative training
1, memorizing: (1) the definition of creativity; (2) The main viewpoints of contemporary creative theory.
2. Understanding: (1) The core creative thinking in creative activities; (2) The development law and characteristics of students' creativity.
3. Application: (1) Talk about the main factors affecting the development of creativity in combination with education; (2) Problems that should be paid attention to in the cultivation of creativity.
Chapter X Formation and Change of Attitude and Morality
Evaluation requirements
(A) the nature of attitude and morality
1, memorization: (1) Definition of attitude and morality; (2) the characteristics and functions of attitude
2. Understanding: (1) the meaning of attitude components; (2) the relationship between morality and morality; (3) the relationship between attitude and morality
3. Application: (1) Talk about the practical significance of moral structure in combination with education.
(B) the basic characteristics of moral development of primary and secondary school students
1, memorizing: (1) Heteronomy and self-discipline; (2) The levels of pre-customization, customization and post-customization
2. Understanding: (1) Piaget's theory of children's moral development stages; (2) Kohlberg's theory of moral development.
3. Application: (1) Structural education of the significance of the basic characteristics of moral development of primary and secondary school students to educational practice.
(C) Attitude and moral learning psychological process and conditions
1, Memory: (1) The concepts of compliance, identification and internalization; (2) Cognitive impairment
2. Comprehension: (1) Theoretical points of attitude internalization and moral learning; (2) the process of changing students with bad moral character; (3) The significance of the main factors influencing the formation and change of attitudes and morals.
3. Application: (1) Talking about the main ways to cultivate teenagers' moral character in combination with education.
Chapter 11 Cognitive Structure and Learning Transfer
Evaluation requirements
(A) the concept and development of cognitive structure
1, memorization: (1) Definition of cognitive structure; (2) the development of cognitive structure
2. Understanding: (1) The development significance of cognitive structure.
(b) Learning the concept and types of migration.
1, postscript: (1) Learn the concept of migration; (2) Understand the types of migration
2. Comprehend: (1) The educational significance of learning transfer debate; (2) The role of learning transfer in education.
3. Application: (1) Design an example to illustrate the measurement mode of learning transfer.
(C) Modern learning transfer theory
1, memorization: (1) cognitive structure variable; (2) Transfer and classification of two kinds of knowledge
2. Understanding: (1) The concept of advance organizer and its educational significance; (2) Compare the two organizers
(D) Factors affecting learning transfer
1. Understanding: (1) Individual factors affecting learning transfer; (2) objective factors affecting learning transfer
2. Application: (1) Talking about teaching strategies to promote learning transfer in combination with education.
Chapter XII Stimulation and Maintenance of Learning Motivation
Evaluation requirements
(A) Overview of learning motivation
1, memorizing: (1) the concepts of motivation and learning motivation; (2) the classification and significance of learning motivation
2. Understanding: (1) Motivation function; (2) The relationship between learning motivation and learning purpose and effect.
3. Application: (1) Talking about the practical significance of Ausubel's classification of learning motivation in combination with education.
(B) Learning motivation theory and its development
1, memorizing: (1) reinforcement theory and driving theory; (2) hierarchy of needs and attribution theory; (3) Self-efficacy theory; (4) motivation.
2. Understand: (1) the significance of achievement motivation theory; (2) The causes of individual self-efficacy.
(C) the impact of the development of primary and secondary school students' learning motivation on learning
1, memorizing: (1) The development characteristics of primary school students' learning motivation; (2) The development characteristics of middle school students' learning motivation.
2. Understand: (1) the relationship between learning motivation and learning; (2) the forming factors of learning motivation
(D) principles and teaching strategies to stimulate and maintain students' learning motivation
1, memorizing: (1) Principles of stimulating and maintaining learning motivation; (2) Control learning anxiety
2. Understanding: (1) Teaching strategies to stimulate and maintain internal motivation; (2) Teaching strategies to stimulate and maintain external motivation; (3) Requirements for goal setting
3. Application: (1) Talking about the basic ways to arouse students' cognitive contradictions in combination with teaching; (2) The basic steps of attribution training
III. Relevant explanations and implementation requirements
In order to make the provisions of this syllabus be implemented and implemented in individual self-study, social assistance and examination propositions, the relevant issues are now explained as follows:
(a) A few remarks about the evaluation objectives
In order to make the examination content specific and standardize the examination requirements, this syllabus also sets the examination objectives for the specific contents of each chapter on the basis of the listed examination contents, which is convenient for candidates to further clarify the examination contents and requirements when studying by themselves and taking the examination. Social students can also give more comprehensive and targeted counseling at different levels to enable candidates to study more effectively.
The proposition is carried out in strict accordance with the examination syllabus, and the level and difficulty of the examination questions are arranged within the scope.
In the assessment objectives of this syllabus, the requirements of the ability level to be achieved are stipulated from three levels: memory, understanding and application. The three competency levels are progressive hierarchical relationships, and the meaning of each competency level is:
Memory: Being able to know the meanings of related nouns, concepts and knowledge, and being able to correctly identify and express them.
Comprehension: On the basis of memorizing, I can master the basic concepts, principles and methods in an all-round way, master the differences and connections of related concepts, principles and methods, and internalize them into my own educational practice ability.
Application: On the basis of memory and understanding, I can correctly explain and analyze educational problems, and I can use what I have learned to think and solve practical educational problems.
(2) Teaching materials for self-study and course examination.
The textbooks used in this course are:
Psychology of Child Development, edited by Liu Jinhua, East China Normal University Press, 1997,
Modern Educational Psychology, edited by Ding Jiayong, Guangdong Higher Education Press, 2004.
(C) the guidance of self-study methods
Because this course is rich in content and difficult, candidates should pay attention to the following points in self-study:
1. Before studying, you should carefully read the exam outline of this course and the related contents of the exam knowledge points in the first part of each chapter.
2. Seriously study the specific points and contents of assessment knowledge, pay attention to the ability level requirements of each knowledge point, and be aware of the teaching materials.
3. Self-study should pay attention to studying in strict accordance with the examination syllabus, thoroughly understand every knowledge point, deeply understand the basic concepts and firmly grasp the basic principles.
(d) Requirements for social assistance
1. Social students should carefully study and study the teaching materials for self-study according to the course content and assessment objectives stipulated in this syllabus, clarify the characteristics and learning requirements of this course, give practical guidance to candidates, guide them to prevent various deviations in self-study and grasp the correct positioning of social students.
2, to correctly handle the relationship between basic knowledge and comprehensive ability, on the basis of comprehensive counseling, focus on cultivating and improving the analysis and comprehensive ability of candidates.
3, to correctly handle the relationship between the key and the general. The course content is focused and general, but the examination content is comprehensive, and the focus and general are interrelated. Social students should guide candidates to study textbooks comprehensively and systematically, master all the assessment knowledge points and requirements, and highlight key points on this basis. In short, we should combine key learning with overall consideration, don't stare at key points in isolation, and guide candidates to guess questions.
Appendix Example of Question Types
I. Explanation of nouns (4 points for each question, 20 points for 5 minor questions)
1, the nearest development zone
2. Learning
3. Cognitive structure
Second, multiple-choice questions (each question 1 point, multiple-choice questions 15 points)
1. The learning mode for primary and secondary school students to learn new lower concepts by using the original upper concepts in the cognitive structure is ().
Parallel combinatorial learning b general learning
Low-level learning D advanced learning
Three. Fill in the blanks (each question 1, small questions 15).
1. meaningful learning can be divided into three main types: representation learning, concept learning and cognitive learning.
Four, short answer questions (5 points per question, a total of 6 small questions 30 points)
1. Briefly describe the main role of students in mastering concepts.
Five, essay questions (each question 10, 2 small questions, a total of 20 points)
1, talk about your understanding of the relationship between learning and teaching.
National higher education self-study examination 20 10 and 1.
Development and educational psychology examination questions
Course code: 00466
1. Multiple-choice questions (30 small questions in this big question, each small question 1 point, a total of 30 points)
Of the four options listed in each question, only one meets the requirements of the topic. Please fill in the code in brackets after the title. Wrong selection, multiple selection or no selection will not be scored.
1. The second signal system has two functions, one is generalization and the other is ().
A. Induction effect
B. Regulatory role
C. differences
D. reasoning
2. The broad environment mainly refers to the natural environment and social environment, while the narrow environment mainly refers to ()
A. Natural environment
B. Social environment
C. Education
D. Psychological development
3. The psychologist who thinks that "one or two heritages are better than one ton of education" is ()
A. Corridor
B. Watson
C. Woodworth
D. Gao Erdun
4. Psychological development is the basis of internal contradictions ()
A. Need
B. The original level of psychological development
C. the contradiction between the new demand and the original level of psychological development
D. Personal practical activities
5. Lorenz proposed that there are four differences between engraving and learning. The following statement is inconsistent with his point of view ()
A. Imprinting does not depend on any kind of reinforcement, while learning depends on reinforcement.
B. imprinting is reversible, while learning is irreversible.
C. Imprint can be formed quickly, sometimes only one attempt is needed, while most learning needs multiple attempts.
D lettering will only happen in the "critical period" in the early stage of development, and most learning can happen at any time.
6. Keep time in more than a minute of memory belongs to ()
A. Instantaneous memory
B. short-term memory
C. feeling registration
D. Long-term memory
7. Skinner believes that the most important factor affecting the formation and change of behavior is ().
A. Reinforcement
B. Teaching
C. learning
D. assimilation
8. The psychologist who advocates changing "S-R" to "S-O-R" is ()
A. Pavlov
B. tolman
C. bruner
D. Wittrock
9. The core concept of Bandura's social learning theory is ()
A. Classical conditioned reflex
B. reflection of operating conditions
C. Reinforcement
D. Observation and learning
10. In the following views, Bruner's view on the role of discovery method is ()
A. discover the potential to improve wisdom
B. discovery helps to cultivate students' external learning motivation.
C. discovery method is conducive to learning discovery inquiry method.
D. discovery is good for memory
1 1. Among the following four internal driving forces, the internal motivation of stability is ().
A. Continue internal drive