I. Short answer questions (5 points for each question, 35 points in total) P279

1, what is morality? What is the psychological essence of moral formation?

Moral character is the abbreviation of moral character. It refers to the stable characteristics of individuals when they obey social moral norms, and it is the unity of stable moral behavior needs and stable behavior patterns mastered to meet this need.

2. What role do Piaget and Kohlberg think moral motivation plays in the formation of moral quality? P286

The main representatives of cognitive school are Piaget and Kohlberg. This school emphasizes the role of moral motivation in the formation of moral quality, and its basic viewpoints are as follows: first, the development of moral quality is closely related to people's cognitive activities and their development level; Second, the formation of moral quality depends on moral motivation, moral judgment and moral knowledge; Third, cultivate children's moral quality according to cognitive activities and their development laws.

Moral motivation is the deep psychological structure of moral quality, which determines the nature of moral quality and restricts the direction and level of moral behavior. Moral behavior is the superficial psychological structure of moral quality, the external expression of moral quality and the means to realize moral motivation. A relatively stable relationship is established between a certain moral motive and a certain moral behavior, which is the formation of moral quality.

3. Briefly describe Piaget's law about the development of children's moral cognition. P289

Through a lot of research, Piaget summed up a universal law of the development of children's moral cognition: the development of children's moral cognition is a process of transition from heteronomy to self-discipline. Heteronomy means that children's moral judgment only pays attention to the objective effect of behavior, not to subjective motivation, and is dominated by values other than their own; Self-discipline means that children make moral judgments according to their own subjective values. It is a kind of heteronomous morality that children's moral judgment is dominated by values other than their own, which is objective. With the growth of children's age, their moral understanding is also developing, and the standard of moral judgment is gradually getting rid of the influence of recognition and punishment. When evaluating the right or wrong of a certain behavior, we can judge it according to our own moral standards. This kind of moral judgment is subjective and a kind of autonomous morality. Children are in an irregular stage before they are five or six years old. At this stage, children have no cooperation and rules in the game, and social rules are not binding on them. They don't know what they have to do. Children are in heteronomy from the age of six to eight or nine, which is a rule that children must abide by when they think they are independent of themselves. At this stage, children show heteronomy because: (

1) The relationship between children and others is that of authority and obedience, and obedience to authority is right. (2) Children's thinking is self-centered, and they only consider problems from their own standpoint, and they cannot clearly distinguish themselves from others.

,

Confuse what adults say with what they think. After the age of eight or nine, children transition to the stage of self-discipline. At this stage, children begin to realize that the rules are not absolute, and they should respect and cooperate with others to decide or modify the rules together. Children can change from heteronomy to self-discipline because: (

1) At this time, the child realizes that the relationship with others is an equal relationship. ( 2

Children's thinking has been divorced from egoism, and they can consider problems from the standpoint of others. Rules are only to maintain their relationship with others. In the process of moral cognition from heteronomy to self-discipline, two factors affecting its development are cognitive ability and social relations. Piaget believes that the goal of moral education is to make children realize self-discipline and make them realize that moral norms are formulated on the basis of mutual respect and cooperation.

4. What is the basic problem in the third paragraph of instructional design P309?

A:

It consists of three basic questions: the first one is "Where am I going?" That is, the formulation of teaching objectives, followed by "how do I go?" That includes the analysis of learners' initial state, the determination of teaching content, the choice of teaching methods and teaching media, etc. Once again, "how can I tell that I have arrived there?" Namely, teaching evaluation and monitoring.

5. What is the interaction between teaching students in accordance with their aptitude and teaching, and what are the implications for education?

P322 P324

A:

The interaction of teaching students in accordance with their aptitude means that students teach students in accordance with their aptitude and adopt different teaching measures to achieve the best teaching effect, that is, only teaching in accordance with students' aptitude can achieve the ideal teaching effect.

Enlightenment: First, there is no universal best teaching method suitable for all students; Secondly, teachers should pay attention to the individual differences of students' aptitude, choose the teaching method that is most suitable for students' aptitude, and teach students in accordance with their aptitude; Thirdly, for students with low academic ability, teachers should give them pre-training, give guidance in learning methods, learning habits and learning strategies, and provide them with necessary knowledge in advance, so as to improve their academic ability.

6. What are the characteristics of teachers' work? P368

A:

The particularity of (1) object determines the long-term and complexity of teachers' work.

(2) The content of labor determines the multifaceted nature of teachers' work.

(3) The way of working determines that teachers' work is characterized by the combination of individuality and collectivity.

(4) The quality of labor determines the consciousness and creativity of teachers' work.

(5) The effect of labor determines the delay of teachers' work.

7. Briefly describe the psychological qualities that teachers should have and the role of these psychological qualities in education and teaching. P374

A:

(1) Cooperation and democratic attitude

(2) Kindness and consideration

(3) Be patient

(4) Broad interests

amiable

(6) Justice

(7) Have a sense of humor

(8) Match words with deeds.

(9) Interested in studying students' problems

(10) Flexibility in doing things.

(1 1) Understand students and give encouragement.

(12) proficient in teaching technology

Role: 1. Teachers' mental health is a necessary condition for engaging in educational work;

2. It will indirectly affect the development of students' cognitive ability;

3. It is the need of students' personality and psychological development.

Second, the case study (10) P280

Case:

This case can be analyzed from the formation of moral quality. As a middle school student, Zhang Ming is healthy, but he likes fighting. After the fight, he knew he was wrong, but he couldn't change it, which shows that he has not yet reached a unity from the four elements of moral psychological structure: moral understanding, moral emotion, moral will and moral behavior. In the behavior of fighting, Zhang understands that fighting is wrong from the moral point of view, which shows that he can distinguish right from wrong, good from evil, but emotionally, he is lacking, and psychologically, he has not realized the disgust caused by fighting. On the contrary, he may experience some pleasure from fighting, which leads to his repeated teaching, thus letting him know that love and behavior cannot be unified. Teachers and parents may only criticize Zhang Ming from moral cognition, but not from moral emotion. Therefore, although some achievements have been made, Zhang Ming can't get rid of his bad habits. From the perspective of educational psychology, moral quality consists of four elements: knowledge, emotion and action, which are mutually restricted and interrelated, but moral understanding and moral emotion are at the core. Only when moral concepts and emotions become the stable internal driving forces that often promote individuals to produce moral behaviors can they constitute moral motives, thus forming people's stable moral behavior patterns. Zhang Ming's education began with emotion, which made him make psychological mistakes in fighting and disgusted with fighting behavior. Moral emotion is one of the internal driving forces of personal moral behavior. When moral knowledge and moral emotion become the internal driving forces that often promote individuals to produce moral behavior, they become moral motives and can lead to moral behavior.

Third, the essay questions (the first 5 questions, each question 10 points; 5 points for the last question, a total of 55 points)

1, on Kohlberg's moral stage theory and its influence on teaching P290

A:

The development of moral judgment is divided into three levels, each level includes two stages, and the six stages develop from low to high, but the level of qi does not.