Thorndike's Educational Psychology, published in 1,1913-14, has developed into a three-volume Educational Psychology, which has established the subject name and content system of educational psychology.
The reason why educational psychology was independent from the matrix of psychology in this period was because (). A. Psychology of Educational Needs B, Functionalism Psychology C, Behavioral Psychology D, Formation of Learning Theory 2. In the research of educational psychology, to base the theory on materials instead of materials, we must implement () A, Objectivity Principle B, Systematization Principle C, Developmental Principle D, Educational Principle 3. Educational psychology is an applied discipline, and its research must be applied research. Therefore, we should implement (a), the principle of objectivity, the principle of development, the principle of integrating theory with practice, and the principle of education. The speed of development may be different, it may be accelerated or delayed, but the order of development cannot be changed generally.
It shows that psychological development has () A, sequence B, stage C, difference D and direction 5. Childhood of psychological development is the stage of receiving education () A, preschool education B, primary education C, secondary education D and junior high school 6. Children interact with the objective environment through feelings and actions, which is the stage of cognitive development (). A, nastic movement b, preliminary operation c, specific operation d and formal operation 7. At which stage are children in primary school in the development of self-awareness? The evaluation of one's own behavior and behavior results has a certain degree of generalization and independence.
A, physical self b, psychological self c, social self d, others self 8. The basic functions of learning are () a, adapting to the environment b, developing oneself c, developing potential d and gaining experience 9. According to the level of learning, the learning below concept learning is () A, signal learning B, rule learning C, discrimination learning D, speech learning 10. The learning theories that the essence of learning is the process of self-realization are () A, School of Cultural History B, Behaviorism C, Humanism D, Constructivism 1 1. Under what circumstances, motivation is the most important for learning? A, high motivation intensity B, low motivation intensity C, moderate motivation intensity D and the strongest motivation 12. Generally speaking, easy, simple and boring learning needs more motivation level than complicated and over-thinking learning, while creative learning needs a certain level of motivation ().
A, high B, low C, same D, different from person to person 13. The motivation for learning to get a position is () A, the internal driving force of cognition B, the internal driving force of self-improvement C, the internal driving force of attachment D, the internal driving force 14, and the premise of stimulating the external driving force with reinforcement is (). A, know the causal relationship between reinforcement and reinforced behavior b, reinforcement is positive reinforcement c, reinforcement is given by authoritative figures d, reinforcement should be timely 15, and under what circumstances does the study of "incentive contrast effect" show that subsequent reinforcement is effective? () A, the equivalent of two reinforcement before and after B, the former reinforcement is greater than the latter reinforcement C, the former reinforcement is less than the latter reinforcement D, and the latter reinforcement has nothing to do with the former reinforcement 16. Achievement motivation can be divided into two tendencies: striving for success and avoiding failure, and striving for the success motivation of the winner ().
A, high B, low C, just like trying to avoid losers, D, 17 has nothing to do with learning. The most motivational attribution model is () A, which is attributed to ability B, effort C, task nature D and luck 18. People with high achievement motivation tend to attribute to () A and ability B. It is best to attribute the failure to () A, learning method B, ability C, hard work D, luck 20, and cultivate students' sense of self-efficacy. It is best to make them () A, have a sense of accomplishment B, observe the role model C, believe in themselves D, know themselves 2 1, and the content of new learning is only a special case of the original knowledge. Its absorption does not change the nature of the original knowledge. Assimilation is () A, generic assimilation B, associative assimilation C, blanket assimilation D and parallel assimilation. 22. People will use various mnemonics when they keep their knowledge. In fact, the generalization theory of memory () A, sorting strategy B, multiple coding C, over-learning D, artificially increasing clues 23 and migration is applied. The reason for migration is that there is a common generalization principle between the two kinds of learning. The representatives of this theory are () A, Thorndike B, Kohler C, Ausubel D and Judd 24, indicating that the basic unit of knowledge is symbol. Then the basic units for expressing skills are () A, concept B, production formula C, network structure D, module 25, intellectual skills's operating objects are () A, body movement system B, brain C, symbol concept D, specific object 26, and the most basic conditions for skill learning are () A, explanation B, demonstration C, exercise D and feedback 27. According to Gary Peilin, the formation of intellectual skills is inseparable from () A, knowledge B, speech C, practice D and demonstration 28. Before practice, what state does the skill production system stay in? Only through practice can automation become a real skill. () A, procedural knowledge B, action chain C, speech D, declarative knowledge 29. The core components of the problem are () A, obstacle B, condition C, result D and initial state 30. When people choose the operation steps to solve the problem, the most commonly used strategies are () A, algorithm B, heuristic C, climbing method D, means-end strategy 3 1, and the objective factors that affect the problem solving are () A, problem situation B, objective environment C, given information D and problem background 32. Stereotype is an important subjective factor affecting problem solving. Experiments to prove this conclusion are () A, underwater shooting experiment B, Rosenthal experiment C, candle lighting experiment D in dunkel and water measurement experiment 33 in Lucins. The most commonly used methods to measure creativity are () A, test B, experiment C, expert evaluation D and observation 34. The key to cultivating creativity is () a, giving students psychological freedom b, setting an example c, and. Personality cultivation 35. The skills that learners use to adjust attention, memory and thinking are () A, learning strategy B, cognitive strategy C, learning method D, metacognition 36, and morality is a kind of ().
A, social phenomenon b, ideology c, moral code d,.
Child development and educational psychology
First, the requirements of primary school teaching are conducive to improving children's psychological intentions and awareness. The social requirements of learning can cultivate children's sense of responsibility, obligation and willpower, which are also of great significance to children's personality development. The requirement of collective life improves communication ability and social cognitive level, and also cultivates the spirit of teamwork and further develops self-awareness.
Second, children will show poor observation purpose, accuracy, sequence and judgment. To cultivate children's observation ability, we should teach children to understand the purpose of observation, teach children the methods of observation, learn to deal with observation results, and form the habit of observation.
Third, first, the memory of primary school students has developed from unintentional memory to intentional memory in early childhood, which is the first characteristic of primary school students' memory development. Secondly, from the dominant position of mechanical memory to the dominant position of meaningful memory, this is the second characteristic of the memory development of primary school children. Thirdly, the memory of concrete images in primary school gradually develops into abstract memory of words, which is the third characteristic of the memory development of primary school children. The cultivation of pupils' memory 1, the cultivation of conscious memory
(1) Make students clear the purpose and task of their activities, and be willing to work hard to achieve it.
(2) Give students appropriate long-term memory tasks.
(3) Teach students to check their memories independently and consciously.
(4) Make full use of unconscious memory
2. The cultivation of meaningful memory
(1) Help students understand the textbook.
(2) Teach senior students good memory methods.
(3) Consider the phenomenon of memory recovery
(3) Appropriate training of mechanical memory ability
3. Strengthen review to prevent forgetting.
The abstract logical thinking of the students in Grade 4 and Grade 6 has dominated, but it is still very concrete and has the overall structure of human thinking, but it needs to be further improved. The development of abstract logical thinking is unbalanced.
Fifth, enrich children's language, enrich their appearance and carry out special imagination training.
1, good at using the law of unintentional attention, making the objects that need students' attention novel, intense and changeable, and highlighting the difference between objects and backgrounds; 2. By using the law of intentional attention, students can clarify their learning objectives, stimulate their learning motivation and interest, and cultivate their anti-interference ability. 3. Organize teaching by using two alternate attention rules.
Seven, because the psychological activities of primary school students have a strong concrete image and randomness, they are easily attracted by the characteristics of the cognitive object itself. Using intuitive teaching can attract students' attention well, and also help students to perceive, think, remember and imagine.
The child psychology teacher replied that the purpose of asking questions was to earn points for his son. Too many questions, too few points. Give me some key points to help you answer the following questions.
Interpretation of child development terms
Child Development is a book written by John W. Sandlock, which tells the whole process of children's growth, upbringing and education from concept to birth, from infants to children, and even to teenagers, and makes a detailed analysis, comparison and research on children's physical and mental development, healthy growth and related social, racial, economic and cultural factors.
Child Development (1 1 version) can not only be used as a teaching material or teaching reference for psychology and related majors in comprehensive universities and normal universities, but also open a window for children's career workers and parents to understand and grasp children's psychology, convey scientific views on children and knowledge of children's psychological development, and provide operational skills for solving common psychological problems in children's growth.
The new year is in urgent need of review materials of child development and educational psychology.
Examination paper of child development and educational psychology (answer sheet) (No.1) 1. Fill in the blanks (total 10, each small question 1) 1. Child development and educational psychology is a comprehensive course, in which developmental psychology is the foundation and educational psychology is the foundation, but it is the purpose of this course.
2. The development trend of children's moral evaluation ability: From "to people" to "to yourself"; From one-sided to comprehensive. 3. The famous psychologist Freud divided children's personality development into five stages: oral stage, sexual organ stage and reproductive stage.
4. Human emotion has two functions: function and signal communication function. The famous educator once said with emotion: "Emotion is like fertile soil, and the seeds of knowledge are planted on this soil".
5. "There is a method in teaching, but there is no definite method. It is important to get the method", which is embodied in the basic principles of teaching design. 6. Boys are interested in playing with things, disassembling toys, exploring nuances, and actively participating in small inventions and creations.
Girls, on the other hand, pay more attention, like to explore life, pay attention to interpersonal relationships and are more sensitive. 7. Vygotsky, an educational psychologist, has three important viewpoints: in the recently developed areas, teaching should be ahead of development and learning should be emphasized.
2. Indefinite multiple-choice questions (20 points in total, 2 points for each small question) 1. Under natural or real life conditions, the method of obtaining meaningful information without controlling related variables is called () A. Experimental method B. Investigation method C. Observation method D. Story method 2. Children in the lower grades of primary school often "say what my mother said". Explain that its moral development stage is in Piaget's () A. Egocentric stage B. Authoritative stage C. Reversible stage D. Justice stage 3. A special psychological preparation state formed by previous activities is called () A. Transfer B. Variation C. Stereotype D. Prototype Inspiration 4. The theory of children's cognitive development stage was put forward by a famous psychologist (). Piaget Bruner Thorndike Skinner. For those students who often say "I know it's not good, but I can't control myself", teachers should strengthen their moral cultivation.
A. emotion B. judgment C. cognition D. will 6 Respecting teachers and loving students is the expression of the characteristics of teacher-student relationship (). A. Leading B. Two-way C. Democracy D. Interaction 7. From the essence of migration, one kind of learning promotes another kind of learning is () migration.
A. positive B. negative C. positive D. negative 8. What stages does the post-custom level include: (a) interpersonal harmony as the criterion, social contract and law as the criterion, authority and maintenance of existing social order as the criterion, and universal moral principles and conscience as the criterion. The notable feature of motivation is (). A, startability b, directionality c, persistence d, strength 10. The component of teaching is ().
Teacher a, student b, course c, content d, classroom 3. True or false questions (total 10 points, each small question 1 point) 1. Research shows that children's visual adjustment ability is the largest at the age of 65,438+00, and they can see far and near objects clearly. /kloc-After 0/0 years old, with the increase of age,-2. Piaget believes that the development stage of children's thinking can neither be overstepped nor reversed.
-() 3. Morality is a psychological phenomenon, and it is the main object of the curriculum research of children's development and educational psychology. () 4. Teaching objectives have the basic functions of guiding teaching measurement and evaluation, guiding the selection of teaching strategies and guiding students' learning.
--() 6. People who are more motivated to pursue achievement than to avoid failure tend to choose more difficult jobs. Such a task is challenging enough to satisfy one's achievement motivation.
-7. The difference in intelligence level of primary school children inspires us to pay attention to some children with extraordinary intelligence or mental retardation. -8. Self-improvement motivation and subsidiary motivation are for some external purpose, so they belong to external motivation.
-() 9. lateral transfer refers to the interaction between two kinds of learning with different difficulties and commonness, that is, the transfer of upper and lower learning. - .
Reminder: Please fill in the multiple-choice questions and true-false questions in the answer box. 2, cognitive style-also known as cognitive style, refers to the individual's habitual way of processing information.
3. Self-efficacy-an individual's subjective judgment on whether he can successfully carry out an achievement (an individual's subjective judgment on his own ability). 4. Educational tact-is a special intellectual orientation ability of teachers in education and teaching activities, which refers to the special ability of teachers to take appropriate measures to solve problems in various performances of students, especially in response to emergencies and accidents.
5. Short answer questions (24 points in total, 6 points for each small question) 1. What is a skill? Please briefly describe the characteristics of this concept. A: Skill refers to a reasonable action system that individuals acquire through practice.
(Concept 2 points) 1) Skill is an action system consisting of a series of actions, and a single action cannot be called a skill. 2) The action system that constitutes a skill is a reasonable action system, and aimless or unnecessary actions cannot be called skills.
3) Skills are acquired. Individuals' involuntary movements and reflexive movements are innate instinctive reactions and do not belong to the category of skills.
4) The acquisition of any skill requires some practice. Those sports systems that are acquired without practice are not skills.
(65438+ 0 points per point) 2. Please briefly explain the basic principles of using praise and criticism. A: The basic principles of praise and criticism are: 1) clear purpose-avoiding "killing with one stick" or "killing with one stick" 2) objectivity and fairness-truth.
Explanation of terms in educational psychology
There are many terms in educational psychology. The following are some definitions of terms about educational psychology: psychological development is 1. Psychological development can be divided into eight stages: nursing period (0- 1), infancy (1-3), infancy (3-6) and childhood (7- 12). The general characteristics of psychological development in adulthood (25-65 years old) and old age (after 65 years old) are: (1) continuity and stages (2) orientation and sequence (3) imbalance: Lorenz pointed out that "critical period" refers to the period when environmental impact plays the greatest role in individual development.
2 years old is the key period of oral development, 4 years old is the key period of form perception formation, and 4-5 years old is the key period of learning written language. (4) Different childhood (primary school students), adolescence (junior high school students, called "psychological weaning period") and early youth (senior high school students, experience becomes theory). Personal growth has two peaks: infancy and adolescence. Piaget's theory of cognitive development stages: perceptual movement stage (1-2): object pre-operation stage (2-7). One-sided concrete operation stage of thinking (7- 1 1): self-centered, reversible thinking and conservative formal operation stage (1 1- adult): the enlightenment of proposition operation, mature thinking, abstract logical thinking, reversibility and compensatory teaching: (1) (2) Teaching can promote students' cognitive development; (3) Vygotsky's "zone of proximal development" in the Soviet Union: two levels of children's existing level (1), a certain level of children's psychological development formed by the completed development system.
(2) Possible development level, the difference between these two levels is the nearest development area. Teaching enlightenment: Teaching should not only adapt to the current development level, but also to the nearest development zone, so as to stay ahead of development and finally reach a new level by crossing the "nearest development zone".
Scaffolding teaching: that is, give support and understanding to students when they try to solve problems beyond their current knowledge level, help them pass through the nearest development zone smoothly, and enable them to complete the final task. 4. Personality: also known as personality, refers to the comprehensive psychological characteristics that determine an individual's explicit and implicit behavior and make it stably different from other sexual behaviors.
Eriksson's theory of personality development: (1) Basic trust versus basic distrust (0- 1.5 years old) (infancy) (development task is to develop trust in the world around you) (2) Sense of autonomy versus shame and doubt (2-3 years old) (infancy) (development task is to cultivate autonomy) (3) Sense of initiative. 6- 1 1 year-old) (school age) (development task is to cultivate diligence) (5) self-identity is related to role confusion (12- 18 years old) (adolescence) (junior high school students' development task is to cultivate self-identity) Intimacy is related to loneliness (/kloc Definition of learning: the relatively lasting change of individual behavior or behavior potential due to practice and repeated experience in a specific situation. Classification of learning: (1) according to learning subjects: animal learning, human learning and machine learning (2) Gagne score of learning results: verbal information, intelligent skills, cognitive strategies, attitudes and motor skills (3) Arthur Rabe score of learning consciousness: implicit learning and explicit learning (4) Ausubel: receptive learning and developmental learning, mechanical learning and motor learning.
2. Behaviorist learning theory (connectionist learning theory) (1) Classical conditioning (puppy): Papunov and Watson established * * *-response (S-R) through conditioning, and the law is acquisition, regression, generalization and differentiation (2) Thorndike's connection-trial-and-error learning theory (the first relatively complete learning theory in the history of education). 2. The learning process is a gradual, blind and trial-and-error process.
3. Three learning principles: preparation method, practice method and effect method. (3) Skinner's operant conditioning theory (puzzle box): human and animal behaviors can be divided into two categories: reactive behaviors (caused by specific * * *, that is, involuntary reflex reactions) and operational behaviors (unrelated to any specific * * * of human beings, that is, spontaneous and random reactions of organisms).
Positive reinforcement: increase the response frequency by presenting the pleasure that the individual wants. Negative reinforcement: enhance the reaction frequency by eliminating or stopping disgusting and unpleasant * * *.
Punishment: any * * * or event that can weaken behavior or reduce the frequency of response. Program teaching: the principle of small steps, the principle of self-paced, the principle of positive response and the principle of timely feedback.
Educational enlightenment: Education is to shape behavior and provide theoretical support for computer-aided instruction (cal). (4) Bandura's learning theory: Observational learning includes four sub-processes: attention, retention (memory), representation (action) and motivation.
The reinforcement score is 1. Direct reinforcement: the observer is reinforced because of his observation behavior. 2. vicarious reinforcement: The observer is strengthened by seeing the behavior of the role model strengthened.
3. Self-reinforcement: Self-reward for behaviors that meet or exceed the standards. 3. Cognitive learning theory: (1) Gestalt Epiphany Learning Theory: Kohler's chimpanzee experiment.
First, from the results of learning, learning did not form a * * *-reaction connection, but formed a new qualitative. Second, from the perspective of learning process, learning is achieved through the process of epiphany.
(2) tolman's symbol learning theory: First of all, learning is purposeful and expected. The purpose of learning is the main symbol that distinguishes human learning from animal learning. (Expectation is the core concept of tolman) (3) Bruner's cognitive-structural learning theory: learning view: the essence of learning is to actively form a cognitive structure, including three processes: acquisition, transformation and evaluation.
Teaching view: the purpose of teaching is to understand the basic structure of the subject, including motivation principle, structure principle, procedure principle and reinforcement principle. Learning methods: discovery method (4) Ausubel's meaningful receptive learning theory (contrary to Bruner's cognitive-structural learning theory): classification of learning: learning methods are divided into receptive learning and discovery.