Lead: Relevant personnel need to master the knowledge points of educational psychology seriously. The following are the knowledge points of educational psychology compiled by me for your reading reference, hoping to help you.
Knowledge points of preschool education psychology 1. The research object of educational psychology is: under certain school education conditions, the educated master cultural and scientific knowledge and skills, and form an all-round development of personality quality and moral behavior law.
2. The symbol of educational psychology as a discipline is that American educational psychologist Thorndike has done a lot of experimental research, accumulated a lot of learning materials about animals and people, and put forward some laws of learning psychology.
3. Basic methods of educational psychology research: observation and experiment.
4. The concept of psychological development: psychological development is mainly a positive psychological change from birth to adulthood, and it is a process in which the individual's reflection of objective reality is constantly expanding, gradually improving and perfecting in the process of growth.
5. Motivation of psychological development: ① The motivation of psychological development is the contradiction between the existing psychological state and the external environment and education, and the continuous emergence and solution of this contradiction promotes the individual's psychological development; In this contradiction, environment and education play a decisive role.
6. Individual differences in psychological development: The process of children's psychological development is basically the same, but there are considerable individual differences in development speed, advantages of various psychological functions, emotional stability, personality characteristics and their tendencies.
7. Piaget: He is a famous contemporary child psychologist.
8. Piaget regards the essence of intelligence as an adaptation: that is, a mechanism generated in the process of interaction between subject and object is constructed through the continuous self-adjustment of the subject, or the psychological structure is reconstructed. Adaptation is achieved through two forms-assimilation and adaptation.
9. Piaget's cognitive development stage: ① sensorimotor stage (permanent memory of objects) of 0 ~ 2 years old; ② 2~7 years old (egocentric) before operation; ③ The specific operation stage is 7~ 12 years old (the basic feature of operational thinking is conservation); ④ Formal operation stage (hypothesis and deductive reasoning).
10. Morality: Morality is people's views and attitudes towards moral activities and moral relations. It is a conceptual system formed in the process of moral life and developed late.
1 1. Piaget divides the development of children's moral cognition into three stages: ① the first stage (five or six years old) is the pre-moral judgment period; ② The second stage (seven or eight years old) is the development period of heteronomous morality; The third stage (after nine years old) is the development period of independent morality.
12. Kohlberg's theory of stages of American moral understanding: the development of moral concepts is divided into three levels: pre-custom, custom and post-custom.
13. readiness: refers to the state that children's physical and mental development is suitable for learning something.
14. The concept of learning: ① In a broad sense, learning is a psychological change in which people and animals acquire relatively lasting adaptability caused by experience through practice or training, that is, organisms acquire relatively lasting adaptability to the environment through experience. ② In a narrow sense, students' learning belongs to a narrow sense. Students' learning process has its own characteristics.
15. Students' learning process has its own characteristics: ① Students' learning is a special cognitive activity, mainly to master the cultural and scientific knowledge accumulated by predecessors, that is, indirect knowledge, which is different from scientists' cognitive activities to explore objective truths that have not yet been discovered. ② Students' learning is carried out purposefully, planned and organized under the guidance of teachers, and the task is to master certain systematic scientific knowledge. ③ Students' learning is to accept and arm themselves with the knowledge and experience of predecessors in a relatively short period of time. It is impossible to practice everything from scratch and repeat the original research route to master the indirect experience accumulated by predecessors. Students' practical activities are subordinate to the purpose of learning. ④ Students' learning is not only different from the formation of historical experience in human development and the process of scientists exploring objective truth, but also different from people's learning under general conditions.
20. Learning conditioned reflex theory (classical conditioned reflex): 1902, Pavlo discovered conditioned reflex in the experiment of digestive gland secretion reaction in dogs.
2 1. Operational conditioning theory of learning: In the 1920s, American psychologist Watson founded the psychological theory system of behaviorism school.
22. Classical conditioned reflex: the process that a conditioned stimulus causes a reaction, written in the formula S → R.
23. Operational conditioning: the process of first making an operational response and then strengthening the response. Write the formula as r → s.
24. Skinner proposed that human beings and animal organisms have two kinds of acquisition behaviors: one is reactive behavior, the other is operational behavior by establishing classical conditioned reflex, and the other is operational conditioned reflex.
25. Learning Epiphany of Gestalt Psychology: Gestalt Psychology was founded by schools of psychology of Berlin University 19 12. Its founders are Victor Harmo, Kohler and Kaufka. Gestalt is synonymous with "form" and "form" and can be understood as a psychological model. When external things are presented to our senses, there is a corresponding gestalt in our heart. Gestalt psychologists believe that the so-called learning process is the process of forming a gestalt through inner active organization in the face of current problem situations.
26. How to explain epiphany learning: The so-called epiphany is a sudden understanding of the problem situation.
27. Compared with learning connection theory, learning epiphany theory has two advantages: ① It is undoubtedly correct to pay attention to the cognitive characteristics of learning and emphasize the importance of the internal cognitive process of learning, that is, the important role of cognitive functions such as observation, understanding and epiphany in learning. ② Emphasize learners' subjectivity and initiative in learning, and regard the learning process as an active and purposeful process.
28. How to treat the learning epiphany of Gestalt psychology scientifically: emphasize the study of cognitive process of learning, attach importance to learners' subjective initiative and purpose, and oppose the mechanical and blind view of learning.
29. The theory of learning epiphany is basically the same as that of heuristic teaching.
30. Bruner: Bruner is a famous American psychologist who studies cognitive learning and cognitive development.
3 1. The basic idea of Bruner's cognitive psychology: People connect the obtained information with the psychological frame formed before through the cognitive process, and actively form their knowledge frame, which is a kind of "representation system" or "internal model". There are three modes of human representation, namely, action mode, image mode and symbol mode. These models consist of legal or general systems.
Psychological development of knowledge points in educational psychology
1. Psychological development is divided into eight stages: infancy (0- 1), infancy (1-3), infancy (3-6), childhood (7- 12) and adolescence (1.
General characteristics of psychological development:
(1) continuity and stages
(2) Direction 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) Difference
Childhood (primary school students), adolescence (junior high school students, known as "psychological weaning period"), early youth (senior high school students, experience into theory).
Two peak periods of individual growth: infancy and adolescence.
2. Piaget's cognitive development stage theory:
Perceptual movement stage (1-2): object persistence
Pre-operation stage (2-7): self-centered, one-sided thinking.
Specific operation stage (7- 1 1): self-centered, reversible thinking and conservation.
Formal operation stage (1 1- adult): propositional operation, mature thinking, abstract logical thinking, reversibility and compensation.
Teaching enlightenment: (1) The stage of cognitive development restricts the teaching content and methods; (2) Teaching can promote students' cognitive development.
3. The "zone of proximal development" in Vygotsky, Soviet Union: there are two levels of children's existing level (1) and the development level of children's psychological quantity formed by a 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 and basic distrust (0- 1.5 years old) (infancy) (the development task is to develop trust in the surrounding world)
(2) Self-awareness of shame and doubt (2-3 years old) (early childhood) (development task is to cultivate self-awareness)
(3) Initiative and guilt (4-5 years old) (preschool stage) (development task is to cultivate initiative)
(4) Diligence and inferiority (6- 1 1 year) (school age) (the development task is to cultivate diligence)
(5) Self-identity affects role confusion (12-18 years old) (adolescence) (the development task of junior high school students is to cultivate self-identity).
Intimacy is related to loneliness (18-30 years old) (early adulthood), reproduction is related to stagnation (30-60 years old) (middle adulthood), and self-integration is related to despair (after 60 years old) (late adulthood).
Learning theory
1. The definition of learning: the relatively lasting change of individual behavior or behavior potential due to practice and repeated experience in a specific situation.
Learning classification: (1) According to learning subjects: animal learning, human learning, machine learning.
(2) Extra points for academic performance: verbal information, intellectual skills, cognitive strategies, attitudes and motor skills.
(3) Arthur Rabe score of learning consciousness: implicit learning and explicit learning.
(4) Ausubel: accepting learning and developing learning, mechanical learning and meaningful learning.
(5) There are three types of learning in China: the learning of classified knowledge, the learning of skills, and the learning of moral quality and behavior habits.
2. Behaviorism learning theory (connectionism learning theory)
(1) classical conditioned reflex (puppy): Bunov and Watson established stimulus-response (S-R) through conditioned reflex, which has the laws of 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): 1. The essence of learning is to form the connection between situation and reaction. 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 are divided into two categories: reactive behaviors (caused by specific stimuli, which are involuntary reflex reactions) and operational behaviors (unrelated to any specific human stimuli, which are spontaneous random reactions made by organisms).
Positive reinforcement: increase the response frequency by presenting the pleasant stimuli that individuals want.
Negative reinforcement: enhancing the response frequency by eliminating or stopping disgusting and unpleasant stimuli.
Punishment: any stimulus 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 has not formed a stimulus-response relationship, but has formed a new' quality'. 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 form a cognitive structure actively, including three processes: acquisition, transformation and evaluation.
Teaching concept: the purpose of teaching is to understand the basic structure, motivation principle, structure principle, procedure principle and reinforcement principle of the subject.
(4) Ausubel's meaningful receptive learning theory (contrary to Bruner's cognitive-structural learning theory);
Classification of learning: learning methods are divided into acceptance learning and discovery learning; Meaningful learn and mechanical learning in content. Meaningful learning: the process of establishing a non-artificial and substantial connection between the new concept represented by symbols and the original appropriate concept of learners' cognitive structure is the assimilation process of the original concept to the new concept.
Conditions for meaningful learning: objective conditions (meaningful learning materials themselves) and subjective conditions (learners' own factors)
Advance organizer: Ausubel, that is, instructional learning materials written before a learning task itself.
(5) Gagne's information processing learning theory: learning engineering is an information processing process, which is divided into eight stages: motivation, understanding, acquisition, retention, recall, overview, operation and feedback.
4. Humanistic learning theory (Rogers)
The meaning view of free learning: meaningful learning and meaningless learning
Student-centered teaching concept: the student-centered teaching model is also called non-guiding teaching model, and teachers are "midwives" and "catalysts"
The enlightenment of humanism to the new curriculum reform: Rogers advocates that the curriculum should be "student-centered" and should cultivate "complete people" and evaluate it dynamically.
5. Constructivism learning theory
The core of construction: it is only constructed in the interaction between subject and object.
Knowledge view: emphasizing the dynamic nature of knowledge
Learning view: active construction, sociality and situational nature of learning.
Student view: students should not enter the classroom with empty heads. In daily life, they have formed a wealth of experience in previous studies, so teaching can't ignore these experiences of students, but should take children's existing knowledge and experience as the growth point of new knowledge and guide children to "grow" new knowledge and experience from the original knowledge and experience.
The enlightenment of constructivism education: (1) knowledge is not absolute truth; (2) Learning is constructive, social interactive and situational. (3) Students should not walk into the classroom with empty heads.
Learning psychology
1. Basic components of learning motivation: learning needs (internal drive, learning interest is the most active component of learning motivation) and learning expectations (motivation).
Classification of learning motivation:
(1) According to the inducement, it is divided into internal learning motivation and external learning motivation (the behavior is more lasting under the control of internal motivation).
(2) According to the meaning of motivation: noble learning motivation and low learning motivation.
(3) According to the action time of motivation: direct learning motivation at short distance and indirect learning motivation at long distance.
(4) According to roles: explicit learning motivation and auxiliary learning motivation.
(5) According to the motivation of academic achievement, Ausubel can be divided into: understanding internal drive (in order to acquire knowledge), self-improvement internal drive (in order to win status and self-esteem) and subsidiary internal drive (recognized by parents and teachers).
2. Learning motivation and learning effect: Jax-dodson law-insufficient or excessive motivation will affect learning efficiency. (1) The optimal motivation level varies with the nature of the task. In relatively easy tasks, the learning efficiency increases with the improvement of motivation, and with the increase of task difficulty, the optimal level of motivation tends to decline gradually. (2) Generally speaking, the best level is moderate motivation. (3) The relationship between motivation level and behavioral efficiency is an inverted U-shaped curve.
3. Learning motivation theory
(1) reinforcement theory: Skinner, a behaviorist learning theorist, puts forward that reinforcement plays a role in enhancing learning motivation, while punishment generally plays a role in weakening learning motivation.
(2) hierarchy of needs theory: Maslow, a humanistic psychological theory, puts forward physiological needs, security needs, belonging and love needs, respect needs and self-realization needs. In the hierarchy of human needs, physiological needs are the most basic.
(3) Achievement motivation theory: Atkinson proposed that individual achievement motivation can be divided into two categories, one is the motivation to strive for success, and the other is the motivation to avoid failure. 50% of the tasks are most likely to be selected.
(4) Attribution theory of success or failure: Weiner, divided into six reasons-ability, effort, degree, work, difficulty, luck, physical condition and external environment. Three dimensions-internal attribution and external attribution, stability and instability, controllable and uncontrollable.
Remember: ability and work difficulty are stable, ability, effort and physical and mental state are inherent, effort is controllable, and others are uncontrollable.
(5) Self-efficacy theory: Bandura first proposed that it refers to people's subjective judgment on whether they can successfully engage in an achievement. Expectation includes result expectation and efficiency expectation.
4. Cultivation and stimulation of learning motivation
(1) the cultivation of learning motivation
① Understand and meet the needs of students and promote the generation of learning motivation. (2) Pay attention to ambition education and cultivate students' achievement motivation. ③ Help students to establish a correct self-concept and gain a sense of self-efficacy. ④ Cultivating students' efforts is the attribution view of success.
(2) Stimulate learning motivation
① Create problem situations, stimulate interest, keep curiosity and implement heuristic teaching. (Ascension and curiosity are the core components of internal motivation) ② Set appropriate goals and control the difficulty of homework. ③ Express clear expectations and provide timely feedback. ④ Rational use of external rewards and effective use of praise. ⑤ Conduct competitive education for students, and conduct learning competitions appropriately.
5. Definition of learning strategy: the synthesis of rules, methods, skills and their control methods adopted by learners in learning activities to achieve effective learning goals.
The characteristics of learning strategy: the organic unity of operability and monitoring (the most basic feature); The organic unity of external dominance and internal invisibility; Initiative and mobility are organically unified.
Classification of learning strategies:
Cognitive strategy
(1) Retelling strategy: multi-form review
(2) sorting strategy: memory method (image association method, homophonic association method, initial conjunction method, position memory method); Take notes (common method); Ask questions; Generative learning; Use background knowledge; Connecting with objective reality.
(3) Organizational strategy: classification strategy and outline strategy (theme outline method and symbol outline method) ① outline; ② Use graphics; ③ Use forms.
(B) Metacognitive strategy
(1) planning strategy: setting goals
(2) Monitoring strategy: Understand monitoring, strategic monitoring and attach importance to monitoring.
(3) Adjust strategies: discover and correct your learning behavior in time.
(C) Resource management strategy
(1) time management strategy:
(2) Environmental management strategy: a good learning environment
(3) Management strategy: stimulate their own motivation, correct attribution and self-reward.
(4) Academic help-seeking strategy: seeking help from others.
Principles of learning strategies: subjectivity, internalization, specificity, generativeness and effective monitoring. Definition of learning transfer: also known as training transfer, refers to the influence of one kind of learning on another kind of learning, or the influence of gained experience on the completion of other activities. (draw inferences from others)
Learning transfer type:
(1) According to the nature and result of migration:
Positive transfer: positive transfer means that one kind of learning plays a positive role in promoting another kind of learning.
Negative transfer: Negative transfer refers to the mutual interference and hindrance between two kinds of learning.
(2) According to the migration direction:
Positive migration: previous learning has an impact on future learning (draw inferences from one example to another)
Reverse migration: subsequent learning has an impact on previous learning.
(3) According to the abstractness and generality of the migrated content, it can be divided into:
Hierarchical migration: also known as lateral transfer, bottom-up, that is, lower levels affect higher levels.
Vertical migration: also known as vertical migration, from top to bottom, that is, one level has an impact on the next.
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