1, a discipline that studies the laws of psychological activities of educatees in the process of education and teaching. It is closely related to general psychology and pedagogy. Its main task is to study and reveal that the educated learn and master knowledge, skills and skills under the influence of education and teaching, and develop the psychological laws of intelligence, physical strength and personality; The formation of psychological characteristics of moral quality and the relationship between education and psychological development provide a scientific basis for improving the quality of education and teaching. Educational psychology is very popular.
2. The science of studying various psychological phenomena and their changing and developing laws in the process of education. It reveals the psychological laws of the educated in mastering knowledge, skills, developing intelligence and personality and forming moral quality under the conditions of education and teaching, and provides psychological knowledge for improving educational efficiency. Educational psychology is an important branch of psychological science and belongs to a field of applied psychology.
3. A branch of psychology. Study the law of people's psychological activities in the process of education. Through research, this paper mainly reveals the psychological activities of children and adolescents in forming psychological characteristics and moral quality, mastering knowledge and skills, developing intelligence and physical strength, and provides psychological basis for improving the quality of education and teaching. According to the different contents, educational psychology can be divided into learning psychology, educational psychology and subject psychology.
As an independent branch of psychological science and educational science, it is a science that studies various psychological phenomena and their development and changes in the process of school education and teaching. Educational psychology provides psychological basis for improving the quality of education and teaching by revealing the psychological characteristics and moral quality of the educated, mastering knowledge and skills under the influence of education, developing physical and mental activities, the psychological and personality differences of the educated and the countermeasures that educators should take.
(abstract)
A Brief Introduction to the Significance of Educational Psychology —— A brief introduction to the educational significance of cognitive differences is the answer of educational psychology.
Piaget's theory of cognitive development A: Piaget, a Swiss psychologist, believes that children's cognitive development from birth to adulthood is not a simple accumulation process with an increasing number, but a continuous reconstruction of assimilation cognitive structure, which makes cognitive development form several periods or stages in an unchanging order.
He divided the cognitive development from infancy to adolescence into four stages: perceptual movement, pre-operation, concrete operation and formal operation. 1, perceptual motor stage (0-2 years old), in which children's cognitive development is mainly the differentiation of feeling and action.
At the end of this stage, thinking begins to sprout. (2) Preoperative stage (2-7 years old). At this stage, children's various perceptual movement schemas begin to be internalized into representation schemas, and their thinking has the following main characteristics: one-dimensional thinking, irreversibility of thinking and self-centeredness.
(3) In the specific operation stage (7- 1 1 year), children already have abstract concepts in their cognitive structure, and their thinking can be reversed and they can make logical reasoning. This stage is marked by the formation of the concept of conservation.
The characteristics of their thinking are: multi-dimensional reversibility, self-centeredness and concrete logical reasoning. (4) In the stage of formal operation (1 1- 15 years old), children's thinking has transcended the dependence on concrete sensible things, freed from the content and entered the stage of formal operation.
Two. Discuss students' personality differences and their educational significance. A: 1 personality refers to the stable attitude towards reality and the corresponding habitual behavior pattern formed by individuals in the process of life.
Individual differences in personality are manifested in two aspects: differences in personality characteristics and differences in personality types. The differences of personality characteristics can be divided into four aspects: personality characteristics of attitude towards reality, rational characteristics of personality, emotional characteristics of personality and will characteristics of personality.
The type difference of personality refers to the unique combination of personality characteristics shared by a group of people, such as introversion and extroversion, independence and conformity. 3 educational significance: personality will affect students' learning style, learning speed and quality; Gender differences in personality will affect students' choice of learning content and students' social learning and individual socialization.
Therefore, school education should pay more attention to the role of emotional factors, so that the selection and organization of educational content can better adapt to students' personality differences. Third, briefly describe the educational significance of cognitive differences. A: There is no difference between good and bad cognitive styles, but students' preference for adding information, which mainly affects students' learning styles.
Intelligence is an important factor affecting learning. Under the traditional teaching conditions, intelligence is a reliable predictor of academic performance.
Intelligence does not affect whether learning can happen, but mainly affects the speed, quantity, consolidation and migration of learning. All these cognitive differences show that we must constantly reform teaching according to the characteristics and functions of students' cognitive differences and strive to teach students in accordance with their aptitude.
First of all, we should create a teaching organization form that adapts to students' cognitive differences; Secondly, adopt teaching methods that adapt to cognitive differences; Finally, use teaching methods that adapt to cognitive differences. Fourth, briefly describe the basic characteristics of psychological development A: 1 continuity and stages.
In the process of psychological development, when some quantities representing new features accumulate to a certain extent, they will replace the old features and occupy a dominant position, showing a discontinuous phenomenon in stages. However, the development of the latter stage always occurs on the basis of the previous stage, and the new quality of the next stage sprouts, showing the continuity of psychological development.
2 directionality and sequence. Under normal circumstances, psychological development always has a certain direction and smoothness.
For example, perception → action → emotion → motivation → social ability → abstract thinking. Although the development speed is different because of speed, time and final height, it can show a variety of development models.
On the one hand, it shows that individuals in different systems have different development speeds in different development periods. 4 differences.
The psychological development of any normal student always goes through some common basic stages, but it is often very different in the speed of development, the final level and the advantageous areas of development.
The knowledge of educational psychology is divided into: perceptual knowledge and rational knowledge; Declarative knowledge and procedural nature
wrong
perceptual knowledge
Word: perceptual knowledge
Athena Chu: green mile.
Interpretation: The so-called perceptual knowledge is a reflection of the external characteristics and external relations of activities. It can be divided into two levels: perception and representation.
Perception:
Perception is the reflection of the human brain on the current active object.
Representative:
Representation is a reflection of the activities that the human brain has perceived before but was not in front of it at that time.
The difference between procedural knowledge and declarative knowledge
The differences between procedural knowledge and declarative knowledge are as follows: first, declarative knowledge is the knowledge of "what", which is represented by propositions and their propositional networks; Procedural knowledge is "how to do" knowledge, which is characterized by production. Secondly, declarative knowledge is a static knowledge, and its activation is the reproduction of input information; Procedural knowledge is a dynamic knowledge, and its activation is the deformation and operation of information. Thirdly, declarative knowledge is slowly activated, which is an intentional process and requires learners to recognize or reproduce relevant facts; Procedural knowledge is quickly activated, which is an automatic information deformation activity.
In many activities, these two kinds of knowledge are combined. In the process of learning, it is acquired in the form of declarative knowledge at first, and only after a lot of practice can procedural knowledge have the characteristics of automation. The procedural knowledge mastered by learners will also promote the learning of new declarative knowledge. Generally speaking, procedural knowledge is mainly used for activities under familiar conditions.
On the Significance of Learning Educational Psychology
Learning efficiency is a very important issue.
Many students' poor academic performance is often caused by low learning efficiency. Low learning efficiency is often caused by many factors.
Low interest in learning, bad study habits and physical illness will all affect learning efficiency. Below, we will make a comprehensive investigation on this.
1. Self-evaluation of learning problems Everyone with learning disabilities doesn't really know what his problem is. In order to suit the remedy to the case and solve the problem, self-evaluation of learning problems is particularly important. The self-evaluation of learning problems can be mainly carried out in the following aspects: L. Time arrangement. People with learning disabilities should reflect on the following questions: (1) Do you seldom set clear goals before learning, such as how long it will take to finish?
(2) Whether there is often no fixed learning schedule. (3) Whether the time is often delayed so that the homework cannot be completed on time.
(4) Whether the study plan is always valid only a few days ago. (5) Whether the study time in one week is less than 10 hour.
Do you spend all your time studying? 2. Whether the state of complete concentration of attention problem (1) can only be maintained for 10 to 15 minutes.
(2) When studying, are there often novels, magazines and other things that distract me? (3) Whether you often have fantastic experiences when you study.
(4) Whether you often chat with people while studying. 3. Does the problem of learning interest (1) swell at the sight of the beginning of the book?
(2) Whether you only like liberal arts and don't like science. (3) Whether it is often necessary to force yourself to study.
(4) Have you ever consciously strengthened your learning behavior? 4. Whether the learning method problem (1) often uses naval warfare to improve the problem-solving ability.
(2) Whether mechanical memory is often used. (3) Have you ever asked your good classmates about learning methods?
(4) Whether you never ask the teacher questions. (5) Do you seldom take the initiative to learn extracurricular supplementary reading materials?
Generally speaking, the more positive answers (yes) to the above questions, the lower the learning efficiency. Every student with learning problems should list his main problems from the above four types of problems, and then carry out targeted treatment.
For example, a student's problem is this: in terms of time arrangement, he always likes to drag the task to the second master; On the issue of attention, he always likes to chat with people in the dormitory while reading books; In learning interest, he is not interested in specialized courses, but he is very interested in some courses of affiliated departments; The learning method mainly adopts mechanical memory method. As soon as the students' illness is listed, we can take effective treatment measures.
Second, the self-improvement method 1. SQ3R method The SQ3R method put forward by Robinson is a good way to improve learning efficiency. SQ3R is abbreviated from the initials of the words survey, question, read, return and review.
(1) survey: skimming. When you want to read a book or an article, you must use the title and subtitle to understand the general content, and also grasp the beginning, end and paragraph to ask the sentences connecting the preceding with the following.
In this way, you will have a clear goal, which is conducive to further study. (2) Questioning: That is, when studying, we should focus on basic issues such as people, things, time, place and reasons, and at the same time find out what we don't understand.
If you are studying a text, asking questions in the preview can increase your awareness of class participation. If you can read relevant materials with questions when studying a subject, you can be more targeted.
(3) Reading: The purpose of reading is to find the answer to the question. You don't need to chew the text repeatedly, but you should pay attention to understanding the meaning. Some books should be read quickly, which helps to improve your knowledge, while others should be read carefully and pondered over their meaning.
(4) Recitation: After reading a few paragraphs, close the book and think about what you said before. You can make some simple reading summaries in your own language, find out the key expressions from them, and summarize your thoughts into several points in refined language. This will not only help you remember, recite or retell, but also help you improve your expressive ability and make your thinking more logical. This method of trying to recite is better than simply repeating it many times.
(5) Review: After reading everything, it is necessary to review it again. When reviewing, you can refer to the summary of notes and distinguish the different meanings of different levels between paragraphs.
The main function of review is to avoid forgetting. Generally speaking, reviewing in time is the most effective. Over time, review can be gradually reduced, but regular review helps to consolidate the learning effect. That's what the so-called "never leave your hand, never leave your mouth" means.
2. Self-shaping method The SQ3R method introduced above is a learning method, which can only solve the learning problems caused by the lack of methods. For learning problems caused by other reasons, other methods should be considered comprehensively, and self-shaping method is a comprehensive method.
(1) Select a target. After analyzing the reasons of low learning efficiency, you have found your own crux, but you can't change it in a hurry, but you should first choose one of the more feasible ones to make a key breakthrough.
We often observe that some students will make a grand study plan immediately after being reprimanded by their elders. In fact, nine times out of ten, this plan can't be implemented. While learning English, one day I suddenly made up my mind to start by reading the original novel. So, I borrowed a world famous book "Martin Eden" and announced to my friends that I would spend a month eating this book.
As a result, I didn't even finish reading the first page because the new words in it were hard to find. Later, I chose a moderate learning goal, starting with the simplified version of world famous books. As a result, the more I read, the more interested I am, and I no longer regard English as a fear.
(2) Implement new learning procedures. If the crux of your problem is procrastination, you should make a rule for yourself and avoid sleeping every day if you don't finish the scheduled task. If your compliment is inattention, then you should analyze the reasons for inattention.
If you don't concentrate on reading in the dormitory, you must order yourself to read in the classroom. If you don't concentrate after watching for half an hour, you should have a short rest.
What is the focus of educational psychology?
1. Educational psychology focuses on: learning theory, learning psychology and teaching psychology.
2. Educational psychology is an interdisciplinary subject. Therefore, educational psychology has a dual task, which has the nature of pedagogy and psychology. First of all, study and reveal the nature, characteristics and types of students' learning in the education system, as well as various learning processes and conditions; So psychology can be further developed in the field of education. Secondly, it studies the psychological principle of how to use students' learning and its laws to design education, reform and optimize the education system, so as to improve the efficiency of education and accelerate the cultivation of talents.
3.
The specific research category of educational psychology revolves around the interaction between learning and teaching. The interaction between learning and teaching is a systematic process, which includes five elements: students, teachers, teaching content, teaching media and teaching environment. It is made up of learning process, teaching process and evaluation/reflection process.