1. Learning process: refers to the process in which students acquire knowledge, skills and attitudes through interaction with teachers, classmates and teaching information in teaching situations.

2. Psychological development: refers to a series of psychological changes in the whole life process of an individual from birth, maturity, aging to death.

3. Learning preparation: refers to the adaptability of students' original knowledge level or psychological development level to new learning, that is, the level and characteristics of personal physical and mental development that promote or hinder learning when students learn new knowledge.

4. Critical period: There is a relatively short period in an individual's early life, during which the individual is particularly sensitive to certain stimuli. After this time, the same stimulus has little or no effect on it. This period is called the critical period.

5. Nearest development zone: Vygotsky believes that children have two levels of development: one is their current level, and the other is the level of development they will reach. The difference between these two levels is the nearest development zone. The zone of proximal development refers to the difference between the level at which children can solve problems under the guidance of adults and the level at which they can solve problems independently, which is actually a transitional state between two adjacent development stages.

6. Personality: also known as personality, refers to the comprehensive psychological characteristics that determine the explicit and implicit behaviors of individuals and make them stably different from others' behaviors.

7. Self-awareness: Self-awareness is an individual's understanding of himself and his relationship with the surrounding things. Generally speaking, self-awareness includes three components: self-awareness, self-experience and self-monitoring.

8. Cognitive process: refers to the psychological process of students obtaining information, making plans and solving problems. In this process, there are individual differences in cognitive style and cognitive ability among individuals.

9. Cognitive style: also known as cognitive style, it is a unique and stable style that individuals show when processing and organizing information in cognitive activities such as perception, thinking, memory and problem solving.

10, Mastering learning: It refers to providing the best teaching for students with different ability levels, giving enough study time, so that most students can reach the mastery level (usually 80-90% of teaching evaluation projects are required to be successfully completed).

1 1. Personality: refers to the stable attitude towards reality and the habituation behavior corresponding to it.

12. learning in a broad sense: refers to the relatively lasting changes in behavior or behavior potential that people and animals produce through experience in the course of their lives.

13, knowledge: it is the characteristics of objective things and the subjective image associated with the human brain, which comes from the cognitive experience of the reflected object itself. (see 43)

14. Skill: it is an activity way that meets the requirements of the law through learning, which comes from the actions made by the activity subject and the feedback of action experience.

15, code of conduct: it is an ideological tool to adjust interpersonal communication, realize social control and maintain social order, and comes from the interactive experience of subject and object.

16, reinforcement: refers to the means to change the probability of similar reactions in the future in the stimulus-response connection.

17, positive reinforcement: increasing the probability of reaction by applying satisfying stimuli.

18, negative reinforcement: increasing the probability of response by withdrawing an aversion stimulus.

19. regression: regression is a process without reinforcement, and its function is to reduce the probability of a certain reaction in the future, so as to achieve the purpose of eliminating a certain behavior.

20. Punishment: When an organism reacts, it will present an aversion stimulus to eliminate or inhibit this reaction.

2 1, the basic structure of the discipline: refers to the basic concepts, basic principles, basic attitudes and methods of the discipline.

22. Meaning learning: It is to establish a non-artificial and substantive connection between the new knowledge represented by symbols and the existing appropriate concepts in learners' cognitive structure.

23. Accept learning: Under the guidance of teachers, learners accept learning about the meaning of things.

24. Advance organizer: it is a guiding material presented before the learning task itself. Its level of abstraction, generalization and synthesis is higher than that of learning tasks, which is related to the original concepts and new learning tasks in cognitive structure. Its purpose is to provide a conceptual anchor for new learning tasks, increase the distinction between old and new knowledge, and promote the transfer of learning.

25. Motivation: refers to the internal psychological process or internal motivation that causes and maintains individual activities and makes them move towards a certain goal. Generally, there are three functions: activation function, pointing function and strengthening function.

26. Learning motivation: refers to an internal process or internal psychological state that stimulates individuals to carry out learning activities, maintains the learning activities that have been caused, and leads to certain learning goals.

27. Learning needs: refers to the psychological state that individuals feel a certain lack in learning activities and strive to be satisfied. It includes learning interests, hobbies and learning beliefs. Learning needs are also called learning motivation.

28. Cognitive internal drive: it is a need to understand things, master knowledge, systematically explain and solve problems.

29. The internal driving force of self-improvement: refers to the need for individuals to gain corresponding status and prestige from their academic achievements.

30. Accessory internal drive: refers to the need for individuals to do a good job and study in order to gain the recognition of their elders and the acceptance of their peers.

3 1. Learning expectation: it is an individual's subjective estimation of the goal to be achieved in learning activities. Learning expectation is the reflection of learning goals in individual minds.

32. Incentives: refers to external conditions or stimuli that can arouse the directional behavior of organisms and meet certain needs.

33. Achievement motivation: It is the desire or trend of individuals to overcome obstacles, display their talents and try to solve a problem quickly and well.

34. Self-efficacy refers to people's subjective judgment on whether they can succeed in an achievement.

35, vicarious reinforcement: Through certain examples to strengthen the corresponding learning behavior or learning behavior tendency.

36. Self-reinforcement: Learners carry out self-evaluation and self-supervision according to certain evaluation criteria, so as to strengthen the corresponding learning behavior.

37. Problem situation: It refers to a difficult learning situation that students need to overcome hard, but they can do it themselves.

38. 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.

39. Positive transfer means that one kind of learning plays a positive role in promoting another kind of learning.

40. Negative transfer: refers to the mutual interference and obstruction between two kinds of learning.

4 1, level of migration: also known as lateral transfer, refers to the interaction between experiences at the same level of generalization.

42. Vertical migration: also known as vertical migration, refers to the interaction between experiences at different levels of generalization.

43. General transfer: Also known as general transfer and non-special transfer, it is to transfer the general principles, methods, strategies and attitudes obtained from one kind of learning to another.

44. Specific transfer: also known as special transfer, refers to the direct transfer of specific and special experiences gained in one kind of learning to another kind of learning, or the recombination of some elements to move towards a new situation.

45. Assimilation transfer refers to the direct application of the original cognitive experience to a class of things with the same essential characteristics without changing the original cognitive structure.

46. Adaptation and transfer: When applying the original cognitive experience to the new situation, it is necessary to adjust the original experience or summarize the old and new experiences to form a higher-level cognitive structure that can accommodate the old and new experiences in order to adapt to external changes.

47. Reorganization and migration: refers to the recombination of some elements or components in the original cognitive system, adjusting the relationship between components or establishing new connections, so as to apply them to new situations.

48. Orientation and determination: refers to a state of strength readiness that precedes and points to an activity.

49. Knowledge: information obtained by individuals through their interaction with the environment and their organization. Its essence is the reflection of the human brain on the characteristics and relations of objective things, and it is the subjective representation of objective things.

50. Perceptual knowledge: it is a reflection of the external characteristics and external relations of activities, which is divided into two levels: perception and representation.

5 1, rational knowledge: it reflects the essential characteristics and internal relations of activities, including concepts and propositions.

52. Perception: It is the reflection of the human brain on the current active object.

53. Appearance: It is a reflection of the activities that the human brain has perceived before but was not present at that time.

54. Concept: It reflects the essential attributes of activities and the essential relationship between them.

55. Proposition: It represents the relationship between concepts and reflects the essential relationship and internal laws between different objects.

56. declarative knowledge: also known as descriptive knowledge, is the knowledge that individuals can directly state in words. This kind of knowledge is mainly used to answer questions about what things are, why and how, and can be used to distinguish and distinguish things.

57. Procedural knowledge: also known as operational knowledge, is knowledge that is difficult for individuals to express clearly and can only be inferred indirectly by means of some operational form. Mainly used to solve the problem of what to do and how to do it.

58. Mental skills: the application of concepts and rules to procedural knowledge of foreign affairs, mainly for processing external information. (see 74)

59. Cognitive strategy: procedural knowledge of internal control by using concepts and rules, which is mainly used to regulate and control one's own processing activities. (see 83)

60. Symbol learning refers to learning the meaning of a single symbol or a group of symbols, or learning what the symbol itself represents.

6 1, concept learning: refers to mastering the general meaning of concepts, which is essentially mastering the common key features and essential attributes of similar things.

62. Proposition learning refers to learning the compound meaning of a sentence composed of several concepts, that is, learning the relationship between several concepts.

Subordinate learning: also known as generic learning, is a process of attributing new ideas to a certain part of the original ideas in the cognitive structure and making them interrelated.

64. Upper learning: also known as blanket learning, that is, learning that obtains meaning through comprehensive induction.

65. Parallel learning: When the new knowledge and original ideas in the cognitive structure are neither universal nor general, parallel learning occurs.

66. Intuition: It is a process in which the subject processes the surface meaning and surface characteristics of the teaching materials directly perceived, thus forming a concrete, special and perceptual understanding of related things.

67. Generalization: It refers to the process in which the subject obtains an abstract, generalized and rational understanding of the essential characteristics and internal relations of a class of things through deep processing and transformation of perceptual materials, such as analysis, synthesis, comparison, abstraction and generalization.

68. Variant: Use different forms of intuitive materials or examples to explain the essential attributes of things, that is, transform the non-essential features of similar things to highlight the essential features.

69. Proactive inhibition: refers to the interference of the previous learning materials when memorizing and recalling the later learning materials.

70. Backward inhibition: refers to the interference of learning materials in maintaining or recalling previous learning materials.

7 1, excessive study: refers to the extra study after the study that has just become a chant.

72. Skill: It is a regular way of activity formed through practice.

73. Operational skills: also known as sports skills and sports skills, are legal ways of operating activities formed through learning.

74. Mental skills: Also known as intellectual skills, cognitive skills are legal mental activities formed through learning.

75. Operational orientation: that is, the process of understanding the structure and requirements of operational activities and establishing the orientation image of operational activities in your mind.

76. Operational imitation: actually copying a specific action pattern or behavior pattern.

77. Operational integration: that is, the actions learned in the imitation stage are fixed, and each action component is combined with each other to become a stereotyped and integrated action.

78. Skillful operation: It means that the formed action pattern has strong adaptability to various changing conditions, and the execution of the action has reached a high degree of perfection and automation.

79. Prototype orientation: it is to understand the practice mode of psychological activities, the "externalized" or "materialized" psychological activities or operational activities, and the structure of prototype activities, so that the subject can know what actions to do and how to complete them, and clarify the direction of activities.

80. Prototype operation: According to the practice mode of mental skills, the activity program plan established by the subject in his mind is put into practice in an explicit way.

8 1. Prototype internalization: that is, the practice of psychological activities is transformed into the inner process of the mind, from the material, explicit and expanded form to the conceptual, potential and simplified form.

82. Learning strategy: It refers to the complex scheme about the learning process made by learners purposefully and consciously in order to improve the learning effect and efficiency.

83. Cognitive strategies are some methods and skills to process information, which are helpful to effectively extract information from memory.

84. Meta-cognitive strategies refer to students' cognitive strategies about their own cognitive process, including understanding and control strategies, to help students effectively arrange and adjust their learning process.

85. Resource management strategy: it is a strategy to help students manage the available environment and resources, help students adapt to the environment and adjust the environment to meet their own needs, and plays an important role in students' motivation.

86. Retelling strategy is a method to retain information in working memory and reproduce learning materials or stimuli in the brain by using internal language, thus maintaining attention to learning materials.

87. Fine processing strategy: it is a deep processing strategy that connects new materials with existing knowledge in the mind, thus increasing the meaning of new information.

88. Organizational strategy: It is to integrate the internal relations between new knowledge learned and between old and new knowledge to form a new knowledge structure.

89. Metacognition refers to cognition, specifically, knowledge about one's own cognitive processes and the ability to adjust these processes. It has two independent and interrelated components: knowledge and ideas about cognitive process and regulation of cognitive behavior.

90. Q: This is an exciting situation. There are some obstacles to be overcome between the given information and the goal to be achieved.

9 1, problem solving: refers to the process in which an individual applies a series of cognitive operations from the initial state of a problem to the target state.

92. To understand a problem is to grasp the essence and key information of the problem, discard irrelevant factors, and form the initial impression of the problem in your mind, that is, to form the appearance of the problem.

93. Creativity refers to an individual's ability or characteristics to produce novel and unique products with social value.

94. Divergent thinking: also known as divergent thinking, it is a form of thinking that seeks multiple answers from different directions.

95. Aggregative thinking: It is a form of thinking that aggregates all kinds of information to get the correct answer or the best solution.

96. Brainstorming training: Through collective discussion, ideas collide with each other and produce sparks, thus achieving the effect of brainstorming.

97. Attitude: It is an internal readiness or reaction tendency that influences individual behavior choices through learning.

98. Morality: the abbreviation of moral quality is the embodiment of social morality in individuals and the relatively stable psychological characteristics and tendencies shown by individuals when they act according to certain social moral behavior norms.

99. Moral cognition is an understanding of moral norms and their implementation significance. Moral understanding is the core part of individual morality.

100. Moral behavior: It is the behavior of others or society with moral significance under the guidance of certain moral understanding and the encouragement of moral emotion. It is the external expression of moral concepts and feelings, and it is an important symbol to measure moral quality.

10 1. Conformity: refers to the phenomenon that people follow the behavior of a certain behavior due to lack of knowledge and experience about the basis or necessity of its requirements.

102. Obedience: refers to giving up one's opinions and taking actions consistent with the majority under the pressure of authoritative orders, public opinion or group atmosphere.

103. identification: it is to accept the influence of others in thought, emotion, attitude and behavior actively, and make one's attitude and behavior close to others. Identity is essentially an imitation of an example, and its starting point is to try to be consistent with the example.

104, internalization: it refers to keeping consistent with others' ideas and viewpoints in concept, and integrating one's own ideas with one's original ideas and beliefs to form a complete value system.

105. Observational learning: It is the most important form of social learning, and it is an alternative learning by observing the behavior and results of others.

106, mental health: It is a good and continuous mental state and process, which shows that individuals have vitality of life, positive inner experience, good social adaptability, and can effectively exert their physical and mental potential and positive social functions as members of society.

107. Psychological evaluation refers to the process of evaluating students' psychological characteristics and behavior according to the data collected by psychological methods and techniques, so as to determine their nature and level and make classified diagnosis.

108, psychological counseling: refers to a new type of constructive interpersonal relationship, in which school counselors use their professional knowledge and skills to provide students with help and services that meet their needs, help students correctly understand themselves, understand the environment, establish life goals that are conducive to social progress and personal development according to their own conditions, overcome obstacles in growth, and enhance and maintain students' mental health, so that they can do well in study, work, interpersonal relationships and other aspects.

109. System desensitization: When some people have a sensitive reaction to something or an environment, we develop an incompatible reaction in the relevant people, so that we no longer have a sensitive reaction to something that could have caused a sensitive reaction.

1 10. Teaching goal: it is the expected learning result obtained by students through teaching activities.

1 1 1. Teaching method: refers to the interactive way of teaching and learning adopted by teachers and students in order to achieve certain teaching goals and complete certain teaching tasks in the teaching process.

1 12, teaching strategy: refers to all the activity plans taken by teachers to effectively achieve teaching objectives, including the sequence arrangement of teaching projects, the selection of teaching methods, the selection of teaching media, the setting of teaching environment, the design of teacher-student interaction, etc.

1 13. Discovery teaching: also known as heuristic teaching, refers to a teaching strategy in which students discover related concepts or abstract principles through their own learning activities.

1 14. Situational teaching: refers to a teaching strategy of imparting knowledge in specific situations where knowledge is applied.

1 15. Cooperative learning refers to a teaching strategy in which students take the initiative to cooperate instead of teachers.

1 16. Personalized teaching refers to the teaching strategy that allows students to learn at their own level and speed.

1 17, program teaching: refers to a personalized teaching method that enables students to learn the arranged materials in a specific order and in small steps according to their own speed and level.

1 18, computer-aided teaching: refers to the use of computers as instructors to present information, provide students with practice opportunities, evaluate students' grades, and provide additional teaching.

1 19. classroom management: it is a process in which teachers can effectively achieve the predetermined teaching goals by coordinating various interpersonal relationships in the classroom.

120, group: refers to the combination of people based on certain common activities.

12 1. group dynamics: the sum of the forces that affect the development and change of individual behaviors of groups and members is called group dynamics, including group cohesion, group norms, group atmosphere and interpersonal relationships of group members.

122, group cohesion: refers to the attraction of the group to each member. Cohesion often becomes an important symbol to measure the collective success of a class.

123, group norms: it is a code of conduct that binds the members of a group, including written formal norms and unwritten informal norms.

124, classroom atmosphere: refers to the comprehensive state of some dominant attitudes and emotions in the classroom.

125, classroom discipline: the norms and controls imposed on students' classroom behavior in order to maintain normal teaching order and achieve classroom goals.

126. Teacher's leadership style: it is the behavior style that teachers use power and play a leading role. Lei Wen once divided teachers' leadership styles into three types: centralized, democratic and laissez-faire.

127. Interpersonal communication: It is a process in which teachers and students exchange information, thoughts and emotions in class.

128, interpersonal relationship: it is a relatively stable psychological relationship or psychological distance formed between people in the process of mutual communication.

129, cooperation: refers to the process in which students study and work together for a common purpose or to complete a certain task.

130, competition: refers to the process that individuals or groups give full play to their potential and strive to surpass their opponents according to the standards of their superiors.

13 1, classroom structure: students, learning process and learning situation are the three major elements of the classroom. The relatively stable combination mode of these three elements is classroom structure, which includes classroom situational structure and classroom teaching structure.

132, classroom routine: it is the most basic daily classroom behavior code that every student must abide by.

133, problem behavior: refers to the behavior that can't abide by the norms and moral standards recognized by normal children, and can't interact with others and participate in learning normally.

134. Teaching evaluation refers to the process of systematically collecting information about students' learning behavior and making value judgments with reference to predetermined teaching objectives, with the aim of making decisions on courses, teaching methods and student training programs.

135, measurement: it is a process of collecting data, and the students' learning behavior and results are determined as a quantity according to certain standards and certain operating procedures to show the students' understanding of the measured problems.

136. testing: measuring a behavior sample is a systematic procedure, that is, quantitatively describing people's psychological characteristics by observing a few representative behaviors or phenomena. In order to reduce errors, testing must follow the compilation, testing, scoring and interpretation procedures of the system.

137, formative evaluation: refers to the evaluation implemented in the teaching process.

138. summative evaluation: also known as summative evaluation, it is usually a measurement of a complete teaching process after the end of a course or teaching activity (such as a unit, a chapter, a subject or a semester).

139, norm reference evaluation: refers to the evaluation based on the average score of the students' group, and reports the evaluation results according to their relative position in the group.

140, standard reference evaluation: it is to evaluate students' mastery of specific knowledge and skills closely related to teaching according to a specific standard.

14 1. Configuration evaluation: or preparatory evaluation, which is usually conducted before the start of teaching, to understand the existing level and individual differences of students, so as to arrange teaching.

142. Diagnostic evaluation: sometimes equivalent to configuration evaluation, which refers to understanding students' learning foundation and individual differences; Sometimes it refers to the evaluation of students who often show learning difficulties, mostly after formative evaluation.

143, formal evaluation: it means that students receive the same evaluation under the same circumstances, and the evaluation tools adopted are more objective.

144. informal evaluation: it is an evaluation for individual students, and most of the evaluation materials are collected informally.

145, standardized achievement test: refers to the test compiled by experts or scholars, which is suitable for evaluating individual academic achievement level in a large range.

146. Teachers' self-made test: it is a test conducted by teachers according to specific teaching objectives, teaching materials and test purposes, serving specific teaching.

147, reliability: refers to the reliability of the test, that is, the stability and consistency of the test results for many times.

Validity: refers to the correctness of measurement, that is, the degree to which a test can measure what it wants to measure.

149, discrimination: refers to the discrimination degree or ability of the test item to the measured attribute or quality.

150, Rosenthal effect: Rosenthal borrowed allusions from ancient Greek mythology and called the predicted effect expected by teachers Rosenthal effect, or pygmalion effect.