educational psychology

It is a branch of psychology, which studies various psychological phenomena and their changes in the process of education and teaching, and reveals the psychological laws of the educated in learning and mastering knowledge, skills, developing intelligence and personality under the influence of education and teaching; Study the psychological characteristics of moral quality and the relationship between education and psychological development.

Learning motivation

It is the internal reason to promote students' learning activities and a powerful driving force to motivate and guide students' learning. Learning motivation refers to the driving force of learning activities, also known as "learning motivation" It is not a single structure. Students' learning activities are caused by a whole system composed of various dynamic factors. Its psychological factors include: the need of learning, understanding and belief in the necessity of learning; Learning interests, hobbies or habits, etc. Engaged in learning activities, in addition to learning needs, but also to meet the needs of this learning goal. Because the learning goal guides the direction of learning, it can be called the inducement of learning. Learning goals and students' needs have become an important part of learning motivation.

Operating skills, also known as sports skills and sports skills, are legal operating activities formed through learning. Many skills in daily life are operational skills, such as playing and singing in music, ball games, gymnastics, track and field in sports and so on. The basic way to form operational skills is practice.

intellectual skills

(intellectual skills) Also known as intellectual skills or intellectual skills. It is a cognitive activity in the human brain with the help of internal language, such as silent reading, mental arithmetic, writing, observation and analysis.

Learning transfer

That is, the influence of one kind of learning on another kind of learning widely exists in the learning of knowledge, skills, attitudes and behavioral norms. Any kind of learning is influenced by learners' existing knowledge, experience, skills and attitudes. As long as there is learning, there is migration. Migration is the continuation and consolidation of learning, and it is also the condition for improving and deepening learning. Learning and migration are inseparable.

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.

Educational psychology, the noun explains "internal reinforcement" and urgently asks the help of the great god.

Reinforcement theory is a theory put forward by burrhus frederic skinner, an American psychologist and behavioral scientist. Also known as operant conditioning theory and behavior correction theory.

Reinforcement theory is a theory put forward by American psychologists and behavioral scientists such as Skinner, Hersey and blanchard. Also known as behavior modification theory or behavior modification theory. Skinner received a doctorate in psychology from Harvard University on 193 1, and returned to teach at Harvard University on 1943 until 1975 retired. 1968 won the national medal of science award, the second psychologist to win the medal. Skinner believes that people have no dignity and freedom. Whether a person does or does not do a certain behavior depends only on one influencing factor, that is, the consequences of the behavior. He put forward a theory of "operant conditioning", which holds that people or animals will take certain actions to act on the environment in order to achieve a certain goal. When the consequences of this behavior are beneficial to him, this behavior will be repeated in the future; When it is unfavorable, this behavior will weaken or disappear. People can use this positive or negative reinforcement method to influence the consequences of behavior and correct their own behavior.

Pavlov, a famous Russian physiologist, first put forward the concept of reinforcement. In Pavlov's classical conditioned reflex, reinforcement refers to the unconditional presentation of conditional things, which is a natural, passive and specific process before behavior. In Skinner's conditioned reflex, reinforcement is a kind of artificial manipulation, which refers to the process of reward and punishment accompanying behavior to help it reappear.

Pavlov's subjects' behavior is a reaction caused by * *, which is called "respondent". Skinner's research object's behavior is emitted by the organism, which is called "operational". Classical conditioning can only be used to explain learning based on reactive behavior, which Skinner called "S( ***) type conditioning". Another learning mode, that is, operational or instrumental conditioning mode, can be used to explain learning based on operational behavior, which is called "R (reinforcement) conditioning" and "S-R" psychological theory.

This theoretical view advocates targeted incentives, only looking at the relationship between employee behavior and results, but not highlighting the content and process of incentives. The theory holds that people's behavior is a function of what they get. If this * * * is good for him, this behavior will be repeated, if it is not good for him, this behavior will be weakened until it disappears.

A Summary of Terminology Interpretation in Pedagogy and Educational Psychology

1, what is the general law of psychological development?

2. Put forward educational suggestions according to the characteristics of pupils' personality development.

3. Analyze the differences among learning, human learning and students' learning with examples.

4. Analyze the relationship between motivation and learning.

5. What are the requirements of a strong school?

6. How to cultivate students' sense of self-efficacy?

7. What are the factors that affect migration?

8. What are the general stages of knowledge application?

9. Give examples to illustrate the formation of intellectual skills.

10, how to cultivate students' intellectual skills with examples?

1 1. What are the factors that affect problem solving?

12. Briefly describe the teaching mode of learning strategies.

13. Illustrate how to correct defective lines.

14. What are the components of teachers' professional quality?

15. From what aspects do you analyze the teaching content?

16. What are the basic requirements for stating the teaching objectives?

17. What aspects should the teaching content be organized from?

18. What are the characteristics of teacher-led teaching strategies?

19. What are the common classroom discipline problems? How to deal with it?

20. What is the significance of teaching evaluation?

How does educational psychology explain vicarious reinforcement?

Vicarious reinforcement is a concept in Bandura's social learning theory, which refers to the reinforcement of role model substitution. Generally speaking, if learners see other people's successful behaviors and rewarding behaviors, they will increase their tendency to produce the same behaviors; If we see failed behavior and punished behavior, we will weaken or restrain the tendency of this behavior.

Generally speaking, seeing others praised for a certain behavior will strengthen their enthusiasm for the same behavior, because this kind of reinforcement will only occur when others are praised, so it is alternative reinforcement. For example, one student is praised for raising his hand to answer questions, and other students will also raise their hands to answer questions.

Seeing others criticized for a certain behavior will negatively strengthen their enthusiasm for the same behavior, because this kind of reinforcement will only occur when others are criticized, so it is called alternative reinforcement. For example, criticizing a classmate for being late for class, other students dare not be late at will when they see it.

What are the explanations of commonly used terms in educational psychology?

The names that educational psychology often tests are:

1 learning process 2, psychological development 3, learning preparation 4, critical period 5, zone of proximal development 6, personality 7, self-awareness 8, cognitive process 9, cognitive style 10, mastery learning 1 1, personality 12, generalized learning/. Reinforcement 17, positive reinforcement 18, negative reinforcement 19, dilution 20, punishment 2 1, basic structure of the subject 22, meaningful learning 23, acceptance of learning 24, advance organizer 25, motivation 26, learning motivation 27, learning needs 28, and so on. Achievement motivation: 34. Self-efficacy 35. Instead of rebar 36. Self-reinforcement 37. Question situation 38. Learning transfer. Turn 40. Negative transfer 4 1. Immigration level. Vertical transfer 43. General transfer 44. Turn to 45 specifically. Assimilation transfer 46. Adapt to transfer. Restructuring and transfer 48. Psychological orientation and stereotype 49. Rational knowledge 52, perception 53, representation 54, proposition 56 of concept 55, declarative knowledge 57, procedural knowledge 58, mental skill 59, cognitive strategy 60, symbol learning 6 1, concept learning 62, proposition learning 63, inferior learning 64, superior learning 65, parallel combination learning 66, intuition 67, generalization 68, variation 69 and so on. Skills 73, operational skills 74, mental skills 75, operational orientation 76, operational imitation 77, operational integration 78, operational proficiency 79, prototype orientation 80, prototype operation 8 1, prototype internalization 82, learning strategy 83, cognitive strategy 84, metacognitive strategy 85, resource management strategy 86, retelling strategy 87, fine processing strategy 88, organization strategy 83.

93. Creativity 94, divergent thinking 95, convergent thinking 96, brainstorming training 97, attitude 98, morality 99, moral awareness 100, moral behavior1kloc-0/,conformity 102, obedience102. Mental health 107, psychological evaluation 108, psychological consultation 109, system desensitization 1 10, teaching objective11,and teaching. Situational teaching 1 15, cooperative learning 1 16, personalized teaching 1 17, programmed teaching1/8, computer-aided teaching/kloc-8. Group dynamics 122, group cohesion 123, group norms 124, classroom atmosphere 125, classroom discipline 126, teacher leadership style 127, interpersonal communication/kloc-0. Classroom structure 132, classroom routine 133, problem behavior 134, teaching evaluation 135, measurement 136, test 137, formative evaluation137. Configuration evaluation 142, diagnostic evaluation 143, formal evaluation 144, informal evaluation 145, standardized performance test 146, teacher-made test 147, reliability. 148, validity 149, discrimination 150, Rosenthal effect.