Wondershare EdrawMind
MindMap Gallery psychology
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psychology
It organizes the main content and logical structure of basic psychology and educational psychology, which is helpful for the understanding and memory of knowledge points and is suitable for exam review!
Edited at 2024-04-05 17:29:44
- One Hundred Years of Solitude Character Relationship Chart
One Hundred Years of Solitude is the masterpiece of Gabriel Garcia Marquez. Reading this book begins with making sense of the characters' relationships, which are centered on the Buendía family and tells the story of the family's prosperity and decline, internal relationships and political struggles, self-mixing and rebirth over the course of a hundred years.
- One Hundred Years of Solitude Character Relationship Chart
One Hundred Years of Solitude is the masterpiece of Gabriel Garcia Marquez. Reading this book begins with making sense of the characters' relationships, which are centered on the Buendía family and tells the story of the family's prosperity and decline, internal relationships and political struggles, self-mixing and rebirth over the course of a hundred years.
- Project Management Process Template
Project management is the process of applying specialized knowledge, skills, tools, and methods to project activities so that the project can achieve or exceed the set needs and expectations within the constraints of limited resources. This diagram provides a comprehensive overview of the 8 components of the project management process and can be used as a generic template for direct application.
psychology
- One Hundred Years of Solitude Character Relationship Chart
One Hundred Years of Solitude is the masterpiece of Gabriel Garcia Marquez. Reading this book begins with making sense of the characters' relationships, which are centered on the Buendía family and tells the story of the family's prosperity and decline, internal relationships and political struggles, self-mixing and rebirth over the course of a hundred years.
- One Hundred Years of Solitude Character Relationship Chart
One Hundred Years of Solitude is the masterpiece of Gabriel Garcia Marquez. Reading this book begins with making sense of the characters' relationships, which are centered on the Buendía family and tells the story of the family's prosperity and decline, internal relationships and political struggles, self-mixing and rebirth over the course of a hundred years.
- Project Management Process Template
Project management is the process of applying specialized knowledge, skills, tools, and methods to project activities so that the project can achieve or exceed the set needs and expectations within the constraints of limited resources. This diagram provides a comprehensive overview of the 8 components of the project management process and can be used as a generic template for direct application.
- Recommended to you
- Outline
Educational Psychology - Chapter 2 Psychological Development and Individual Differences✓
- 24
psychology
basic psychology
Psychology Overview
Research objects and significance
psychological phenomenon
mental process (Commonality)
cognitive process
Feeling, perception, thinking, imagination, memory (perception, memory, thinking)
emotion affective process
emotion emotion
volitional process
psychological process of volitional action
Notice
Morality: knowing what to do Attitude: Act with knowledge
personality psychology (personality)
Personality psychological tendency (unstable)
Needs, motivations, interests, beliefs, ideals, values, world view
Personality psychological characteristics (stable)
Ability Personality (nature, temperament, self-regulation system)
Psychology is the study of psychological phenomena The science of its occurrence and development laws
Psychology has the nature of both natural science and social science, and is an intermediate (edge) science.
Taking human psychological phenomena as the main research object, Psychological phenomena also known as psychological activities
significance
theoretical significance
Practical significance
psychological essence
Psychology is the function of the brain (the brain is the organ of the mind)
structure of nervous system
Neurons
Is the unit of structure and function of the nervous system
Dendrite → cell body (cell body) → axon three parts
Sensory neurons, motor neurons, communication neurons three types
nervous system
Central Nervous System
Includes brain and spinal cord
Advanced Center
Refers to the two hemispheres of the brain, which is the highest part of the central nervous system and is called the "highest headquarters" of the entire nervous system.
The left hemisphere is scientific and is mainly responsible for listening, speaking, reading and writing, operations and reasoning. The right hemisphere is artistic, mainly responsible for music, art, and emotions.
Brain divided into four lobes
frontal lobe
kinesthetic
parietal lobe
Feel
Occipital lobe
Vision
Temporal lobe
hearing
low level center
Refers to the part below the cerebral cortex. The spinal cord is the lowest part of the nervous system.
Medulla oblongata - life center
peripheral nervous system
The human body’s “communication network”
nervous system activity
reflection and reflex arc
Brain reflex activity is the basis of human psychological activities
Unconditioned reflex, innate, unconscious instinctive behavior. Conditioned reflex (signal reflex), acquired.
Pavlov The activity of the first signaling system, stimulated by specific things, is common to humans and animals - Wangmeishengjin The activity of the second signaling system, verbal stimulation, is unique to humans, and the fundamental difference lies in it - Tan Mei Sheng Jin
Basic processes and laws of neural activity
Diffusion and concentration of excitement and inhibition
Diffusion of excitement → concentration of inhibition Inhibit spread → Excitement concentration
mutual induction of excitation and inhibition
Excitation→inhibition——negative induction——simultaneous and subsequent
eg: Exercise (time) relieves cognitive fatigue - and simultaneously induces negative effects
Inhibition→Excitation——Positive induction——simultaneously and sequentially
eg: The child is nauseous - following the induction
Psychology is a reflection of objective reality
Objective reality determines psychology
Psychology is the subjective image of objective reality
Psychology is an active reflection of objective reality
Origin and development
Background
Aristotle - "On the Soul" - the first treatise on psychological phenomena in history
1879 Wundt - founded the world's first psychology laboratory - a sign of independent development - Means the birth of scientific psychology - "the father of (scientific) psychology" - the father of teaching mind - 1903 Thorndike "Principles of Physiological Psychology" is called "the Declaration of Independence of Psychology" by Ushinsky, the father of Russian psychology.
main schools
Constructivism (Wundt)
consciousness, elements, introspection
Functionalism (James)
Stream of consciousness, role and function
Behaviorism (Watson)
Birth Mark - "Psychology from a Behaviorist's Perspective" - Watson, the father of behaviorist psychology, behavior, experimental method
Gestalt (Koehler) (Wertheimer) (Koffka)
overall
Psychoanalysis (Freud)
Abnormal behavior, unconscious, subconscious, sexual instinct, libido
Modern Cognition (Neisser) (Piaget)
Birth symbol - "Cognitive Psychology" - Neisser - the father of modern cognitive psychology
Humanism (Rogers) (Maslow)
Personality, human nature is kind
revolutionary forces No.1 Behavior Behavior No.2 Cognition Psychoanalysis No.3 Humanistic Humanistic
understanding process
Notice
concepts, features
Attention is the pointing and concentration of mental activity or consciousness on a certain object
Directivity, concentration
Function (Election guarantee section + supervision)
Select function (primary)
Maintain functionality
Regulatory and supervisory functions (most important)
Classification
unintentionally paying attention
Elementary, involuntary attention, involuntary, no purpose, no volitional effort
condition
Objective: intensity, contrast, activity and change, novelty
Subjective: first, the needs at the time, second, the special emotional state at the time, third, the direct interest at the time, fourth, individual knowledge and experience, fifth, subjective expectations.
pay attention intentionally
Advanced, casual attention, proactive, purposeful, willing to work hard
condition
First, deepen the understanding of the purpose and tasks
Second, organize activities reasonably
Third, compliance with interest (indirect interest)
Fourth, eliminate interference from internal and external factors
Fifth, personality characteristics
Pay attention after intending to
The highest level, casual attention, learning and training, purposeful, no will effort
condition
First, a strong interest in the activity (direct interest)
Second, the automation of activities
quality
Breadth
scope
stability
time
The general direction and total task of attention remain unchanged
The ups and downs of attention: attention jumps periodically and involuntarily in a short period of time, and intermittently strengthens and weakens (eg: short intervals between horns; occasional sounds)
Distraction: being attracted to irrelevant things
distribute
Different objects at the same time
transfer
actively move from one (learning) to another (learning)
Distraction = distraction: from learning to non-learning
Feel
Concept (individual attributes)
Feeling is the human brain's reflection of the individual attributes of objective things that directly act on the sensory organs. It is the simplest psychological phenomenon and the starting point of understanding. Feeling is the basis of all knowledge and experience and a necessary condition for normal human psychological activities (eg: This apple is red)
Susceptibility and sensory threshold
Sensitivity and sensory threshold are numerically inversely proportional --- high sensitivity means low sensory threshold, low sensitivity means high sensory threshold (sensitivity is similar to acuity)
Absolute susceptibility and absolute feeling threshold...0→1
Differential susceptibility and differential threshold...1→2
type
external sensation
Vision, hearing, smell, taste, skin
internal feeling
Kinesthetic sense, balance sense, body sense (visceral sense)
interaction
same feeling
Feeling adapted
Dark adaptation (light → dark) (increased sensitivity) (extreme speed/sudden increase)
Light adaptation (dark → light) (reduced susceptibility) (extreme speed/sudden decrease)
Feeling contrast
Simultaneous comparison (white chalk on blackboard, sparse moon and stars, Mach band phenomenon)
Subsequent comparison (first,,,then,,,)
Feeling aftereffects
Front and back images (eg: movies, comics, cartoons)
Negative afterimage (the afterimage is qualitatively opposite to the stimulus)
different feeling
Mutual compensation (eg: using ears instead of eyes, blind people - increased sensitivity)
Synesthesia (eg: red is warm, purple is noble; it looks so sweet (synesthesia)); fingernails mark the blackboard - psychology
perception
Overview (overall properties)
Perception is generated on the basis of feeling. It is the reflection of the human brain on the overall attributes of objective things that directly act on the sensory organs. The modern school of cognitive psychology regards perception as the recognition of information (eg: This is an apple)
type
Visual perception, hearing perception, smell perception, touch perception
object perception and social perception
object perception
Spatial perception (depth perception)
eg: visual cliff
time perception
motion perception
kinesthetic perception
kinesthetic perception
Animated motion (eg: comic strips, cartoons, neon lights)
Inducing movement (motion → stillness, at the same time, the moon moves in the clouds: clouds → moon)
Voluntary movement (eg: looking at a light spot in a dark room, the light spot seems to be moving)
Movement aftereffects (eg: first look at movement and then at stillness, stationary things seem to be in motion)
Social Perception-Bias
Social stereotype effect (group of people)
Halo effect (halo effect) (one person)
primacy effect
recency effect (recency effect)
Projection effect (judging the heart of a gentleman with the heart of a villain)
➕Illusion
Incorrect perceptions, both positive and negative
cannot be overcome by subjective efforts
Everyone has illusions, there are no individual differences
Basic Features
Wholeness
The attributes of each part are combined to grasp the overall
e.g.:
Same song played by different instruments
Complete with context
"wor..." complete
Difficult to find auxiliary lines
A→0 B→0 C→0 ...
Prioritize the perception of the whole (misrecognizing the person) Key part→whole (still recognizable) (a glimpse reveals the whole picture)
Comprehensibility
Based on knowledge and experience
eg;：
You will know which song by listening to the intro
Guess the meaning of the word based on the context/fill in the blanks
"wor..." fill in letters such as d, k, m etc.
Auxiliary lines help understanding
Verbal guidance: The teacher said they looked alike, and the more they looked, the more they looked alike.
A→1 B→2 C→3 ...
Selectivity
Stimuli are divided into objects and backgrounds
eg;：
Big difference → contrast
Small difference → camouflage uniform, chameleon
constancy
The outside world changes, but the self remains unchanged
observe
meaning
Purposeful, planned, and lasting perceptual activities
is an advanced form of perception
Also called "thinking perception"
quality
Purpose, accuracy, comprehensiveness, profundity (purpose, objectivity, precision and sensitivity)
develop
nourish
Perceptual rules and intuitive teaching
Basic forms of intuitive teaching (three types)
Intuitive in kind
Impressionistic and intuitive
Intuitive language
Teaching Application (Law of Perception)
law of intensity
Big words, loud sounds
Cadence + high tone
law of difference
forms a contrast
Rhythm + contrast
law of activity
Moving objects are easier to perceive
Rhythm + activity
combinatorial law
The whole is easier to perceive (the teaching materials are organized into sections)
synergy law
Multiple senses improve the effectiveness of observation
law of observation
Develop lasting observation habits
memory
concept
The human brain retains and reproduces past experiences. The duration of human psychological processes in time
Classification
According to the time elapsed from information input to retrieval, information encoding method and memory stage,
Transient memory (sensory memory)
Distinctive image
Larger capacity
Very short storage time, 0.25-2 seconds
prone to decline
eg: comic books, movies, cartoons
Encoding method - image memory, audio-visual memory (image-based)
Short-term memory (operational memory, working memory)
Very short, no more than 1 minute
Limited capacity, 7±2 chunks (5-9 chunks)
Clear consciousness
Strong operability
susceptible to interference
eg: Memorize words before the exam, translate, make phone calls, simultaneous translation
Coding method - auditory coding, visual coding (mainly auditory)
long term memory
Memories lasting from more than a minute to many years or even a lifetime
Unlimited capacity
eg: Long-term memory is declarative memory, childhood memory
Meaning coding - semantic coding, representational coding (mainly semantics) - dual coding of information
Time: instant → attention → short time → retelling → long time Capacity: short → chunk → long
According to the contents of memory and objects of experience
image memory
eg: vision, hearing, smell
episodic memory
semantic memory
Logic--eg: formulas, rules, concepts
emotional memory
eg: A kind word can warm you in three winters, but a bad word can hurt you in six months.
motor memory
According to the content of information processing and storage
declarative memory
Relevant facts and events require conscious participation
procedural memory
How to do things without conscious involvement
According to the degree of conscious participation during memory
explicit memory
consciously and proactively
implicit memory
No conscious involvement or conscious recollection required -eg: Subtle
process
Memorize
According to whether there is a purpose
Unconsciousness
Consciousness
According to the nature of memorizing materials and memorizing methods
Mechanical literacy
External connections, simple and repetitive memorization
meaning recognition
Internal or existing connections, memorization based on understanding, the main form of memorization for students
Keep
Forgot the rules
Germany-Ebbinghaus--The Forgetting Curve
Experimental method: re-learning method (saving method)
The process of forgetting is unbalanced. Its trend is first fast and then slow, first more and then less, showing a negative acceleration.
Influencing factors
Nature of learning materials
The amount of memorizing materials and the degree of learning (over-learning reaches 50%, the memory effect is the best (100% 50% = 150%))
The longevity and importance of memory tasks
Memorization method
time factor
emotions and motivations
Serial position (primacy effect (first impression), recency effect (most recent impression))
Reason for forgetting
extinction theory
Memory traces cannot be strengthened and gradually weaken, "use it or lose it", permanently
interference theory
Proactive and retroactive inhibition
Repression (motivation) theory
Freud--temporary active forgetting
Extraction failed says
For the time being, the "tip of the tongue phenomenon" and "word to mouth phenomenon" are the correct clues
knowledge assimilation theory
Ausubel - positive and negative
review
Review in time
Review now
Review before large-scale forgetting
Allocate review time appropriately
spaced review
Decentralized review and centralized review
Distributed review is more effective than centralized review
Appropriate number of reviews
150% learning (over-learning material prevents forgetting)
Reappearance (recognition or recollection)
no intention of recalling
eg: Touch the scene with emotion, think of it by chance, free association
intentional recall
eg: Answer the teacher’s question
direct recall
indirect recall
Recall based on some hints and inferences
Memories can be recognized again, but recognition may not necessarily lead to recall.
quality of memory
Agility
Remember quickly
eg: Read and recite
persistence
long time
Accuracy (critical)
allow
eg: word for word
Preparatory
Fast extraction
eg: rush to answer, export in a clear way
representation and imagination
Appearance
concept
The image of things that appears in people's minds when things are not in front of them
feature
intuitiveness
generalization
Operability
mental rotation experiment
Classification
visual representation, auditory representation, motor representation
Memory representation (voice, smile, and appearance), imagination representation (new image formed after processing and reorganization)
imagine
Classification
Unintentional imagination (not random imagination)
There is no predetermined purpose and it is generated involuntarily.
eg: accidental, looking at white clouds, dreams, dreams are extreme expressions of unintentional imagination
Intentional imagination (random imagination)
Have a reservation purpose and make it consciously
Reimagine
eg: Reading novels, Liu Yemei
create imagination
eg: write a novel
Fantasy (for the future)
science fiction
A form of scientific foresight, positive fantasy
ideal
positive fantasy
fantasy
negative fantasy
Processing methods
bond
eg: Sun Wukong, mermaid image, sphinx
exaggerate
eg: Thousand-Hand Guanyin
personification
eg: thunder male and lightning female
typification
eg: novel characters, models
Lenovo
eg: clock → time, painting → poetry, poem → painting
Function
Anticipatory function
Supplementary functions
alternative function
Adjustment function
speech and thought
speech
Overview
The process of people communicating using language
Features
Purpose
openness
regularity
discreteness
Sociality
individuality
type
conversational speech
situational, reactive, simple
monologue speech
Expansive, prepared, planned
written speech
Randomness, expansion, planning
inner speech
concealment, simplicity
thinking
Overview
meaning
The human brain’s generalized and indirect reflection of the essential attributes and internal connections of objective things
feature
indirectness
Launched by
generalization
Summarized by, general rules and concepts
type
According to the content and development level of thinking
intuitive action thinking
Practical action as a backbone
concrete image thinking
With the help of intuitive images and representations, real objects---imageability, integrity, operability---after 3 years old
abstract logical thinking
The most essential characteristics that distinguish human thinking from animal thinking
According to the logic of thinking
Analytical thinking
Procedural---eg: solving mathematical problems to arrive at answers through multi-step reasoning and argumentation
intuitive thinking
Agility, directness, simplicity, suddenness (suddenness), and guesswork---the phenomenon of inspiration is the result of perceptual thinking
According to the directionality of thinking
convergence thinking
The only answer---eg: based on known information or conditions and using familiar rules
divergent thinking
Multiple answers
Guidance based on thought process
experiential thinking
daily experience
theoretical thinking
Scientific principles, theorems, laws
quality
vastness and depth
eg: See the forest for the trees, hit the nail on the head
Flexibility and agility
eg: adapt to circumstances, draw inferences from one instance, and make plans with a frown
independence and criticality
Independence: not affected by others; criticality: not affected by oneself. eg: I love my teacher, and I love the truth even more. Originality (characteristic): I have what others don’t have
Logic and rigor
It is the central link of thinking quality and the concentrated expression of all thinking quality.
process
Analysis and synthesis
basic process
Compare and classify
abstraction and generalization
Systematization and concreteness
basic forms of thinking
concept The most basic
definition
connotation
Essential characteristics (the richer)
denotation
All individuals or samples (the fewer)
Concepts are hierarchical. The higher-level concepts are called genus concepts, and the lower-level concepts are called species concepts. Connotation and denotation are inversely proportional
structure
name, definition, attribute, illustration
concept learning
acquisition of concepts
concept formation
Discovery learning is the primary means of concept formation
concept assimilation
Receptive learning is a typical form of conceptual assimilation
Application of concepts
Classification
specific concept
external properties
abstraction
intrinsic essential properties
Conjunctive concept
Existing at the same time, both are indispensable (writing brush)
disjunctive concept
Combining single or multiple attributes according to different criteria (the concept of a "good boy")
relationship concept
High and low, up and down, left and right
pre-scientific concepts
In the process of daily communication, the sun rises in the east
scientific concept
In the teaching process, definitions and laws
judge
Positive and negative judgments
reasoning
deductive reasoning
The process of arriving at specific statements or individual conclusions starting from general premises and through derivation, that is, deduction.
inductive reasoning
The reasoning process of deriving general conclusions from individual knowledge
creative thinking
feature
Novel and unique
most essential characteristics
Creative thinking is the unity of divergent thinking and convergent thinking, as well as the unity of image thinking and abstract thinking. Creative thinking takes divergent thinking as the core
The structure of creative thinking
active participation in creative imagination
state of inspiration
process
preparation period
Collect information, organize experience, master skills
gestation period
processing and reorganizing
Bright period
inspiration
Verification period
tested by practice
nourish
Use heuristic teaching
Cultivate divergent thinking and combine divergent thinking with concentrated thinking
Cultivate creative imagination
Organize creative activities and correctly evaluate students’ creativity
Conduct creative thinking training based on subject characteristics
Offer creative courses
creative courses
Intuitive thinking training course
Divergent thinking training course
Diffusion of uses
structural diffusion
method diffusion
morphological diffusion
Speculation and Hypothesis Training Course
Self-design training course
Creation and invention classes, hypothesis classes, lateral thinking training classes
creative techniques
Brainstorming method (brain stimulation method)
purposeful free association
psychologist osborne
Brainstorm, 6-12 people
The basic principle
Speak freely, no comments for now
Encourage innovation and difference
Encourage diversity of ideas, quantity over quality
Encourage suggestions for improvements or additional comments
Emotions, emotions and will
emotions and emotions
Emotions and emotions are people’s attitude experiences based on whether they need objective things.
Needs are the mediators that trigger emotions (core)
Classification and relationship
mood
state of mind
long, weak, diffuse
eg: I am moved to tears by the flowers, and the birds are frightened by the hatred.
Passion
short, intense, explosive
narrow consciousness
eg: Li Kui kills the tiger
stress
sudden, unexpected
biological (physiological) response
eg: Wu Song fights tigers, teaches wit, New teachers are nervous and nervous about exams
Primitive, low-level, related to whether physiological needs are met Situational and volatile Impulsiveness with obvious external manifestations
emotion
sense of reason
Intellectual activities (learning knowledge, understanding things, discovering laws, exploring truth)
moral sense
Patriotism, sense of responsibility, sense of obligation, professionalism, sense of honor, self-esteem ✘Happiness✘
beauty
natural and socio-historical phenomena Social and historical constraints
Subsequent, advanced, related to whether social needs are met Stable and durable More subtle, more profound
Emotions are the basis of emotions, Emotions are the external expression of emotion, Emotion is the essential content of emotion.
Function
adaptive function
eg: Animal survival
motivation function
organizational function
positive regulatory organization Negative disruption
Signal function
The external expression of emotions - expressions
health function
infection function
Concrete embodiment - resonance, empathy (Crying a handful of tears of sympathy, loving the house and the bird)
Strengthening function, migration function, channeling function, health care function, coordination function
self defense mechanism
Psychoanalysis - Freud
depress
eg: forget painful things
deny
eg: hiding one's ears and stealing the bell, keeping one's eyes out of sight
literary decoration
eg: Jade cannot be used until it is polished.
i.e. rationalization
sour grapes psychology
What you can’t get is not good.
sweet lemon psychology
If you can’t get grapes, you can only have lemons, and lemons are also sweet
projection
eg: Use the heart of a villain to judge the heart of a gentleman
compensate
sublimation
The most active and constructive defense mechanism
Use socially acceptable expressions to express unacceptable
eg: write a novel
replacement
Also called "transfer". eg: express anger
humor
Regress
eg: old boy, old naughty boy
offset
eg: broken peace
reverse formation
Dislike, expressed as liking
Overcompensation (overcompensation)
eg: Disabled people become famous athletes
will
Overview
concept
Be purposeful, adjust, overcome difficulties
feature
Purpose - first and foremost
regulatory dominance
Overcoming difficulties - the most important thing
Based on random actions (intentional)
process of volitional action
Preparation Phase
motivational struggle
Conflict between two trends
Want...and want...
double avoidance conflict
Don’t want to…but also afraid (don’t want to)…
conflict avoidance
Want...but fear
Multiple approach-avoidance conflicts
Determine the target
Choose a method of action and specify an action plan
execution decision stage
quality of will ("Homemade Nuts")
Consciousness (independence) (Purpose and significance)
Suggestibility (blind obedience)
arbitrary
decisiveness (quickly and reasonably)
indecisive
hasty, arbitrary
self-control (control emotions and behavior)
capricious
cowardice
toughness (indomitable)
Volatility
Stubbornness
personality psychology
needs, motivations, interests
Need an overview
concept
The psychological tendency to seek satisfaction from lack
Classification
origin
physiological needs
social needs
object
material needs
spiritual needs
Maslow's hierarchy of needs theory
self-actualization needs
Curiosity, aesthetics, creativity
aesthetic needs
need for knowledge
need for respect
Belonging and love needs
security needs
Physiological needs
Four deficiency needs and three growth needs
Fourth - respect needs
eg: Life is precious, love is more valuable - self-realization
eg: After having enough food and clothing, you will know honor and disgrace later - hierarchy
Go to college, find a good job, buy insurance - safety needs Studying for college entrance exams - the need for knowledge Losing weight - aesthetic needs
Physiological needs are the most powerful
Low-level needs and high-level needs are not absolutely opposite and can exist at the same time.
relation
Lower-level needs must be partially satisfied before higher-level needs can emerge
Only when lower-level needs are satisfied can higher-level needs emerge.
Motivation Overview
Generate conditions
Need (internal condition)
Inducements (external conditions)
type
physiological motivation
Primary, original motive, also known as internal drive
social motivation
Comparing the three original driving forces
Curiosity, exploration, manipulation
unique to humans
achievement motivation
learning motivation
power dynamics
communication motivation
Function
excitation function
Pointing function
Maintain and adjust functionality (enhance functionality)
Interest overview
Classification
Direct interest - the thing itself Indirect Interest - Purpose and Marriage
Central interest - a certain aspect that is strong and stable Broad interests - many aspects
Individual interests - relatively stable Situational interest—sudden arousal
quality
Breadth
center (tendency)
stability
efficacy
The driving role of interest cognition
Cultivate and inspire
ability
Overview
concept
Directly affects the efficiency of people's activities, the prerequisite for engaging in an activity, and the basic condition for success, but it is not the only condition.
A collection of related, combined abilities are collectively called talents. A highly developed talent is a genius
Ability is the prerequisite for mastering knowledge and skills Mastering knowledge and skills is conducive to the growth and development of abilities
The development of knowledge and skills is endless, and the development of abilities has certain limits. The mastery of knowledge and skills and the development of abilities are not synchronized. More knowledge does not necessarily mean higher ability. eg: high scores but low ability
Classification
size of activity
General ability = intelligence
Abstract summary ability (thinking ability) is the core of general ability
eg: perception, memory, thought
special power
eg: musical ability, painting ability
Level of creativity
Imitation ability
eg: observational learning
creativity
Abilities have different functions
cognitive ability
eg: observation, imagination, memory
Operation ability
Social skills
theory of intelligence
Erpi Sanji Qunston Multi-card state Sanyuan Teng
two factor theory
Spearman
General factors and special factors
Three-dimensional structure theory
guildford
group factors
Thurston
7
multiple intelligence theory
Gardner
Verbal intelligence, musical intelligence, logical-mathematical intelligence, cognitive natural intelligence (natural observation intelligence), Motor intelligence - doctors, visual-spatial intelligence - engineers, interpersonal intelligence (social intelligence) - teachers, psychological counselors, Existential intelligence - metaphysician, self-knowledge intelligence (introspective intelligence) - philosopher
Provide multiple evaluation criteria for new curriculum standards
modalism
cartel
age
Fluid Intelligence (Liquid Intelligence)
congenital
It first rises and then falls (inverted U-shaped trend), with the peak period being between 20 and 30 years old.
Perception, memory, thought + attention + operation + relationship
crystallized intelligence
acquired
keeps rising
Acquired social culture, scheming, old age is wiser, understanding, vocabulary memory, common sense memory
triadic theory of intelligence
Sternberg
Sub-theory of intelligence components - meta-component (core), operational component, knowledge acquisition component situational subtheory of intelligence experiential subtheory of intelligence
aptitude test
intelligence test
Beener-Simon intelligence scale
Binet-Simon (France)
The world's earliest
The first person---Bina
Stanford-Biner scale
Push Meng (US)
most famous
The most widely used
Ratio IQ
Intelligence quotient (IQ) = mental age ÷ chronological age × 100
Wechsler intelligence scale
Wexler (US)
Dispersion IQ
test standards
reliability
Consistency/reliability of data, credibility of test scales
validity
Validity/accuracy of data, expected validity and accuracy of measurement
Influencing factors: quantity, difficulty, reliability
standardization
The most basic requirements for psychological testing
Moderate difficulty level 0.5, questions with higher discrimination are better
Reliability ← Validity. Reliability↑Validity↑↓ Reliability↓Validity↓ Validity↑Reliability↑ Validity↓Reliability↑↓
Influencing factors
Genetics and Nutrition
early experience
Education and Teaching
social practice
Apply exhaustion
subjective initiative
Personality
Concept - unique pattern, integrated psychological characteristics/activities
feature
unique
eg: People's hearts are different, each has its own face; a dragon gives birth to nine sons, each with their own differences.
stability
eg: The country is easy to change, but the nature is hard to change.
Integration
eg: split personality
Important indicators of mental health
Feature
eg: Character determines life
The root of success in life
Sociality
Complexity
eg: With a cold eyebrow and a thousand fingers, he bows his head and is willing to be a bully---Lu Xun
structure
temperament
Innate, neither good nor bad Stability, plasticity, dynamics
type
choleric
Energetic, careless, consistent on the outside, strong, and emotional
Zhang Fei, Li Kui
Pavlov - high-level neural activity type - uncontrollable type (excitable type) - strong imbalance
British Exon - Unstable Extraverted Type
Sanguine
Quick response, energetic, lively, agile, emotionally unstable
Wang Xifeng
Pavlov - high-level neural activity type - lively (flexible) - strong, balanced and flexible
British Exon - Stable and Extraverted
Phlegm
Steady, but not flexible; down-to-earth, but somewhat rigid; calm, but lacking in vitality
Lin Chong
Pavlov - high-level neural activity type - quiet type (inflexible type) - strong balance inflexible
British Exon - Stable introversion
Depression
Keen, steady, gentle, timid, lonely, slow-moving
Lin Daiyu
Pavlovian-higher neural activity type-weak type (inhibitory type)-weak
Exon, UK - Unstable Introverted Type
Character (Core)
The day after tomorrow, there are good and bad
Structure
Attitude Characteristics (Core)
Will characteristics
Will Quality "Homemade Nuts"
emotional characteristics
Intellectual characteristics
Cognition process "perception remembers thinking"
type
Intellectual type, emotional type, will type
extrovert, introvert
independent, submissive
Assessment method
Self-reporting (MMPI, EPPS, 16PF)
Projective (Rorschach Ink Blot Test RIBT, Thematic Apperception Test TAT, Sentence Completion Test SCT)
self-regulatory system
Personality control system with self-awareness as the core
Self-Awareness Overview
self-knowledge
Self-observation and self-evaluation (important conditions for self-regulation)
self experience
Self-esteem, self-love, self-confidence, inferiority, pride, self-abasement
Emotional manifestations of self-awareness
self control
Self-examination, self-monitoring, self-regulation, self-pursuit
Self-awareness manifested in behavior
It is the final link to realize self-awareness adjustment.
stage of self-awareness development
Physiological self (egocentric stage)
Height, weight, appearance
Basically mature around 3 years old
Social Self (Objectification Period)
role, status, power
Basically mature in adolescence
Psychological self (subjective self period)
mental processes, abilities, temperament, character
Puberty begins to develop and form
according to social norms
Freud's "Three I" Structure of Personality
Id
Follow the pleasure principle
biological instinct me
self
follow the reality principle
Psychosocial I
superego
follow moral principles
moral ideal i
personality theory
allport
Father of Personality Psychology
trait theory
common traits
Personal qualities
Primary trait - the most typical and general trait, 1
Central traits - important traits, 5 to 10
Secondary traits - less important, manifested in special circumstances
cartel
Personality Trait Theory (Trait Factor Analysis Theory)
individual characteristics and common characteristics
surface traits and root traits
Physical traits and environmental traits
Motivation traits, ability traits and temperament traits
Cattell 16 Personality Factors Questionnaire (16PF)
Erikson
stage theory of personality development
Trust versus distrust 0-1.5
Sense of autonomy versus shame 2-3
Sense of initiative versus guilt 4-5
Diligence versus inferiority complex 6-11
Self-identity versus role confusion 12-18
Who am I? What kind of person I am? What am I going to do?
Intimacy versus loneliness (early adulthood)
Sense of reproduction versus stagnation (mid-adulthood)
Self-integration versus hopelessness (late adulthood)
type theory
Temperament type theory, Holland, Spranger
social psychology and behavior
Other psychological effects
Scallop effect (reinforcement theory)
Timed reinforcement
The Butterfly Effect
universal contact
Hawthorne effect
Awareness of the tendency to change behavior due to being observed
barnum effect
eg: constellation
Matthew effect (polarization phenomenon)
South wind effect (south wind law, warm law)
eg: be more humane
broken window effect
eg: The wall falls and everyone pushes it
interpersonal needs theory
Schutz's - the most basic interpersonal needs are: the need for tolerance, the need for control, and the need for affection
impression management
acquired impression management strategies
Ingratiation, self-aggrandizement, display, supplication
Protective Impression Management Strategies
Denial, rationalization, prior statement, apology
The effect of groups on individuals
social fueling
In the presence of others or working with others, individual behavior becomes more efficient
Social interference (the presence of others or working with others reduces the efficiency of individual behavior)
social loafing
When a group works together, each person's effort is less than when working individually
Depersonalization (disappearance of individual consciousness)
Anonymity of members; diffusion of responsibilities; mutual infection
eg: follow what others say
group decision making
Group polarization (original tendencies reinforced by the group)
Follow the herd
under pressure True conformity; expedient conformity; non-conformity
Convince the public
Order
Imitation and suggestion
Popularity
A considerable number of people rushed to imitate it in a short period of time
altruistic behavior and aggression
altruistic behavior
four characteristics
Voluntariness, altruism, gratuitousness, loss
situational factors
Situational ambiguity (clear situations are more likely to inspire people's helping behavior than ambiguous situations)
Diffusion of responsibility (the presence of others inhibits people’s helping behavior)
The price of helping others
Definition of the environment (people are more likely to help when they know what kind of help is needed)
cognitive factors
The inference that others need help, the inference of the suitability of helping others, the inference of worthiness, the self-attribution of responsibility, self-awareness and self-attribution
Diffusion of Responsibility "Bystander Effect"
As the number of bystanders increases, altruistic behavior tends to decrease
Violation
educational psychology
Overview of Educational Psychology
To teach the mind and study Core——Learning The earliest - learning Most - learn Differences in schools - learning Main - Learning and Teaching
Basic connotation
object
Basic psychological laws of learning and teaching in educational and teaching situations (schools) Psychological phenomena in the education process and the laws of their occurrence and development
nature
A type of applied psychology;
The interdisciplinary subjects of education and psychology, the interdisciplinary subjects of natural sciences and social sciences (marginal subjects, intermediate subjects);
Educational psychology is not a simple application of psychological principles in education, it has its own unique research topics;
Theoretical type, applied type (mainly)
research content
five elements
Students (main research subjects)
subject; most active
Teacher (guidance position)
leading; key role
Teaching content
instructional media
intermediary bridge
Teaching environment
Main areas of classroom management research Important contents that cannot be ignored in learning process research and instructional design research
Society - atmosphere, interpersonal relationships
Matter - temperature, light
Three processes
learning process
core content
Teaching process
Evaluation Reflection Process
Independent process; evaluate good and bad, reflect and adjust
Meaning
describe, explain, predict, control
Provide scientific theoretical guidance for practical teaching
Accurately understand students, predict and intervene promptly
Help teachers conduct research based on actual teaching
Update educational concepts and improve self-education capabilities
develop
Beginner's familiarity 25678
Start-up period
Before 1920s
Pestalozzi - Psychologicalization of Education and Teaching
Ushinsky - "People are the objects of education" - "The founder of Russian educational psychology" - Ushinsky founded the foundation
Kapterev - "Educational Psychology" - the world's first book named after educational psychology
Thorndike - "Educational Psychology" - the earliest work named after educational psychology in the West - the name and system of Western educational psychology were thus established, "the father of educational psychology"
Development period
1920s to late 1950s
Freud - "The Interpretation of Dreams" - Psychoanalysis: subconscious abnormal behavior; sexual instinct - the fundamental driving force for human development
Skinner - Programming Teaching
my country published the first educational work on psychology, Japan's "Educational Practical Psychology" translated by Dong Yue my country's first "Educational Psychology" textbook compiled by Liao Shicheng
1903 Thorndike, 1924 Liao Shicheng, edited by Fang Fan Liao
mature period
1960s to late 1970s
Bruner - Curriculum Reform
Rogers - Educational Reform - Humanism
Ausubel; Gagne; computer-assisted instruction (CAI)
perfect period
After the 1980s
Bruner summarizes: proactive research, reflective research, collaborative research, social and cultural research
--The meeting leader rebelled
The first "Educational Psychology" in New China, 1980 Pan Shu
Research methods
Experimental Method
Laboratory experiments and field experiments
Strict control of artificial conditions, cause and effect
The most widely used and the greatest achievements
Observation
The most basic and common
“The front door of scientific research”
Survey
Questionnaire method and interview method
case approach
specific individual or group
test method
Scale compiled by experts
Educational experience summary method
rise to educational theory
product analysis
Students' homework, test papers, diaries, works
Research principles
principle of objectivity
Seek truth from facts
The prerequisite for all scientific research
educational principle
moral principle, ethical principle
Development of conscience, basic ethical and moral principles; Watson - Children's Fear Experiment
The principle of integrating theory with practice
practical principles
developmental principle
systematic principle
Comprehensive creation
Psychological development and education
Overview of Psychological Development
individual psychological development
concept
A series of psychological changes from birth to death
Cognition+Personality+Personality
General law
Continuity and stages
age characteristics
One size does not fit all; one size does not fit for different ages.
Directionality and Sequence
From low level to high level, from quantitative change to qualitative change, irreversible and insurmountable
Imbalance
Speed, speed, start and end time, time to reach maturity
Seize the critical period - Lorenz - Imprinting phenomenon in young birds
eg: wolf boy, twin ladder experiment
0-5: Language acquisition
2: spoken words
4: Shape perception
4-5: Written speech
5-6: Count
Grade 4 10-11: Transition from concrete image thinking to abstract logical thinking
Second grade of junior high school: moral development
eg: Two rapid development periods of children's physical and mental development: neonatal period and adolescence - imbalance
individual differences
Individual Differences
Group differences (gender, age, race)
People of the same age cannot be one size fits all
stability, variability, integrity
➕
学习准备
对新的学习的适应性，促进或妨碍学习的个人生理、心理发展的水平和特点
学习准备是教学的起点，是学生发展的内在条件
Stage characteristics of psychological development of primary and secondary school students
Infant period 0-1
first peak period
Infancy 1-3
Early childhood 3-6.7
Childhood 6.7-11.12
Disjointed knowledge and action
The most vigorous growth and development, the fastest change, the most plasticity, and the best education
Fourth grade 10-11 transition from concrete image thinking to abstract logical thinking
Juvenile period 11.12-14.15
second peak period
Semi-mature, semi-naive, independence and dependence, consciousness and naivety are intertwined
"Psychological weaning period", "dangerous period"
Abstract thinking dominates; moral behavior is more conscious - Kohlberg's conventional level
Overall stage characteristics: physical and mental independence
Dramatic changes in physical condition, discovery of the inner world, awakening of self-awareness, strengthening of independent spirit (generation of a sense of adulthood)
Early youth 14.15-17.18
Dialectical thinking begins to appear
The sense of morality, sense of reason, and sense of beauty have profoundly developed.
Developing intellectual self-awareness
A fantasy full of ideals for the future that is out of touch with life
Influencing factors
Heredity, environment, education, subjective initiative
psychological development theory
Piaget's stage theory of cognitive development
constructivist view of development
Theoretical Core: Generative Epistemology
Human knowledge comes from actions, which are the source of perception and the basis of thinking.
essence and reason
adapt
Type, form, manner, function - assimilation and accommodation
concept--
Schema
cognitive structure, knowledge structure
assimilation
Assimilation is a process of quantitative changes in schemas. It cannot cause qualitative changes in schemas, but it affects the growth of schemas (it does not change the original cognitive structure, but only enriches and expands it).
adapt
Adaptation is the process of qualitative change in schemas (the emergence of new cognitive structures and the establishment of new schemas)
eg: One learns from every experience.
balance
The opposite between assimilation and accommodation
Status: Momentum
Four stages of cognitive development
Sensory motor stages 0-2
object permanence
delayed imitation
Ability to solve problems
Differentiation of sensation and movement
Pre-operational stage 2-7
Animism
egocentric
"I" am the center of the world: I walk on the moon
Thinking about cognition from the perspective of "I", Sanshan Experiment
irreversible
Not conserved
Early signaling capabilities
unable to infer facts
illogical reasoning
Unable to straighten out the relationship between the whole and parts = unable to classify and compare sizes = lack of hierarchical concepts
Cognitive activities are concrete
Egocentric language: repetition, monologue, group monologue
Symbolic Game: Playing House
Centralization = monotonic thinking = non-conservation
Can't compare sizes
Concrete operations stage 7-11
De-egocentricity (decentralization) - two or more perspectives
Reversibility
conservation
Classification
Serialization
regular game
Simple abstract thinking (germination)
Formal Operations Stage 11-Adult
proposition
generalize
hypothetical deductive reasoning
reasoning by analogy
abstract logical thinking
Reversibility and compensation
pendulum experiment, balance experiment
reflective ability
Flexible thinking
Formal operational thinking emerges gradually
Factors affecting development
Maturity ≠ Genetics
Practice and experience (natural experience)
social experience
balance
There are no educational and teaching factors
Vygotsky's view of psychological development
Cultural-historical development theory
cultural-historical school
two tools theory
substance
Spirit
linguistic symbols
Two functions
Low level
people, animals, evolution
advanced
people, language symbols
Cognitive development follows the line of "social language-self-language-internal language"
view of psychological development
The core idea is internalization theory
internalization theory
zone of proximal development
The current level and the level that may be achieved (will be achieved); today's and tomorrow's level; completed with help from others and completed independently
student development possibilities
Scaffolding Teaching——Brunner
Teaching should be at the forefront of development
Jump and pick a peach
Significant impact on the principle of quantification (current level)
Zankov's "general development" inherited Vygotsky's
Erikson's stage theory of personality development
psychoanalyst
stage theory of personality development
Trust versus distrust 0-1.5
Sense of autonomy versus shame 2-3
Sense of initiative versus guilt 4-5
Diligence versus inferiority complex 6-11
Self-identity versus role confusion 12-18
Who am I? What kind of person I am? What am I going to do?
Intimacy versus loneliness (early adulthood)
Sense of reproduction versus stagnation (mid-adulthood)
Self-integration versus hopelessness (late adulthood)
Individual differences among students
Differences in cognitive abilities (intelligence differences)
Differences in intelligence types
"Some people are better at memory, and some are better at logic."
Differences in intellectual development levels
normal distribution, normal distribution; bell curve
-----70------90------110------130------140------ Behind--/-------/---Medium---/----------------/---Genius Low normal --/---------- Normal -----------/------Supernormal ------
Differences in intelligence performance between morning and evening
late bloomer
intelligence group differences
gender
The intelligence of men and women is roughly equal
The degree of intelligence dispersion of boys is greater than that of girls
There are differences in the intellectual structure of men and women, and each has its own areas of advantage.
Girls show early intelligence
age
Fluid Intelligence (Liquid Intelligence)
congenital
It first rises and then falls (inverted U-shaped trend), with the peak period being between 20 and 30 years old.
Perception, memory, thought + attention + operation + relationship
crystallized intelligence
acquired
keeps rising
Acquired social culture, scheming, old age is still spicy. Acquired social culture, scheming, old age is still spicy, understanding, vocabulary memory, common sense memory
Race
Differences in cognitive styles
Preferred information processing method, cognitive style no good or bad
distinguish
学习风格
Divided by perceptual channels no good or bad
视觉型
听觉型
动觉型
Field independence and field dependence
Field independence → internal reference → independent learning → natural science → loose Field dependence → external reference → group cooperation → social science → rigor
Contemplative vs. Impulsive
response time, accuracy
Convergent and divergent
Aggregation → the only correct answer → applying theory to practice Divergent → Many possible answers
Wholeness and series
Holistic strategies → Develop an overall view of the learning task Serial strategy → solve the problem step by step
Concrete and abstract
Simultaneous and immediate
Deep processing and surface processing
learning theory
Learning Overview
The connotation of learning
The essence of learning
Individual (human/animal), practice or repeated experience (acquired, from 0 to 1), behavior or behavioral potential, relatively durable, conscious and unconscious
Alcohol ✘ Drugs ✘ Fatigue ✘ Maturity ✘ Illness ✘ Imitation ✔ The content is the same every day✘; the content is different every day✔ Habitual behavior ✘; habituation ✔; social adaptation ✔; sensitization ✔ Mencius' mother moved three times ✔ Peng Lai Ma Zhi ✔ Oxen plowed the land ✔ Earthworms walked the maze ✔ Old horse knows the way ✔ What goes up and what goes down works ✔ What you eat makes you wise ✔ When you apply in the east, you learn ✔
The essence of learning is an adaptive activity, psychological adaptation
Human learning: proactive; indirect experience and direct experience; mediated by language (biggest difference) Animal learning: passive; direct experience
student learning
Human learning and student learning have a general and special relationship Fundamental characteristics: Acceptability (indirectness)
Accept learning as the main form, with purpose, planning and organization
Indirect experience is the main learning content
active construction process
Comprehensive, multi-purpose learning objectives
a degree of passivity
Classification of learning
Gagne
Classification of learning levels (levels)
signal learning
S-R stimulus-reinforcement-response
eg: Pavlov’s classical conditioning
stimulus-response
R-S situation-response-reinforcement
eg: Being praised for answering questions
chain learning
Two or more stimulus-response actions
eg: swimming
verbal association learning
discrimination learning
Recognize similarities and differences among multiple stimuli and respond differently
Words that are easily confused can be distinguished
concept learning
A common essential attribute, key characteristics
Summarize,,, into,,,
Learn to respond in the same way to the same type of stimuli
Rule or principle learning
relationship between two or more concepts
eg: formula...
problem solving learning
Apply rules or principles to solve problems (advanced rules)
Classification of learning results
The closest thing to the three-dimensional goals (knowledge and skills, processes and methods, emotional attitudes and values) is Bloom's classification of educational goals Bloom invented these three domains (education goals): cognition, motor skills, and emotion Cognitive domain - speech function, intellectual skills, cognitive strategies Action domain - action skills Emotional domain - attitude
布鲁姆---掌握学习---充足时间----80%-100%
[Special Notes on Special Cases] (1) Seeing justice wisely-wisdom skills (2) Act courageously - attitude (3) A two-year-old child can recite "There is bright moonlight in front of the window, it is suspected to be frost on the ground" - motor skills (4) After the sixth grade students learned about circles, they drew a circle with a compass - wisdom skills (concept learning (5) Computer typesetting of articles--smart skills (6) Learn to use the electronic whiteboard in class-motor skills (7) Xiaofang has mastered the characteristics of all circles through a geometry class. The type of learning result here is - concept learning Say,,,——verbal information Learn to speak statements,,,—verbal messages
verbal message
Factual information (what it is)
Intelligence skills
External control (how to do it)
distinguish
Concrete concepts (the ability to identify similar things)
defining concepts
rules (formulas)
Advanced rules
cognitive strategies
Internal control (method)
Regulate your attention, learning, memory and thinking
Motor skills
body muscle activity
manner
people
thing
state society
Ausubel
how learning takes place
accept learning
indirect experience
discovery learning
direct experience
Is there any connection between old and new knowledge?
machine learning
meaningful learning
Meaningful learning: Understand the relationship between concepts, listen to lectures, listen to guidance designed by instructors, scientific research Mechanical learning Memorizing multiplication tables Using formulas to solve exercises Trial and error, “maze” problem solving Receptive learning Guided discovery learning Independent discovery learning
Feng Zhongliang
Learning knowledge, learning skills, and learning behavioral norms (social norms)
➕
Implicit learning (unconscious); explicit learning (conscious)
general learning theory
connectionism (behaviorism) (Connection Theory) (Stimulus-Response Theory)
S-R without intermediary
Pavlov, Watson
classical conditioning theory
dog ringtone
main rules
Gain and fade
Generalization and differentiation
Generalization: Can’t distinguish ——Complementary relationship Differentiation: clearly divided
recover
Thorndike
Connection-trial-and-error learning theory (trial-and-error theory) (trial-and-error theory)
cat out of cage
Thorndike's connection theory is the first relatively complete learning theory in the history of educational psychology.
The essence of learning - the connection between stimulus and response is direct and does not require an intermediary
The learning process is gradual, blind, trial and error
learning rules
preparatory law
Preview and make a surprise attack✘
practice law
practise
law of effect
most important
Feedback (good and bad)
Skinner
operant conditioning theory
Rat operating lever
Responsive Behavior - Passive Operant behavior - proactive
reinforcement theory
Positive reinforcement↑
Give likes
negative reinforcement↑
to hate
escape
Saw it, experienced it
avoid
Haven't seen it, haven't experienced it
eg: nip in the bud
Punishment↓
to dislike; to like
fade↓
Ignore
Reinforcement program
continuous reinforcement
spaced reinforcement
time
fixed time interval
timing
The Scallop Effect, Quiz Every Friday
Unfixed time interval
Time changes
Quiz in class
ratio
fixed ratio interval
fixed ratio
Unfixed ratio interval
Transformation ratio
Lottery, slot machine
Premack's Principle (Grandmother's Law)
Use high-frequency activities as reinforcers for low-frequency activities
equals positive reinforcement
Level 1 Strengthening (Original Strengthening)
innate
basic physiological needs
Secondary reinforcement (conditioned reinforcement)
the day after tomorrow
social reinforcement
social acceptance, smile
token
money, prizes
Activity
game
Program teaching
small step reverse error
Originator——Plessy
small steps principle
positive response principle
self-pacing principle
timely feedback principle
Low error rate principle
behavior shaping
Skinner believed that education is about shaping behavior. Learning is reinforcement
bandura
Social Learning Theory (Observational Learning Theory)
Experiment on children learning violence (Bobo doll)
The essence of learning
Observational learning (imitation learning)
Notice
Keep
recurrent
copy, reproduce, generate
motivation
reinterpretation of reinforcement
direct reinforcement
self-reinforcement
vicarious reinforcement
most important
example
triadic interaction theory
Three types of factors that affect learning—environment, individual, and behavior
cognitivism
S-O-R O-Internal changes in the organism
Early days
Koler
Gestalt-Epiphany Theory
Gorilla stacking boxes experiment
Kohler - School of Gestalt Psychology - Overall Situation
Gestalt - Koffka, Wertheimer, Kohler
The essence of learning - forming a new gestalt; the process of learning - the process of enlightenment
tolman
symbolic learning theory
Rat maze experiment
Learning is the recognition of Gestalt and the process of forming a cognitive map
latent learning
Learning can also occur without reinforcement
modern
Bruner
Nano came to discover the structure
Cognitive-Structural (Discovery) Learning Theory
Teaching concept
Teaching objectives
Structure→Basic structure of the subject→Basic concepts, principles, methods, strategies
Teaching principles
Dynamic knot Cheng Qiang
dynamic principle
Good Hui Sheng
Curiosity drive (desire for knowledge)
Competence drive (desire to succeed)
Reciprocity drive (the need for harmonious coexistence between people)
structural principles
Actions, images, symbols: three forms of cognitive representation
procedural principles
Strengthening principles
discovery learning
Discovery is the main means of educating children and the best way to master the basic structure of the subject
View of learning
Three processes of learning
Rewarded
Obtain, convert, evaluate
The essence of learning
Actively form cognitive structures
Ausubel
Meaningful acceptance learning theory (cognitive assimilation learning theory)
meaningful learning
Substance: the non-artificial substantive connection between old and new knowledge
Distinguish between meaningful learning and mechanical learning
Objective conditions: learning materials have logical meaning
Subjective conditions: aspiration, old knowledge, initiative (I think, I have it, I take the initiative)
organizational learning
Principle - the principle of gradual differentiation; the principle of integration and coordination
Strategy - advance organizer - learning from below
before before before learning tasks higher than higher than learning tasks Materials Guided Learning Materials
Essence: Making connections between old and new knowledge
Commonly used to receive learning
Gagne
information processing learning theory
Constructivism
growth generation
Basic point
view of knowledge
Dynamic
Knowledge is not the final answer to the problem, nor is it an accurate representation of the problem, but only the explanation and hypothesis of the problem.
Knowledge is situational
Different experiences, different understandings
View of learning
Active constructiveness (autonomy)
social interactivity (cooperation)
Situation (exploration)
Situational learning (exploration learning)
student view
richness
You don’t enter the classroom with an empty head.
Existing knowledge and experience serve as the growth point for new knowledge
difference
Teacher's view
helper, collaborator
Teaching concept
Situation, collaboration, conversation (communication), sense construction,
Cumulative, relevant, interactive
Teaching mode
Anchor style (on a real basis)
Bracket type (Brunner)
Random entry (random access)
bottom up
cognitive apprenticeship
learning community
situational teaching model
peer tutoring
humanism
Emotion Potential Potential Personality Needs Teacher-student relationship Self-actualization, self-worth, spontaneous learning, inner learning
Maslow
hierarchy of needs theory
self-actualization needs
Curiosity, aesthetics, creativity
aesthetic needs
need for knowledge
need for respect
Belonging and love needs
security needs
Physiological needs
Four deficiency needs and three growth needs
Fourth - respect needs
eg: Life is precious, love is more valuable - self-realization
eg: After having enough food and clothing, you will know honor and disgrace later - hierarchy
Go to college, find a good job, buy insurance - safety needs Studying for college entrance exams - the need for knowledge Losing weight - aesthetic needs
Physiological needs are the most powerful
Low-level needs and high-level needs are not absolutely opposite and can exist at the same time.
relation
Lower-level needs must be partially satisfied before higher-level needs can emerge
Only when lower-level needs are satisfied can higher-level needs emerge.
rogers
education reform Teacher-student relationship
meaningful free learning theory
Informed and unified view of teaching goals
Functionally perfect person, perfect person, whole person Emphasis on process
A meaningful view of free learning
meaningful → direct experience
➕
Meaningful learning features
participatory
permeability
spontaneity
Self-evaluation
meaningless → indirect experience
➕
Ausubel
machine learning
indirect experience
meaningful learning
direct experience
Student-centered view of teaching
Student-centered teaching model = non-directive teaching model
The educational content is mainly based on emotion and targeted at students’ life needs.
Teacher – Midwife, Catalyst, Facilitator
psychological atmosphere
True and sincere
respect, attention, acceptance
unconditionally
empathic understanding
Empathy, understanding, empathy
learning psychology
learning motivation
Overview
Meaning: Internal motivation that directly promotes learning
Interest in learning is the most active component in learning motivation
Element
Learning needs (learning drive)
Dominance, fundamental driving force
lack and strive to obtain satisfaction
Ways to achieve
Directly occurring: Consider allowing students’ original learning needs to be met
Indirect conversion: satisfy interests and hobbies through various activities or providing various opportunities
Learning expectations (learning incentives)
subjective estimate
Function
activation
direction
Maintenance and Regulation (Reinforcement)
Classification
Source of inducement
internal learning motivation
interest, curiosity, seeking knowledge
external learning motivation
praise, reward, status
Social Significance
Noble learning motivation
altruistic
low level learning motivation
Selfish
Effect size
dominant learning motivation
one
Counseling learning motivation
multiple
The length of time
Immediate Learning Motivation of Close Views
day, week, month
interest
Vision’s indirect learning motivation
years, future, growing up
national social collective
Ausubel
cognitive drive
interest
internal
adolescence
The most important and stable
accessory drive
praise
external
Early childhood (most prominent), late childhood, early adolescence
Self-improvement drive
status
external
adolescence
motivation and effect
The key influencing factor between learning motivation and learning effect is learning behavior
Yerkeson-Dodson law
Lack of motivation or excessive motivation will affect learning results
Generally speaking, the optimal level is moderate intensity motivation
Motivation level and learning effect form an inverted U-shaped curve
Inverted U-shaped trend—fluid intelligence
Simple and easy tasks - higher motivation Complex and difficult tasks - lower motivation One Mission - Moderate Motivation Important Tasks - Moderate Motivation Medium tasks - medium motivation
theory
reinforcement theory
Skinner
reinforcement theory
Positive reinforcement↑
Give likes
negative reinforcement↑
to hate
escape
Saw it, experienced it
avoid
Haven't seen it, haven't experienced it
eg: nip in the bud
Punishment↓
to dislike; to like
fade↓
Ignore
Reinforcement program
continuous reinforcement
spaced reinforcement
time
fixed time interval
timing
The Scallop Effect, Quiz Every Friday
Unfixed time interval
Time changes
Quiz in class
ratio
fixed ratio interval
fixed ratio
Unfixed ratio interval
Transformation ratio
Lottery, slot machine
Premack's Principle (Grandmother's Law)
Use high-frequency activities as reinforcers for low-frequency activities
equals positive reinforcement
Level 1 Strengthening (Original Strengthening)
innate
basic physiological needs
Secondary reinforcement (conditioned reinforcement)
the day after tomorrow
social reinforcement
social acceptance, smile
token
money, prizes
Activity
game
hierarchy of needs theory
Maslow
self-actualization needs
Curiosity, aesthetics, creativity
aesthetic needs
need for knowledge
need for respect
Belonging and love needs
security needs
Physiological needs
Four deficiency needs and three growth needs
Fourth - respect needs
eg: Life is precious, love is more valuable - self-realization
eg: After having enough food and clothing, you will know honor and disgrace later - hierarchy
Go to college, find a good job, buy insurance - safety needs Studying for college entrance exams - the need for knowledge Losing weight - aesthetic needs
Physiological needs are the most powerful
Low-level needs and high-level needs are not absolutely opposite and can exist at the same time.
relation
Lower-level needs must be partially satisfied before higher-level needs can emerge
Only when lower-level needs are satisfied can higher-level needs emerge.
achievement motivation theory
Atkinson
Striving for success
A medium-difficulty task with a 50% probability of success
High achievement motivation
avoid losers
Very easy or very difficult tasks
Low achievement motivation
success-failure attribution theory
Hyde - first proposed attribution theory
Weiner - systematization, success and failure attribution theory
Six reasons: ability, effort, difficulty of work, luck, physical and mental condition, external environment Three dimensions: internal attribution and external attribution, stable attribution and unstable attribution, controllable and uncontrollable attribution
Reality attribution - difficulty, luck, physical and mental (emotion), environment
Ability - the most inappropriate attribution for failure Effort - the most appropriate attribute for success and the only controllable one
Learned helplessness - attribution of ability (internal, stable, uncontrollable)
self-efficacy theory
bandura
subjective judgment of success
connotation
behavioral outcome factors
direct reinforcement
self-reinforcement
vicarious reinforcement
antecedents of behavior
Result expectations - results
Effectiveness Expectations—Competencies
Influencing factors
Personal experiences of success and failure
The most important and crucial
vicarious experience
Verbal persuasion (verbal suggestion)
emotional arousal
self worth theory
Covington
high-trend-low-avoidance type
successful oriented person, mastery oriented person
Trend low, avoid high
escape loser
High approach, high avoidance type
Concealed hard-working person, over-effort person
low-trend-low-avoidance type
fail acceptor
achievement goal theory
ability entity view
constant
Performance Goals (Achievement Goals)
Capability Growth View
increase
Mastery Goals (Learning Goals)
Learning transfer
Overview
meaning
The impact of one type of learning on another type of learning
Learning: Knowledge, attitudes, skills, emotions✔ are acquired. Temperament ✘ is innate Impact--✔✘ eg: Throwing bricks to attract new ideas, reviewing the past to learn new things, practice makes perfect, throwing away things because of choking, reviewing old things to learn new things, throwing bricks to attract friends, doing as the local customs do, from here to there,,, ✘From the outside to the inside ✘Things gather together and people form groups✘
type
nature
positive migration
Positive influence: help, promote, deepen
negative transfer
Negative influence: hindrance, interference
zero migration
The two types of learning do not interact
direction/ Chronologically
Ordinal migration
front→back
just
eg: review the past and learn the new
burden
reverse migration
back→front
just
burden
abstraction/generalization level
Vertical migration (vertical ~)
different levels (contains being contained)
Horizontal migration (lateral ~)
same level
content
General migration (non-special~, common~)
Principles, methods, strategies, attitudes
Specific migration (special~)
Feature combination
eg: sun-moon-ming
inner psychological mechanism
assimilation transfer
Draw inferences from one instance, learn ten things from one thing, and draw inferences by analogy
compliant migration
When in town, do as the Romans do
recombinant migration
Disrupt and reorganize: eat→tea, stay→apricot
theory
Early days
form training theory
Wolfe
Based on functional psychology
The only thing that has no scientific basis
training, methods
General migration
Migration is unconditional
Same elements theory
Thorndike
shape perception experiment
Same elements
Specific migration
Migration is conditional (same elements)
generalization theory
Judd
empirical generalization theory
Underwater target shooting experiment
principle
General migration
relationship transformation theory
Koler
gestalt psychologist
Chicken pecking experiment
relation
modern
cognitive structure transfer theory
Ausubel, Cognitive structural learning theory---Brunner
Structure variables
High availability, great discriminability, strong stability and clarity
"Benefits, Stability and Clarity"
All meaningful learning must involve learning transfer Machine learning also has transferability - zero transfer
production transfer theory
The more overlap in productions, the greater the amount of migration
situational theory Experience Integration Theory——Feng Zhongliang
Learning transfer and teaching
Influencing factors
Similarity (objective)
Learning materials, situations, goals, processes
Original cognitive structure (subjective)
Prior knowledge and experience, high generalization level, learning strategies
Mindset and mindset (subjective)
Mindset - Pattern, Internal Readiness - Lu Qinsi - Measuring Cup Experiment
Media sources, characteristics of learning materials, original cognitive structure, understanding of the learning situation, psychological readiness for learning (set), level of learning strategies, Intelligence and ability (subjective), teacher guidance (objective),
Promote learning transfer
Selected textbooks
teach learning strategies
Reasonably arrange teaching content
Reasonably arrange teaching procedures
learning strategies
Overview
A learning plan that learners consciously develop to improve their learning efficiency
Features
initiative, effectiveness, process, procedural
Classification
cognitive strategies
rehearsal strategy
①Draw lines and circles ②Diversified review methods ③Review in time and disperse learning ④Over-learning ⑤Multiple senses involved ⑥Overall memorization and segmented memorization ⑦Exclusion of mutual interference ⑧Conscious memorization and unconscious memorization ⑨Try to recall and memorize repeatedly
eg: After understanding, you need to recite. The most suitable memory strategy is the retell plus test strategy. The most effective way to retell --- try to recall and memorize repeatedly
Fine machining strategy
①Taking notes ②Asking questions ③Generative learning ④Integrating theory with practice + Advance organizer, summarize the meaning of the paragraph segment by segment,
eg: For complex knowledge, an effective elaboration strategy is to take notes
⑤Memory
Location memory technology (the most traditional)
Homophone association method (qualifier method)
Reduction (compilation of songs)
Keyword method (clues: meaning, sounds)
Image association method (like,,,)
Visual association method (eg: airplane passing through the box)
organizational strategy
Summary organization method, classification, classification, induction, outline, pyramid, system structure chart, flow chart Horizontal and vertical diagrams, list tables, two-way tables, network diagrams
eg: Draw a relationship diagram; integrate the internal connections between old and new knowledge to form a new knowledge structure
metacognitive strategies (Cognition of cognition) Fellaville: metacognitive knowledge; metacognitive experience; metacognitive monitoring/ / (metacognitive knowledge, metacognitive monitoring)
planning strategy
Set learning goals, browse learning materials, arrange time, generate questions to be answered, and formulate detailed rules
Monitoring strategy
Track your attention while reading, ask yourself questions about the material, and monitor your speed and time during exams
regulation strategy
Review, reflect, skip difficult questions, do easy questions first, slow down when reading difficult material
resource management strategy
time management strategies
Timetable, efficient use of optimal time, fragmented time, biological clock
environmental management strategy
effort management strategy
Academic help-seeking strategies (resource utilization)
train
in principle ("Boiled peanuts are particularly effective")
subjectivity
internalization
generative
specificity
effective monitoring
personal efficacy
Teaching mode
Guidance teaching model
Inspire, lecture, practice, feedback, transfer
Programmed training mode
Problem solving skills, reading skills, memory skills
Gestalt training model
After directly explaining the better outline, provide an incomplete outline to train students step by step
interactive teaching mode
Teacher and a group of students (approximately 6 people)
cooperative learning model
In a group of two students, the speaker benefits more than the listener
Knowledge and skills
knowledge learning
Classification of knowledge
source
direct knowledge
indirect knowledge
Depth of response
perceptual knowledge
external
perception and representation
rational knowledge
Nature
concepts and propositions
verbal expression
explicit knowledge
tacit knowledge
Representation form
Declarative knowledge (descriptive)
what, why, how
Propositions and propositional networks, representations, schemas, concepts
Speech (Gagne)
Learn quickly, change quickly, forget quickly
Procedural knowledge (operational)
How to do it eg: Instructions
productions and systems
intelligence, cognition, action
Quick activation
strategic knowledge
General methods and techniques for individuals to use declarative and procedural knowledge to learn, remember, and solve problems
Cognition (strategy)
Types of knowledge learning
The form and complexity of knowledge itself
symbolic learning
also known as representation learning
The main content is vocabulary learning
Also includes non-verbal symbols (physical objects, images, diagrams, graphics)
Also includes the learning of factual knowledge
Historical events
historical figure
landforms in geography
concept learning
Master the essential attributes and key characteristics
The core of meaningful learning
Convert isosceles △ to equilateral △ to △
Same response to the same stimulus
proposition learning
Proposition is the smallest unit of knowledge
Proposition is an advanced form of declarative knowledge mastery
Propositions can be simple facts or general rules, principles, theorems, formulas, etc.
Non-general proposition: only expresses the relationship between two or more special things General proposition: the relationship between several things or properties, the relationship between several concepts
The relationship between new knowledge and original cognitive structure
Lower level learning
also known as generic learning
Derived generic learning
New knowledge is a derivative of old knowledge
Related category learning
New knowledge expands, modifies, defines, and refines old knowledge
Upper level learning
also called summary learning
From specific to general, from bottom to top
learning in parallel
more difficult
knowledge learning process
Knowledge acquisition (understanding) (generalization)
centrality
Perception of knowledge - intuition
Intuitive in kind
eg: observing specimens, demonstrating experiments, on-site visits
Impressionistic and intuitive
eg: slides, movies, pictures, charts, globes
initial perception
Intuitive language
Convenient and economical
Understanding of knowledge - generalization (center)
Literal understanding
explanation understanding
critical understanding
creative understanding
summary of knowledge
Perceptual summary
That is, true enlightenment generalization, a low-level generalization form performed spontaneously on the basis of intuition.
rational generalization
Under the guidance of previous knowledge, the process of consciously processing and transforming perceptual knowledge and experience to reveal the general and essential characteristics and connections of things
effective generalization
clear and general purpose directionality
Use positive examples and counterexamples together
Provide students with a variety of variations
Use different forms of intuitive materials or examples to illustrate the essential attributes of things That is, transforming the non-essential characteristics of similar things in order to highlight the essential attributes
Fine processing of materials
compare scientifically
Proper organization of study materials
conscious generalization
Knowledge retention (consolidation)
"Together forgotten"
Forgot the rules
Germany-Ebbinghaus--The Forgetting Curve
Experimental method: re-learning method (saving method)
The process of forgetting is unbalanced. Its trend is first fast and then slow, first more and then less, showing a negative acceleration.
Influencing factors
Nature of learning materials
The amount of memorizing materials and the degree of learning (over-learning reaches 50%, the memory effect is the best (100% 50% = 150%))
The longevity and importance of memory tasks
Memorization method
time factor
emotions and motivations
Serial position (primacy effect (first impression), recency effect (most recent impression))
Reason for forgetting
extinction theory
Memory traces cannot be strengthened and gradually weaken, "use it or lose it", permanently
interference theory
Proactive and retroactive inhibition
Repression (motivation) theory
Freud--temporary active forgetting
Extraction failed says
For the time being, the "tip of the tongue phenomenon" and "word to mouth phenomenon" are the correct clues
knowledge assimilation theory
Ausubel - positive and negative
review
Review in time
Review now
Review before large-scale forgetting
Allocate review time appropriately
spaced review
Decentralized review and centralized review
Distributed review is more effective than centralized review
Appropriate number of reviews
150% learning (over-learning material prevents forgetting)
Application of knowledge (extraction)
rational knowledge concretization
Skill learning
Overview
Acquired, practice, in line with the law (good), no good or bad, activity mode: cognition (mind); body (operation)
Operation skills
objectivity, explicitness, unfoldability
Formation stage model
Feng Zhongliang
operational orientation
Operation imitation
beginning
Visual control dominates
Operational integration
Actions are integrated, tending to be flexible and coordinated, and interfering actions are reduced
Skilled in operation
Kinesthetic control dominates
Actions are automated, highly flexible and coordinated, and interfering actions disappear
fitz and posner
cognitive stage
Contact Formation Stage
Automation stage
training requirements
Demonstrate and explain accurately
necessary and appropriate exercises
key link, indispensable link
practice curve
Start making progress quickly
Intermediate pause→plateau period
Progress is slow in later stages
The general trend is progress, sometimes there are temporary regressions
➕
Practice curves, individual differences
3 types: convex type (fast → slow), concave type (slow → fast), linear type (uniform speed)
The plateau period is not universal, and not all (simple) operational skills have a plateau period.
Wang Guowei's "Human Words" reflects the plateau period, when the clothes are getting wider and wider, but one does not regret it, and one is haggard because of the loss of Yi.
Concentrated practice - intermittent operation Dispersed practice - continuous operations
Adequate and effective feedback
Establish a stable and clear kinesthetic sense
Continuous and discontinuous, closed and open, subtle and extensive, freehand and instrumental
mental skills
Conceptuality, implicitness, simplicity
formative stage theory
Feng Zhongliang
prototype orientation
Calculation examples (prototype model provided)
Prototype operation
Put it into practice
Archetype internalization
Gary Palin
The earliest classification of mental skills
action orientation
matter and materialization
vocal external speech act
Silent external speech acts
internal speech act
Anderson
cognitive stage
bonding stage
Automation stage
Attitude and Morality
The meaning and structure of attitudes
Acquired (transferable), ≠ behavioral response itself
Cognition, emotion (core), behavior
The meaning and structure of moral character
Individual phenomena, psychological characteristics (tendencies)
Morality→Individual→Social morality (direct source)→Laws of social development (fundamental source)→Education and Psychology Social morality → Society → Laws of social development (direct/fundamental source) → Sociology and Ethics
Cognition, emotion, will, behavior
Cognition→Basic, Core Emotion → Motivation/Catalyst Will → overcome difficulties and resist temptation Behavior → Measurement Important Signs
直觉的情感——看到的 想象的情感——文字，图片 伦理的情感——国家社会
eg：一生清贫，坚守三尺讲台——意志
theory
Piaget
dual story method
The four stages of moral development
Discipline - pre-morality - self-centeredness
kindergarten
Heteronomy - the stage of authority
Heteronomy → Autonomy result → motivation Authoritative → reversible 10 years old
Self-discipline - the reversible stage
just
Kohlberg
Moral Dilemma Story Method (Heinz stole the medicine)
Founder of modern moral cognitive development theory
Three levels and six stages
former custom
punishment and obedience
punish
relatively utilitarian
Selfish
custom
Good boy/seeking approval/interpersonal coordination
Good boy (altruistic)
maintain authority or order
law immutable
Husband’s Responsibilities Obligations
(Ages 9-20) Most teens and adults
post-conventional
social contract
Legally variable Most
Everyone’s Responsibilities Obligations
Universal Principles/Conscience Orientation
life is greater than everything
Moral Development of Primary and Secondary School Students
Critical period - third grade of primary school Second grade of junior high school ✔
Junior high school is a period when the outlook on life begins to form, and it is also a period when moral polarization is prone to occur.
Formation process
comply
obey, follow the crowd
Blind, unstable, passive
Obedience refers to obeying under the pressure of authoritative orders, social public opinion, and group atmosphere.
Really follow the crowd - be convinced with your mouth and heart Follow the crowd expediently - dissatisfied with words and dissatisfaction with heart Not conforming to the crowd - dissatisfied with words and dissatisfied with heart
agree
initiative, role model
A certain degree of stability, initiative, and purpose
Internalization
Belief, value system
High degree of consciousness, initiative and determination
Influencing factors
F
family parenting style
peer group
social atmosphere
internal conditions
Cognitive dissonance - prerequisite, driving force
Attitude stereotype
moral cognition
nourish
group ethics discussion
role play
Value analysis
Choose, appreciate, act
Give appropriate rewards and punishments
effective persuasion
Lower grade - positive Senior grade - positive + negative The most urgent task - right Cultivate long-term - positive + negative
Take advantage of group conventions
Set a good example
"A small price for a profitable tree"
Correction of bad behavior
process
awakening stage
Transition stage (critical)
Renewal stage
Wrongful behavior - problematic behavior that does not meet ethical requirements
Bad moral behavior - problematic behavior that harms the interests of others or the collective
Problem Solving and Creativity
Characteristics of problem solving
Purpose
Dreaming✘
cognitive
brain ✔ body muscles ✘ sentence ✔ 1 1=? ✘
seriality
A series of mental activities (analysis, association, comparison, inference) Memories✘Fantasy✘
problem solving process
problem found
primary link
analyse problem
central link
Form a representation of the problem = Understand the problem = Clarify the problem
main contradiction, secondary contradiction
propose a hypothesis
critical stage
test hypothesis
problem solving strategies
Algorithmic formula
trial and error
Try all the answers one by one
heuristic
Possible answers based on existing knowledge and experience
means-ends analysis
mountain climbing
Backcasting
analogical thinking
Factors affecting problem solving
problem situation
Mindset
positive and negative effects
Mindset - Pattern, Internal Readiness - Lu Qinsi - Measuring Cup Experiment
functional fixation
A kind of mindset
only negative effects
prototype inspiration
brewing effect
Archimedes (Crown)
Transfer (existing knowledge, experience, cognitive structure)
Emotions and Motivation
individual personality traits
Development of problem-solving skills
creativity
meaning
Ability can be divided into high and low levels. Everyone has it. The core is: divergent thinking.
feature
fluency
a large amount
Flexibility (flexibility)
Various types and uses
Originality (uniqueness)
I have what others don’t have
Influencing factors
environment
personality
causation
intelligence
IQ↑——Creativity↑↓
Creativity↓——IQ↑↓
Creativity↑——IQ↑
IQ↓——Creativity↓
IQ is a necessary condition for creativity
process
preparation period
Collect information, organize experience, master skills
gestation period
processing and reorganizing
Bright period
inspiration
Verification period
tested by practice
creative cultivation
creative teaching team
creative courses
Intuitive thinking training
Divergent thinking training
Speculation and hypothetical training
Self-design (handmade class)
Brainstorming - Osborne - The way to brainstorm - quantity not quality
Teaching Psychology
instructional design
Teaching goal design
Teaching objectives are the most important part of the entire teaching design
Classification
bloom
cognition
Knowledge - the lowest level of cognitive learning outcomes - know, remember, say, recognize
Comprehension - the lowest level of understanding - paraphrase, rephrase, give examples, illustrate
Application - higher level understanding - solutions, solutions, proofs, operations
Analysis – higher level cognitive learning – pointing out, finding, identifying, differentiating, classifying,
Synthesis - creativity - classification, summary, integration, creation, formulation, design
Assessment - the highest level of cognitive learning outcomes - assess, judge, evaluate, identify, appreciate, compare
emotion
Motor skills
Gagne
Verbal information, intellectual skills, cognitive strategies, motor skills, attitudes
Teaching strategy design
teacher-centered
Direct teaching (guided teaching)
Procedural knowledge (arithmetic, physical education)
accept learning
Declarative knowledge (history, literature)
student-centered
discovery learning
Bruner
Cooperative learning
Heterogeneous within groups, homogeneous between groups; 4-6 people
situational teaching
individualized instruction
Program teaching
Skinner's "Small steps lead to mistakes"
mastery learning
Bloom – 80%-100% of the time
Computer Assisted Instruction (CAI)
Interactivity, human-computer dialogue
Timely feedback
Present information vividly and vividly
self-paced
Main types of teaching strategies
Content-based strategy – learning content
Formal strategies—teaching organization forms
Method-based strategies—teaching methods and techniques
Comprehensive strategy - multi-faceted comprehensive development
Teaching evaluation design
Classification
norm-referenced assessment
Average score (ranking), used for selection and grouping
criterion-referenced evaluation
Homework standards (grades), generally used in school teaching evaluations
standardized academic achievement test
Teacher-made tests
School teaching evaluation is most commonly used and teachers are most willing to use it.
configuration evaluation
preparatory assessment
diagnostic evaluation
Methods and techniques
Quantitative teaching evaluation
reliability, validity, discrimination
Qualitative teaching evaluation
Observation evaluation, portfolio evaluation
classroom management
Overview
interpersonal relationships
Function
Maintain functionality - basic functionality
promotion function
Development function - heteronomy to self-discipline
Purpose
Establish a positive and constructive classroom environment
Influencing factors
Teacher leadership style – direct impact
participative leadership, supervisory leadership
Class size – an important factor
nature of class
group norms, cohesion
expectations for teachers
Classroom group management
formal group
Three stages - loose group, joint group, collective (the highest stage)
eg: class, group, young pioneers
informal group
Free combination, spontaneous formation
Both positive and negative
Find out the nature - encourage and help - guide and intervene
group dynamics
group cohesion
An important indicator to measure the success of a class
Understand group cohesion - form a sense of identity - form a sense of belonging - form a sense of strength
group norm
written and unwritten
classroom atmosphere
Comprehensive state of attitude and emotion that dominates the classroom
type
positive
negative
General type
confrontational
interpersonal relationships
Schutz's theory of interpersonal needs - the most basic interpersonal needs are: the need for tolerance, the need for control, and the need for affection
Principles - interaction principle; utilitarian principle; self-worth protection principle
Appearance - Attraction - Appearance, Ability/Talent, Familiarity/Proximity, Similarity, Sincerity exclude cooperate compete
Classroom discipline management
Classroom Discipline Overview
teacher-facilitated discipline
Code of Conduct
collective discipline
Everyone else does it too
self-enabled discipline
ultimate goal
mission-enabled discipline
class quiz
Strategies for Maintaining Classroom Discipline
Establish effective classroom rules
Properly organize classroom teaching
Do a good job in classroom monitoring
Cultivate students' self-discipline quality
Classroom structure
Three major elements of the classroom
students, learning process, learning situation
Three major elements of teaching efficiency
teacher, student, situation
classroom situation structure
Class size control
Establishing classroom routines
Assignment of student seats (related to interpersonal relationships)
Rectangle, ring, horseshoe shape
Classroom teaching structure
Reasonable use of teaching time
Curriculum preparation
Core Curriculum – 9am-10am
planning of teaching process
classroom problem behavior
nature
common behavior
negative behavior
educational concept
Basic Features
Negativity, universality, mainly mild
Correction
Prevention – the best way to deal with common problems
nonverbal cues
verbal reminder
intentionally ignore
praise
transfer rest
Mental Health and Teacher Psychology
Mental Health Overview
Two meanings
No mental illness; a positive and developing state of mind
Health: physical health, mental health, moral health, good social adjustment
three levels
Normal psychology, mild disordered psychology, severe morbid psychology
Correctly understand the standards of mental health
Taking into account both internal coordination and good external adaptation of the individual
There are high and low levels of mental health
Mentally unhealthy ≠ unhealthy psychology and behavior
Mental health and unhealthy are not opposites, but a continuum
The state of mental health is a dynamic process of change
Mental health or not is a matter of social evaluation
psychological assessment methods
psychological test
evaluative interview
Basic methods of psychological consultation and counseling
observation method, self-report method
Maintenance of mental health
mental health education
Main place - school
Process - Helping others help themselves
Purpose
Basic goal - prevent and treat mental illness and improve mental health
Basic goal - optimize psychological quality and promote all-round development
The ultimate goal - to develop psychological potential and achieve self-realization
way
Mental health education activity class
Discipline penetration
Class teacher work
School psychological counseling and psychological counseling
family Education
environmental education
social grind
psychological counseling
For all students Main target - normal students Main content - development coaching is a professional activity
in principle
For all students
Combining prevention with development
Respect and understand students
Give full play to students' subjectivity
Treat students individually
Promote the overall development of students
Target
Learn to Adapt—Basic Goals—Debug Coaching
Seeking Development—Advanced Goals—Developmental Coaching
behavior change methods
reinforcement method
Behavior - Reinforcement Stimulus - Reoccurrence
Token reward method
Tokens—symbolic reinforcers—can be redeemed for prizes
behavior shaping
Continuously strengthen responses that gradually approach the goal to form some more complex behavior
model law
punishment law
Eliminate bad behavior
self-control
behavioral contract law
Behavioral training methods
relaxation training
Systematic desensitization therapy (reciprocal suppression method)—Volpa
Affirmative training (confidence training, assertiveness training) - role play
Ways to Improve Students’ Cognition
cognitive therapy
Client Centered Therapy (Patient Centered Therapy)—Rogers
Rational Emotive Therapy (rational emotive therapy) - Ellis - ABC theory
A - fact, behavior, event B - Beliefs and opinions about A - irrational ideas (absolute requirements, extremely bad, over-generalization) C——Emotional consequences caused by the event
Common psychological problems and interventions
ADHD (Conduct Disorder Syndrome) in Children
Key features - attention deficit, hyperactivity, impulsive behavior
8-10 years old
Reasons - innate physical constitution, social factors (such as frequent criticism)
anxiety
Treatment - Muscle Relaxation, Systemic Desensitization Cognitive remediation program "I can handle this test" Exercise students’ character and improve their ability to cope with setbacks Do what’s best and don’t worry about the final result Pay attention to regulating your emotions before taking the exam
depression
persistent depressed mood
phobia
irrational fear
Simple fear, agoraphobia, social phobia
Treatment - Systemic desensitization therapy
obsessive-compulsive disorder
repeatedly
Obsessive thoughts, obsessive intentions, compulsive behaviors
Treatment - medication, behavioral therapy, establishing a supportive environment, Morita therapy "endure the pain and let nature take its course"
childhood aversion to learning
Acquired, emotional weariness of studying
Personality disorders and personality defects
The product of innate qualities and nurture
learning difficulties
Normal intelligence, no mastery of learning methods, common among primary school students
addicted to Internet
Teacher professional psychology
(1) Professional psychological characteristics of teachers
Teacher cognitive characteristics
Teaching cognitive skills
Base
Traits: Observation, attention, thinking
Professional literacy: moral literacy, knowledge literacy, ability literacy, psychological literacy
Teaching operation ability
concentrated expression
Teaching monitoring ability
The essential
Teacher personality characteristics
professional beliefs
Teaching efficacy——Bandura
General teaching efficacy: Teachers’ sense of efficacy in education (results)
Personal sense of teaching efficacy: teachers’ sense of their own efficacy (efficacy)
teaching attribution
professional character
Basic core - promotion
Main performance - understanding students, getting along with students, and understanding yourself
Teacher prestige
Essence: Good teacher-student relationship
Category: power prestige and convincing prestige National Law Society Personality Knowledge
Teacher behavioral characteristics
teacher expectancy effect
Pygmalion effect (Rosenthal effect)
self-fulfilling effect
maintenance expectancy effect
(ii) Teachers’ professional growth psychology
Comparison between novice teachers and expert teachers
Differences in lesson plans (lesson plans)
Expert Teacher - Foresight Expert Teacher—Main Steps and Teaching Content New Teachers—Some Details of Lesson Plans
Differences in classroom teaching process
Differences in post-course evaluation
Teacher growth stages and pathways
Fowler and Brown's three phases
Focus on survival (relationships)
Pay attention to the situation (teaching performance)
Pay attention to students (individual differences)
Ye Lan
①No attention (before formal teacher education)
②Virtual attention (normal study stage, including internship period)
③ Survival concern (new appointment)
④Task focus (from "Can I do it" to "How can I do it")
⑤Self
Berliner's stage theory of teachers' teaching expertise development
Novice teacher stage
Skilled novice teacher stage
Competent teacher stage
Professionally capable (proficient) teacher stage
Expert teacher stage
Ways for teachers to grow
①Observe and analyze the activities of outstanding teachers
② Carry out micro-teaching (5-20 minutes)
The most important feature - small training unit
③Specialized training
④Reflection
① Reflection process: specific experience - observation and analysis, re-generalization - active verification
② Teacher growth formula - Posner - experience reflection = growth
③ Brubache’s reflection method
① Reflection diary
②Detailed description→Observe each other
③Career development → Exchange and discussion among teachers from different schools
④Behavioral research→frontline teachers and researchers
(iii) Teachers’ professional mental health
burnout characteristics
Emotional Exhaustion – Core
depersonalization
Low sense of personal achievement
reason
Personal factors: Type A personality, low self-esteem, externally controlling teacher Type B (Buddhist)
teacher role formation stage
①Role cognition
know and understand
②Role identification
Experience and accept social responsibility firsthand
③Character belief
self-esteem and pride
teacher role dissonance
role conflict
between roles, within roles
unclear role
newbie
role interruption
two roles
role failure
Know how to do it, but not do it well