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MindMap Gallery educational psychology
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educational psychology
Teaching materials and examinations compile content about educational psychology, including problem solving and learning transfer, learning of knowledge and strategies, learning of attitudes and morals, etc.
Edited at 2023-12-21 03:09:26
- 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.
educational 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
educational psychology
Teacher psychology
Teacher professional psychological characteristics
meaning
The professional role of teachers determines that teachers should possess a series of specific characteristics
It is an important condition for teachers to do a good job in education and a reliable guarantee for cultivating students to become talents.
constitute
Teacher’s Cognitive Characteristics
intelligence
Teaching effectiveness is only marginally related to teacher intelligence
subject knowledge
clarity of teacher presentation
Appropriateness of feedback to students
Other abilities and knowledge
Skills, imagination and sensitivity in organizing learning activities and controlling learning variables
Promote
Teacher’s Personality Traits
status
essential characteristics
constitute
Responsibility
Work attitude: Enthusiastic, loving life and teaching
self-confidence
Confidence in one's own education and teaching
Tolerance
Respect students’ individual personalities that are not understood by the world
gregarious
Organize teachers and students to complete educational and teaching activities together
Teacher Behavioral Characteristics
clarity
The purpose of teaching behavior and teaching effectiveness are closely related and coordinated
Diversity
Reduce students’ disruptive behavior
inspiring
Leveraging students’ old knowledge
participatory
Guide students to actively participate in teaching
task orientation
Clarify teaching tasks
Activities in the classroom are all carried out around teaching tasks
Timely evaluation of teaching effectiveness
Adjustments after evaluation
Teacher professional psychology
Teacher prestige
meaning
The teacher’s personality, knowledge, and ability make students feel respected and convinced.
Essence: Good teacher-student relationship promotion
constitute
Personality prestige
Based on moral qualities such as truth-seeking and pragmatism, devotion to work, and uprightness.
intellectual prestige
Based on rich knowledge
emotional prestige
Based on students’ emotional trust in teachers
Impact on students and teacher-student relationships
The prerequisite for students to accept his teachings
Promote the internalization of students’ learning motivation
It is easy to arouse students’ positive emotional experiences, thus enhancing the educational effect.
regarded as role model
formation and maintenance
form
Have good education and teaching awareness and psychological structure
Basic conditions
Maintain good interactions and communication with students
Effective Ways
Strengthen the grooming of teachers' appearance, speech, behavior, habits, etc.
necessary conditions
Make a great first impression
shortcut
Strictly demand oneself and have the courage to criticize and self-criticize
spiritual power
maintain
Have a magnanimous, truth-seeking and pragmatic attitude
Able to correctly evaluate and rationally use one's own prestige
Strive to forge ahead and constantly improve ourselves
Always be a role model for students
teacher expectations
proposer
Rosenthal
meaning
The impact of teachers’ expectations on students’ academic performance and behavioral performance
other names
Teacher Expectation Effect/Rosenthal Effect/Pygmalion Effect
impact on students
Conveying positive expectations will make him progress faster and develop better
Conveying negative expectations will make people give up on themselves and give up their efforts.
teaching efficacy
meaning
Teachers’ subjective speculations and judgments about their ability to influence students’ learning behavior and academic performance
Classification
personal teaching efficacy
General sense of teaching efficacy
effect
to teachers
Affects how hard teachers work
Influence teachers’ work summary and further learning
Influence teachers’ work mood
to students
Teaching efficacy has strong predictive power on students’ academic achievement
Influencing factors
external
Sociocultural background
certain traditional educational concepts
The school’s teaching atmosphere and interpersonal relationships
teacher
values, self-concept
development and improvement
external environment
society
Establish a good atmosphere of respecting teachers and valuing education
School
Establish a complete and reasonable management system and rules
Further education and training
teachers themselves
Form a scientific outlook on education
improve teaching
Teacher mental health
International Congress of Mental Health standards on mental health
Physical, intellectual, and emotional well-coordinated
Adapt to the environment and have good interpersonal relationships
Have a sense of happiness
In life and work, you can give full play to your abilities and have a sense of efficiency
Teacher Mental Health Standards
Normal self-perception, emotional coordination, sound will, and complete personality
Harmony in interpersonal relationships
Identify with the teaching profession
Emotional harmony in the educational process
Educational originality
Teacher Burnout (Furdenberg)
meaning
A state of physical and mental exhaustion resulting from an individual's lack of coping resources and ability to cope with long-term occupational stress.
feature
emotional exhaustion stress dimensions
Loss of enthusiasm for work
Mood swings, easy to anger others
extreme fatigue
Dehumanization interpersonal dimension
Keep distance from students
Indifference, neglect, and denial of students
Low sense of personal accomplishment Self-evaluation dimension
Decreased self-efficacy
Devaluing the meaning and value of one’s work
Influencing factors (Marles)
Workload
control
remuneration
social contact
fair
conflict of values
intervention
individual self-intervention
change of ideas
Positive coping strategies and attribution styles
Proper diet and exercise
effective organizational intervention
Cut excessive working hours
Reduce workload
Clarify work tasks
Active communication and feedback
Establish an effective social support system
Maintenance of teachers’ mental health
Teachers' self-adjustment
do physical exercise
change behavior
Adopt a positive attitude and measures
School management reform
Meet the different needs of teachers
Management based on teachers’ personality and psychological characteristics
Pay attention to optimizing the interpersonal environment of the school
Social coordination and support
Improve the social and economic status of teachers
Correct implementation of reforms
Help improve the image of teachers
students' psychological development
student cognitive development
The meaning of cognitive development
theories of cognitive development
Piaget
epistemology
Cognitive development is a process in which children actively construct
Cognition originates from the action of the subject
The essence of cognition is adaptation
Structure 4
Schema
an organized, repeatable pattern of behavior or thought
Cognitive structure, the structure and organization of mental activities
Schemas are originally genetic
assimilation
Incorporate surrounding environmental factors into your own existing schema to strengthen and enrich the subject's schema
adapt
The subject changes existing schemas to adapt to changes in the environment
balance
Refers to the "balance" between assimilation and accommodation
Cognitive Development Stage 4
Sensory motor stage (0-2)
(1) Understand media: feeling, perception and action
(2) Object permanence: that is, children can still keep their representation in their minds even when the object is not in front of them.
Pre-operational stage (2-7)
(1) Schemas begin to be internalized into representations or image patterns, and representational symbols are used to replace external things.
(2) All things are animistic
(3) Self-centered
(4) Still unable to engage in abstract computational thinking
(5) Thinking is irreversible
(6) One-dimensional thinking, non-conservative thinking
Concrete operation stage (7-11)
(1) Able to think logically and need support from specific things
(2) Conservation of thinking: that is, children can realize that although the object changes in appearance, its unique attributes remain unchanged.
(3) Reversibility of thinking
(4) Get rid of self-centeredness
Formal operation stage (11-15)
(1) Deal with the relationship between propositions
(2) Thinking ability to perform hypothesis-deduction
(3) Have abstract logical thinking (close to adult level)
(4) Thinking is reversible and compensatory
(5) Improved thinking flexibility
Factors Affecting Cognitive Development 4
Vygotsky
cultural history
The interaction of children and their social environment (social interactions)
It is the result of internalization of social role
zone of proximal development
meaning
The gap between potential development level and actual development level
Theoretical inspiration
Teaching is ahead of development
The teaching content is slightly higher than the current level
The teaching significance of cognitive development theory
Cognitive Development and Learning Readiness
Learning readiness refers to the physical and psychological development levels and characteristics of students that promote or hinder learning when learning new knowledge.
Dynamic Process
portrait
Preparation for learning at all ages, from birth to maturity
Horizontal
The psychological structure formed by the mutual influence and interaction of various internal factors that appear at each age stage
principle of readiness
Teaching based on students’ original readiness status
Teaching should adapt to the level (stage) of students’ cognitive development
According to Piaget, learning is subordinate to development and the general cognitive level of the subject.
Appropriate and enlightening content that does not exceed the assimilation ability of the cognitive structure at that time and can promote their development to a higher stage.
Teaching should promote students’ cognitive development
Piaget - The role of systematic school teaching in accelerating cognitive development
Vygotsky - Teaching must adapt to the zone of proximal development and ultimately transcend the zone of proximal development to reach a new level of development
student personality development
Freud's theory of personality development
0~1 years old
Oral stage/oral stage/oral stage
1~3 years old
anal phase
3~6 years old
genital stage
7 years old to adolescence
incubation period
after puberty
Sexual/reproductive phase
Erikson's theory of personality development
0-1.5 years old
Trust versus distrust
Develop trust
hope
2-3 years old
autonomy versus shame
Develop autonomy
will
4-5 years old
Initiative versus guilt
Develop initiative
determination
6-11 years old
Diligence versus inferiority complex
Cultivate a sense of diligence
ability
12-18 years old
Self-identity versus role confusion
develop self-identity
loyalty
20-24 years old
Intimacy versus loneliness
Build friendships and have loving relationships with others
like
25-65 years old
Sense of reproduction versus stagnation
Being a parent and trying to benefit your children
care
After 65 years old
Self-integration versus hopelessness
self-integrate
wisdom
Personality differences among students
cognitive differences
Differences in cognitive styles
Field independence and field dependence
Contemplative vs. Impulsive
convergence and divergence
Surface cognitive processing and deep cognitive processing
Successive processing and simultaneous processing
cognitive ability differences
intelligence
The core of intelligence: thinking power.
The highest form of intelligence: creativity.
intelligence scale
Binet-Simon scale
the world's first
Stanford-Biner scale (referred to as S-B scale)
Push Meng
the world's most famous
Wechsler intelligence scale
intelligence scale for young children
intelligence scale for children
adult intelligence scale
Gardner Multiple Intelligence Scale
Verbal intelligence; logical-mathematical intelligence; spatial intelligence; motor intelligence; musical intelligence; social interaction intelligence; self-perception intelligence
Teaching measures to promote intellectual development
(1) Cultivate students’ cognitive qualities
(2) Shape students’ good cognitive structure
(3) Promote students’ learning of three types of knowledge
personality differences
concept
personality differences
Feature differences
Attitude characteristics
realistic attitude tendencies
Intellectual characteristics
Individual differences in mental activity processes
perception, thinking, imagination
emotional characteristics
A state of being affected by or controlling emotions
Emotional reaction intensity, speed, ups and downs
Will characteristics
Individuals consciously control their own behavior and behavioral efforts
Clear goals, control behavior, determination, tenacity, etc.
Type differences
Functional advantages
rational type
Emotional
Will type
mental activity tendencies
introversion
Outgoing
independence
Independent
Submissive
The educational significance of personality differences
Understand students’ personality traits
Educate students with different personalities
Cultivate students’ good character
learning theory
Learning Overview
learning concept
The meaning of learning
Learning is an activity shared by humans and animals
narrow sense
It only refers to human learning, that is, activities in which people consciously and proactively master social and individual experiences through language as a medium in social practice.
broad sense
It is a relatively permanent change in the behavior or behavioral potential of an individual (animals and humans) due to practice or repeated experience in a specific situation.
human learning
The social nature of human learning
Language as a medium
proactive
student learning
definition
Under the guidance of teachers, carry out in a purposeful, organized and systematic manner
Special forms of human learning
Learning Content
Knowledge, skills and learning strategies
Development of problem solving skills and creativity
Moral character and healthy psychology
Classification of learning
Gagne's classification of learning
Learning level classification
signal learning
stimulus-response learning
chain learning
verbal association learning
discrimination learning
concept learning
Rule or principle learning
problem solving learning
Classification of learning results
Intelligence skills
cognitive strategies
verbal message
Motor skills
manner
Ausubor's classification
Symbol learning (representation learning)
concept learning
Grasp the key characteristics and essential characteristics common to similar things
proposition learning
The relationship between several concepts or the activity of grasping the relationship between two specific things
Three modes of assimilation
Lower level learning
Upper level learning
learning in parallel
Classification of learning in my country (Feng Zhongliang)
knowledge learning
What needs to be solved is the problem of knowing and not knowing, and the depth of knowledge.
Including the understanding, consolidation and application of knowledge
Skill learning
Solve the problem of yes and no
Motor skills Mental skills
learning behavioral norms
Transform behavioral requirements external to the subject into an internalization process
behaviorist learning theory
Pavlov's classical conditioning
Classic experiment
Dog eating rattle experiment
Basic rules
Gain and fade
Generalization and differentiation
evaluate
Unified physiology and psychology and conducted fruitful research on advanced psychological activities.
Teaching significance
Create a pleasant learning atmosphere
Strengthen practice and practice
Build positive responses and eliminate negative ones
Watson's behaviorism
status
Founder of behaviorist psychology
research content
Ditch awareness and study observable behavioral changes
basic unit of behavior
stimulus-response
The connection between stimulus and response is direct, there is no psychological or conscious intermediary
The main points
Learning is the process of forming habits, the process of establishing a strong connection between stimulus and response
Children are passive individuals whose growth is determined by the environment in which they live.
Thorndike's theory of trial and error
Thorndike
Founder of modern educational psychology
Classic experiment
Hungry cat opens mystery box
Learning essence
Stimulus-response association
learning process
Try blindly - gradually reduce errors - try again
learning rules
preparatory law
practice law
law of effect
evaluate
The father of educational psychology; the first person to apply animals to study learning; the first educational psychology theory
Guiding significance
Teachers should allow students to make mistakes and encourage students to try more and learn from their mistakes.
Teachers should strive to ensure that students' learning can achieve positive results that are self-satisfying
Strengthen reasonable learning
Any study should be carried out in a state where students are prepared, and "surprise attacks" should not be carried out frequently.
Skinner's operant conditioning
Classic experiment
skinner box
View
Basic rules
strengthen
Strengthening is the most important and basic content
Any stimulus or event that can increase the frequency of response is a reinforcer
positive reinforcement
Present pleasant stimulation
eg: Praise for completing homework on time and raising your hand to answer questions
negative reinforcement
Eliminate or discontinue aversive/unpleasant stimuli
eg: Complete homework on time and raise your hand to answer questions without delay.
punish
The process of presenting or removing a stimulus to eliminate or inhibit the occurrence of such a response after the organism has made a certain response
Positive punishment (presentation)
Present aversive stimuli
eg: Didn’t finish the homework and clean up
Negative punishment (removal)
withdrawal of pleasant stimulation
eg: I can’t play games if I haven’t completed my homework.
subside
No reinforcement is given after the behavior occurs, and the probability of the reaction is reduced.
No reinforcement process
eg: Ignore students who make faces
escape conditioning and avoidance conditioning
escape
When aversive stimuli or unpleasant situations occur
eg: Take a detour after seeing garbage on the road; leave the house temporarily when you feel there is noisy people in the house
avoid
Indicates the occurrence of aversive stimuli or unpleasant situations
eg: When crossing the road, you hear the sound of a car horn and quickly avoid it. If you are riding an illegal bicycle and encounter a police officer, get off the car as soon as possible.
Teaching application
Program teaching and computer-assisted teaching
status
The first worldwide teaching reform movement in the 20th century
meaning
Decompose knowledge into a series of knowledge items, and gradually deepen the connection between knowledge
Students learn step by step according to the order of knowledge, and provide timely feedback and reinforcement for each knowledge item.
Enable students to finally master the knowledge they have learned
The essential
Carefully set up the sequence of knowledge items
Carefully set up reinforcement programs
mastery learning
proposer
Bloom
principle
Skinner's Continuous Progressive Method in Operant Conditioning Learning
idea
Given enough time and appropriate teaching, almost all students can master all content (80%~90%)
core
feedback-corrective system
step
Check-up after class
unit test
individual teaching
Second test
Negative Reinforcement Thought and Punishment Education
Bandura's social learning theory
Classic experiment
Learn to classify
Participatory learning/observational learning
vicarious learning
observational learning
status
most important form
process
Notice
Keep
Reappear
motivation
source of motivation
cognitivist learning theory
Kohler's Gestalt Epiphany
Classic experiment
Gorilla picking banana
Fundamental contents
Learning occurs through the epiphany process
The essence of learning is the gestalt of the internal structure of the subject
evaluate
The earliest cognitive learning theory
Emphasizes the important role of cognitive functions of observation, insight and understanding in learning, but with a touch of idealism and mystery
Thorndike's trial-and-error theory is not mutually exclusive or absolutely opposed to
Trial-and-error is a precursor to an epiphany; an epiphany is the end result of trial and error, two different styles, stages, or levels of learning.
Tolman's symbolic learning theory
Classic experiment
white mouse
three way maze experiment
View
Learning is a purposeful act, not a blind one
Learning is the recognition of "symbol-gestalt"
There is an intermediary variable (O) between external stimulus (S) and behavioral response (R)
evaluate
Opposition and partial resistance to certain forms of strict behaviorism
Is the originator of cognitive psychology
Bruner's cognitive discovery theory
View of learning
substance
Actively form cognitive structures
link
get(first)
Convert
evaluate
Teaching concept
Structural teaching concept
Understand the basic structure of the subject
Teaching principles
motivation principle
Curiosity, competence, reciprocity [Mantra: Good things happen]
structural principles
Actions, images, symbols [Mantra: Dongtufu]
Determine based on knowledge background and subject nature
procedural principles
Guide students in a series of methodical ways to state the knowledge structure
There is no single procedure that works for all students
Strengthening principles
Appropriate strengthening time and pace
Discover the teaching model
Teaching around a problem situation
Teaching is mainly based on students' discovery activities, and teachers mainly play a guiding role
Teaching has no fixed organizational form
Teaching application
Four major contributions to learning theory
Structural teaching concept
Discover the teaching model
intuitive thinking
learning situation structure theory
four laws
Learning situation explanation
Clearly explain the learning situation and the nature of the teaching materials
Proper organization of teaching materials
Organize the teaching materials appropriately according to students’ experience.
spiral course design
Appropriately arrange the difficulty and logic of teaching materials according to the psychological development level and cognitive style
Maintain learning motivation
In arranging the difficulty of teaching materials, consider maintaining students’ learning motivation.
Ausubor's meaningful acceptance learning theory
Learn to classify
learning method
accept learning
discovery learning
The relationship between learning materials and learners’ original knowledge structure
meaning learning
machine learning
The essence and conditions of meaningful learning
substance
The new knowledge represented by the symbols establishes a substantive and non-artificial connection with the appropriate knowledge already in the students' cognitive structure.
substantive
non-literal - expressing words that are different but equivalent
eg: Equilateral triangle (three equal sides and three equal angles)
inhuman
Some reasonable or logical connection established between old and new knowledge
eg: Equilateral triangle and triangle, triangle and parallelogram
condition
objective
Objective learning materials themselves have logical meaning
subjective
subjective learner factors
Have appropriate cognitive structures capable of assimilating new knowledge
Have a desire for meaningful learning
Proactively put new and old knowledge to work
Accept the essence and technology of learning
substance
Receptive learning refers to learning in which learners accept the meaning of things under the guidance of teachers
It is the process of concept assimilation and the main form of classroom learning.
People who are older and have richer knowledge and experience
Three links in receiving knowledge
First, find relevant concepts in the cognitive structure that can assimilate new knowledge.
Then find the similarities between the new knowledge and the concept of its fixed point function
Finally find the differences between old and new knowledge
advance organizer technique
The key factor
availability of appropriate, fixing ideas
concept
It is a kind of guiding material that is presented before the learning task itself. Its level of abstraction, generalization and comprehensiveness is higher than that of the learning task, and the original concepts are related to the new task.
Classification
declarative organizer
superior relationship
comparative organizer
Compare similar materials to provide a fixation point for new learning tasks, increase discriminability, and promote learning transfer.
Teaching application
principle of gradual differentiation
Integration and coordination principle
Gagne's information processing learning theory
information processing model
information flow
Feelings register
short term memory
long term memory
Information extraction, reaction
control structure
What to expect
learning motivation
execution strategy
cognitive strategies
Educational applications
Provide a reasonable amount of information
Improve students' attention
Presenting organized teaching materials
Organize effective review
Give effective feedback
Regulating student learning
humanistic learning theory
Maslow's learning theory
Main founder of humanistic psychology
View
self-actualization personality
Those who realize their own potential, those who are self-actualized or those with perfect functions and those who are mentally healthy
intrinsic learning theory
Combs’ holistic education philosophy
Theoretical basis for implementing emotional education
Put forward the educational thought of emotional education
Holistic Education Thought
Balanced development of the three aspects of knowledge and consciousness
seven goals
Fully develop students’ potential
Not only intellectual development, but also emotional development
A diverse and changing society
personal meaning
Through knowledge, emotion and intention, whole-person education
Create a challenging and non-threatening environment
Cultivate a pure and developed temperament and the ability to understand yourself
rogers learning theory
A meaningful view of free learning
learning type
cognitive learning
Only involves the mind, not emotions or personal meanings
Perfect person = informed unity
experiential learning
Spontaneous and proactive learning, combined with personal experience, desires and interests
learning method
meaningless learning
meaningful learning
The difference with Ausubel’s meaningful learning
Student-centered view of education
Teachers provide resources and students decide how to learn
non-directive teaching model
midwife, catalyst, person who facilitates learning, learning facilitator
Create a good classroom atmosphere (key to teaching)
Sincere and consistent
unconditional positive regard
empathy
Teaching mode
Topic-centered classroom discussion model
Hold a group discussion around a topic
in principle
Students invest their emotions and thoughts into group discussions in class
Individuality and uniqueness of group discussions
Free learning teaching model
Give students maximum choice and pursuit, which is more suitable for university teaching
practice
Students participate in determining learning content and teaching methods
Students learn in different ways and obtain learning content from different sources of information
Teachers and students jointly formulate a contract on the type and quantity of work
Arrange different types of classroom structures to allow students to participate freely
Students assess their own learning
Open classroom teaching model
Unrestrained and informal, 5-7 years old
Students do what they want to do and study the subjects they want to study
Teacher tasks
Promote student engagement with authentic material at the appropriate time
Make suggestions for activities and ask students to terminate activities near the end of class
Accurately observe students, establish student profiles, recommend activities, prepare encouragement and support, etc.
constructivist learning theory
Basic point
view of knowledge
Knowledge is not an accurate representation of reality
dynamic nature of knowledge
Knowledge is just an explanation of the world, not the final answer to a question
Knowledge cannot accurately summarize the laws of the world
The application of knowledge requires specific context
Knowledge does not necessarily have universal significance
Knowledge needs to be based on personally constructed understanding
View of learning
Learning is a process of active construction
Learning is a process of students' own construction, and they are active information constructors.
Learning is socially interactive
The learning process often needs to be completed through a learning community (a group composed of learners and their assistants)
Learning is situational
Learning should be combined with contextualized social practice activities
student view
Students already have relevant knowledge and experience
Students do not enter the classroom with empty heads.
Students are the main body of knowledge construction
Students are the main body of information processing and the active constructors of meaning.
Teaching mode
anchored teaching model
The Wanda Bilt Cognitive Technology Group, headed by Bransford, proposed
Problem-centered, anchoring knowledge in certain problem situations to stimulate students' curiosity and creativity
five stages
Introduction purpose
Presenting different types of "anchors"
Identify problems, analyze problems and develop problem resolution plans
Student groups
Teachers conduct overall evaluation process
Cognitive apprenticeship teaching model
Brown et al.
Methods that allow students to acquire, develop and utilize activity tools in real-world activities to support student learning in a domain Acquire, develop learning in live activities
Specific steps
demonstration
guide
subside
practise
Random Access Teaching
Spiro et al.
Randomly enter the same teaching content through different channels and methods, thereby gaining multi-faceted knowledge and understanding of the same thing or the same problem.
Steps
Present situation
Random access to study
divergent thinking training
collaborative learning
Evaluation
scaffolded teaching
Derived from Vygotsky’s “Zone of Proximal Development” theory
Provide a conceptual framework for learners to construct their understanding of knowledge to promote learning and help students construct knowledge
Basic links
preheat
explore
independent exploration
top-down teaching model
learning motivation
Overview of Learning Motivation
meaning and structure
meaning
motivation
The inner psychological process or internal motivation that causes and maintains an individual's activities and directs the activities toward a certain goal
learning motivation
An internal process or internal psychological state that stimulates individuals to carry out learning activities, maintains induced learning activities, and causes behavior to move toward certain learning goals.
The reasons or motivations that directly drive learning behavior
Function
Activate function
Promote people to produce some kind of activity
Pointing function
Human behavior will be directed towards a certain goal
Enhanced functionality
Maintain and adjust activities
basic structure
Learning needs and internal drive = learning drive
The psychological state in which an individual feels that there is some lack in learning activities and strives to satisfy it
From the perspective of the role of needs, learning needs are the internal driving force for learning.
Learning achievement motivation internal drive
cognitive drive
The need to understand things, master knowledge, and systematically elaborate and solve problems
Aim for knowledge
Self-improvement drive
The need for individuals to obtain corresponding status and prestige based on their academic achievements
gain status and self-respect
accessory drive
In order to gain the approval of elders and the acceptance of peers, individuals
gain approval and acceptance
Learning expectations and incentives
Learning expectations are an individual’s subjective estimation of the goals to be achieved by learning activities
Learning goals are the expected results that individuals want to achieve through learning activities
Learning expectations are the reflection of learning goals in the individual’s mind
An inducement refers to an external condition or stimulus that can arouse an organism's directional behavior and satisfy a certain need.
Inducements: Positive and Negative Incentives
Learning expectations are static, incentives are dynamic
Classification
sources of motivation
internal learning motivation
Caused by internal reasons such as individual interest, curiosity, or need for achievement
It has a great impact on learning activities and lasts for a long time.
Satisfaction lies in the learning process itself
external learning motivation
caused by external inducements
Small impact on learning activities and short time
The social significance of learning motivation content
noble motive
Altruism
lower motives
egoism
The relationship between the role of learning motivation and learning activities
immediate motive
indirect motivation of vision
impact on learning
Decide on the direction of study
Can enhance study effort
Affect the effect of learning
The relationship between learning motivation and learning effectiveness is not always consistent
Yerkes-Dodson law
Motivation level and behavioral efficiency form an inverted U-shaped curve
Moderate motivation levels have the best results for learning
The optimal level of motivation varies with the nature of the task. In easier tasks, work efficiency increases with the improvement of motivation; as the difficulty of the task increases, the optimal level of motivation tends to gradually decrease.
learning motivation theory
reinforcement theory
representative figure
Connectionist learning theory
View
External means such as rewards, praise, ratings, grades, competitions
effect
Reinforcement plays a role in enhancing learning motivation
Punishment generally plays a role in weakening learning motivation
evaluate
Denies human consciousness and initiative
achievement motivation theory
Promoter of achievement motivation
Murray
representative figure
Atkinson
Motivation classification
motivation to succeed
Striving for success
Choose a task with a 50% probability of success
motivation to avoid failure
Prevent losers from choosing very easy or very hard tasks
evaluate
Those who strive to succeed: their learning motivation should be stimulated by giving them novel and difficult tasks, arranging competitive situations, and strictly assessing scores;
To avoid losers: Arrange situations with less competition or less competitiveness. If you achieve success, praise and reinforce it in a timely manner. Be slightly more relaxed when assessing scores, and try to avoid blaming your mistakes in public.
attribution theory
The earliest proposer
Hyde
representative figure
Weiner
three dimensions
Stability and instability, internal and external, controllable and uncontrollable
six factors
Ability level, effort level, task difficulty
Good or bad luck, physical and mental state, external environment
evaluate
Helps understand the cause-and-effect relationship between students’ psychological activities
Helps to infer an individual's psychological characteristics based on learning behavior and its results
Helps predict the learning behavior that an individual may produce in a certain environment from specific learning behaviors and their results.
self-actualization theory
representative figure
Maslow
Basic needs
Physiology, safety, belonging and love, respect, self-actualization
The first four are missing needs
Self-actualization: cognitive needs, aesthetic needs, creative needs
evaluate
Students' lack of learning motivation may be due to some low-level needs that are not fully satisfied
Teachers should not only care about students' learning, but also pay attention to students' lives
self-efficacy theory
representative figure
bandura
definition
A subjective judgment of whether one can successfully engage in an achievement behavior
View
Human behavior is affected by result factors and antecedent factors
outcome factors
strengthen
direct reinforcement
vicarious reinforcement
self-reinforcement
Antecedent factors
expect
Result expectations, performance expectations
Influencing factors
Success or failure experience (the most important factor), attribution methods
evaluate
Combining individual needs, cognition, and emotions to study human motivation
Cultivation and stimulation of learning motivation
nourish
Utilize the interactive relationship between learning motivation and learning effects
mutual causation
Vicious cycle transformed into virtuous cycle
Transform students’ experiences of success and failure
Improve students’ knowledge and skills
Maintain a sense of success in learning
Make every student experience success
The difficulty of the subject should be appropriate
Topics should be presented from easy to difficult
Get a sense of success next time on a subject that originally failed
Utilize direct generation pathway and indirect transformation pathway
1. Direct path: meet students’ original cognitive needs
Answer students’ questions patiently and effectively
Carefully organize informative and engaging classroom teaching
Guide students to use the knowledge they have learned to solve practical problems
2. Indirect transformation path: meet students’ other requirements and hobbies
Extracurricular activity group (nature group)
excitation
Create problem situations and implement heuristic teaching
It has a certain degree of difficulty and requires students to work hard to overcome it, but it is a learning situation within their ability.
Be familiar with the teaching materials and fully understand students’ existing cognitive structures
Appropriately control motivation levels based on task difficulty
Yerkes-Dodson law
Make full use of feedback information and properly reward and punish
Praise and rewards are more effective than criticism and blame
Effectively praise and reward
Correctly guide the attribution of results and encourage students to continue working hard
The impact of attribution on learning motivation
Positive Attribution Training – Effort
Attitude and moral character learning
Attitude formation and change
meaning of attitude
An internal state of readiness or reaction tendency formed through learning that affects one's behavioral choices
First, attitude is a state of internal readiness rather than the actual reaction itself
Second, attitude is different from ability
Third, attitudes are formed through learning, not innate
structure of attitude
Cognitive Components (Basics)
The evaluative concepts and beliefs an individual has about attitude objects
Emotional component (core)
the emotion or affective experience that accompanies the cognitive component of an attitude
behavioral component
Refers to the intention or intention to prepare a certain response to an object
attitude learning process
comply
Follow the herd
It means that under the pressure of social groups, individuals give up their own opinions and adopt behaviors consistent with the majority of people.
obey
Behaviors performed by individuals in accordance with social requirements, group norms or the will of others are forced to occur due to external influences.
agree
Take the initiative to accept the influence of others in terms of thoughts, emotions, attitudes and behaviors, and make your own attitudes and behaviors close to those of others.
In essence, it is an imitation of role models.
Features
A certain degree of consciousness, initiative and stability
Internalization
Consistent with other people's thoughts and opinions, integrating the thoughts that one agrees with with one's own original opinions and beliefs to form a complete value system
Features
High degree of consciousness, initiative and determination
attitude acquisition theory
learning theory
classical conditioning theory
reinforcement theory
social learning theory
cognitive theory
cognitive balance theory
proposer
Hyde
Basic point
(1) When the cognitive system is imbalanced, it will produce unpleasant and other psychological pressures, driving the cognitive subject to try to restore cognitive balance.
(2) Pay attention to the influence of intermediaries or transmitters on attitude changes, and pay attention to the influence of interpersonal relationships on attitude changes.
cognitive dissonance theory
proposer
Festinger
Basic point
Individual attitudes and behaviors are inconsistent, reducing dissonance
Dissonance reduction methods
①Change your understanding of behavior
②Change your behavior
③Change your understanding of the consequences of your behavior
Ways to Promote Attitude Change
conditioned response method
Provide role models
Persuasion
Provide information factually
Effectively use arguments for and against
Give full play to the role of emotion, convince people with reason or move people with emotion
Consider the original attitude and gradually increase the requirements
Ways to Strengthen Attitudes
The formation and cultivation of moral character
concept of moral character
is the abbreviation of moral character
Stable psychological characteristics and tendencies displayed by individuals based on certain social moral principles and behavioral norms
It is the reflection of social morality on the individual and is the core part of personality with moral evaluation significance.
structure of moral character
Moral understanding - the foundation, core and internal basis of moral character
Moral emotions - internal motivation, catalyst, fundamental factor in forming moral beliefs
Moral will - the spiritual force that regulates and maintains moral behavior
Moral behavior - an important symbol and key to measuring character
theories of moral development
Piaget
dual story method
two levels
From heterodiscipline to self-discipline (10 years old)
Heteronomy: external standards set by others
Self-discipline: internal standards recognized by oneself
Development reflects
From simple rules to real rules
From objective responsibility to subjective responsibility
From the fairness of obedience to the fairness of equality and fairness
From expiatory punishment to retributive punishment
four stages
Egocentric stage (2~5 years old)
Authoritative stage (6~8 years old)
Reversible stage (9~10 years old)
Fair stage (11-12 years old)
Kohlberg
moral dilemma story
Three levels and six stages
pre-conventional level
Heteronomous moral stage (punishment and obedience)
Simple egoism stage (relative to utilitarianism)
custom level
Good boy (seeking recognition)
Comply with regulations
post-conventional level
social contract
universal ethics
General conditions for the formation of moral character
external
family parenting style
Democracy, trust, tolerance
social atmosphere
Both good and bad atmosphere may affect
peer group
peer group to which one belongs
internal
cognitive dissonance
Prerequisites for Attitude Change
Attitude stereotype
premise
moral cognition
Existing moral principles and norms
Cultivation of moral character
Moral knowledge turns into moral beliefs
Educators practice what they preach
Gain moral experience in moral practice
Cultivate students’ moral judgment skills
Get social feedback
The formation and cultivation of moral emotions
Integrate moral awareness with emotional experience
Guide students to put their moral understanding into action
Use excellent literary and artistic works to arouse emotional resonance among students
Guide students to make correct evaluations of moral situations
Pay attention to the emotional influence of teachers
The formation and cultivation of moral will
Develop strong moral convictions
Encourage students to use outstanding figures as role models for their own moral will
Create moderately difficult situations to hone moral will
Guide students to exercise their will through self-education
Formation and cultivation of moral behavior habits
Increase desire to practice consciously
Provide situations for repeated practice
Use aphorisms to urge students to persist in practice
Pay attention to overcoming bad behaviors and habits
Use behavior modification methods to eliminate bad behaviors
Learning knowledge and strategies
knowledge learning
The concept and classification of knowledge
Anderson's taxonomy of learning
declarative knowledge
Descriptive knowledge, knowledge that can be stated directly in words
what, why, how
Example: Nanchang is the capital of Jiangxi Province
procedural knowledge
Operational knowledge, knowledge that indirectly infers its existence by borrowing the form of homework
What to think and do
Example: Convert fractions to decimals
learning of declarative knowledge
representation of declarative knowledge
proposition
It is the smallest unit of word expression, used to express a fact or describe a state.
Thesis and relationship composition
Example: Xiao Ming reads
propositional network
Schema
learning process
knowledge acquisition
Knowledge intuitive
Classification
Intuitive in kind
direct perception of actual things
Observe things, demonstrate various experiments, visit factories or rural areas
Impressionistic and intuitive
direct perception of the simulated image of things
Pictures, charts, models, slides, instructional films
Intuitive language
Arouse the images in students' minds under the influence of vivid and vivid words
How to improve visual effects
Flexibility to use a variety of intuitive methods
Intuitive in kind
Intuitive modeling (highlighting essential elements and key features)
Strengthen the coordination between words and images
Intuitive image
Provide clear observation goals, guidance, and procedures
Use precise words to describe the intuitive consequences of the image
According to the teaching tasks, choose a reasonable way to combine words and images.
Intuitive language
Pay attention to whether students have relevant memory representations and enrich students' memory representations
Teachers’ verbal descriptions must be of high quality and be vivid and precise.
Use the laws of perception to highlight the characteristics of intuitive objects
law of intensity
law of difference
law of activity
combinatorial law
Teach students observation methods and develop good observation habits
Observation is a purposeful, planned, and active perceptual process
Stimulate subjective initiative and allow students to fully participate in the intuitive process
knowledge summary
definition
Through in-depth processing of perceptual materials such as analysis, synthesis, and comparison
The process of obtaining a rational understanding of the essential characteristics and internal relationships of a type of things
Classification
Perceptual summary
rational generalization
effective generalization
Clearly outline the purpose and direction
Use positive examples and counterexamples together
Offers a wide variety of variations
Scientific comparison (similar, different)
Inspire students to consciously summarize
knowledge retention
forgetting of knowledge
It is the inability/misrecognition or reproduction of demerit material.
Ebbinghaus forgetting curve
Reason for forgetting (none)
trace decay theory
interference theory
Extraction failed says
Assimilation theory (cognitive structure theory)
The theory of repression (the theory of motivated amnesia)
how to overcome
Use a retelling strategy
Adopt a finishing strategy
Adopt organizational strategy
chunked coding
Appropriate overlearning
Additional learning after learning to reach the stage of chanting
Learning proficiency 150%
Overlearning level 50%
Review properly
Review in time, combine dispersed and concentrated review, and try to review
knowledge extraction
Recognize
remember
Learning of procedural knowledge
representation
production
The smallest unit of procedural knowledge
Condition one activity rule
(C-A rule)
production system
Intelligence skills
definition
It can also be called mental skills or cognitive skills, which refers to a way of cognitive activities performed in the mind with the help of internal speech.
Reading skills, writing skills, calculation skills, memory skills, language translation skills
Features
Conceptuality of action objects
Implicitness of action
simplicity of action structure
Formative stage
Feng Zhongliang
prototype orientation
Understand the practical model of smart activities. Know what to do and how to do it.
"Orientation phase of activity"
Main task
Determine the practice model of learned wisdom skills
get a clear reflection in the mind
Teachers need to do
Enable students to understand the complete action structure
Make students understand the necessity of action structure regulations
Give full play to students’ initiative and independence
Teachers need to demonstrate
Prototype operation
The activity program plan established in the mind is implemented through explicit operation
"Phase of material or materializing activity"
Teachers need to do
Presents all actions of wisdom skills
Form the appearance of intelligent skills
Pay attention to the mastery and transformation of students' intelligent skills
Reasonable use of language
Archetype internalization
The practical model (prototype) of intellectual activity is transformed into the mind
The vocal external speech stage, the silent external speech stage, and the internal speech stage
Teaching needs attention
Follow operating procedures
The use of language gradually decreases
Generalization of intelligence skills
Pay attention to the mastery of wisdom skills
Influencing factors
Enthusiasm and initiative of the subject
Completeness, independence and generality of the prototype
The cultivation of intellectual skills begins with the archetypal directional image established by the subject
Completeness
Have a clear understanding of the activity structure
independence
Allow students to independently determine or understand the structure of the activity and how it operates
generalization
Continuously change the operation objects to improve the generalization of the activity prototype
Speech use adapted to characteristics of the development stage
Intelligent skills are enabled by inner speech
effect
Prototype orientation and manipulation
Logo action, organization
Archetype internalization
Consolidate action representation and further generalize
Operation skills
definition
On the basis of practice, it consists of a series of practical actions and a reasonable and complete procedure.
Gymnastics, playing ball, swimming, playing, singing, writing and other skills
Features
The materiality/objectivity of the action object
explicitness of action
Extensibility of action structure
Formative stage
operational orientation
The process of understanding the structure and requirements of operating activities and establishing a directional image of operating activities in the mind
What to do, how to do it
It is carried out on the basis of orientation
Operation imitation
Actual reproduction of a specific movement pattern or behavior pattern
The essence of imitation is to express the directional image in the mind through actual actions.
Operational integration
Previously learned movements are fixed and become stereotyped and integrated movements.
Skilled in operation
Action execution reaches a high degree of perfection and automation
Automation: high degree of control without conscious awareness
Influencing factors
Effective guidance and demonstration
Guidance is more conducive to learning operational skills than discovery
Pay attention to overall demonstration and decomposition demonstration
practise
status
Key links and basic ways to form skills
practice curve
Practice method
continuous operational tasks
Distributed practice > Focused practice
Incoherent operational tasks
Focused practice > Distributed practice
Operational tasks are not too complex
Overall practice > Partial practice
quite complicated
Partial exercises > Whole exercises
Combination of simulation exercises, practical exercises and psychological exercises
feedback
internal feedback, external feedback
Influencing factors
Feedback content
frequency of feedback
Feedback method
kinesthetic
Complex internal kinesthetic perception, properties of various muscle activities
Kinesthetic training to improve stability and clarity
learning strategies
Learning Strategies Overview
definition
A synthesis of rules, methods, techniques and control methods used to achieve effective learning purposes
feature
effectiveness
initiative
procedural
procedural
cognitive strategies
concept
They are some methods and techniques for processing information. These methods and techniques can make information more effectively extracted from memory.
Classification
rehearsal strategy
definition
In order to retain information internally, language is used to reproduce learning materials and stimuli in the brain in order to maintain attention on the learning materials. It is the main means of memory.
Classification
Use unconscious and conscious memory
Is it purposeful and conscious?
Eliminate mutual interference
Proactive, retroactive; primary cause, proximate cause
Overall recognition and segmental recognition
Short, internally connected - whole
Larger, more difficult, and less internally connected - segmented
Retelling using multiple senses
eyes, ears, mouth, hands
Diversified review forms
Apply knowledge learned in practice
Experiments, reports, summaries, discussions, explanations
Line drawing and circle annotation
Commonly used when reading
Finishing strategy
definition
Deep processing strategies that connect newly learned material to existing knowledge to add meaning to the new information
Understanding memory strategies
Common strategies
mnemonics
location memory method
Shorten and compose verses
Homophone association idea
keyword method
visual association method
semantic association
take notes
Ask a question
generative learning
Use background knowledge to connect with reality
organizational strategy
meaning
Integrate the internal connections between new knowledge and old and new knowledge to form a new knowledge structure
Common strategies
Make an outline
First, systematically analyze, summarize, and summarize the material, and then write down the main and secondary points in brief words and logical relationships in the material.
Make use of graphics
System structure diagram
flow chart
pattern or model diagram
network diagram
Utilize forms
List
Two-way table
metacognitive strategies
concept
Flavel
Cognition of cognition, individual self-awareness and regulation of one's own cognitive activities
include
metacognitive knowledge
Knowledge knows what to do
metacognitive experience
Cognitive experience and emotional experience accompanying cognitive activities
Metacognitive Monitoring (Core)
Monitor and regulate cognitive activities - knowing when to do it and how to do it
Classification
planning strategy
Monitoring strategy
regulation strategy
resource management strategy
concept
Strategies to assist students in managing available environments and resources
Classification
time management
environmental management
manage hard
Social resource utilization strategies/academic help
Problem solving and learning transfer
problem solved
Definition, characteristics
concept
It refers to the process in which an individual applies a series of cognitive operations to reach the goal state from the starting state of the problem.
Features
Purpose
reach a specific goal state
cognitive
through inner psychological processing
seriality
A series of mental activities, namely cognitive operations
mental process
problem found
Is the subject activity motivated and curious?
knowledge experience
clarify the problem
Comprehensively and systematically master perceptual materials
existing knowledge and experience
propose a hypothesis
Flexibility of individual thinking
existing knowledge and experience
test hypothesis
Direct testing: practice, results testing
Indirect testing: weeding out erroneous hypotheses through inference
Influencing factors
Problem situations and representations
How the problem is presented
Too much or too little information contained in the problem situation is not conducive to solving the problem
The closer it is to people's existing knowledge and experience, the easier it is to solve the problem; on the contrary, the farther it is from people's existing knowledge and experience, the more difficult it is to solve the problem.
existing knowledge and experience
The quantity and quality of existing knowledge and experience both affect problem solving. The more experience related to problem solving, the greater the possibility of solving the problem; but if a large amount of knowledge and experience is stored in the mind in a disorganized manner, It will not help solve the problem
Mindset and functional fixation
Mindset
Also known as aspiration, it is a state of preparation for human psychological activities.
There are both positive and negative impacts
functional fixation
A special type of stereotype proposed by Dunkel
A person often only sees the habitual function of an item, but cannot see other possible uses, which makes the individual tend to use the item in a habitual way
hinder problem solving
Prototype inspiration and brewing effect
prototype inspiration
Inspiration from information obtained from other things or phenomena to solve current problems
Things or phenomena that have an inspiring effect are called prototypes
brewing effect
When you have been working on a problem for a long time and you can't figure it out, you stop temporarily and do other things, and suddenly you come up with a solution.
individual psychological characteristics
Ambitious ideals, strong will, self-reliance, optimistic and decisive, and enterprising
Development of problem-solving skills
Improve the quantity and quality of students’ knowledge reserves
Help students remember knowledge firmly
Ability to provide multiple variations to facilitate generalization of knowledge
Build a network structure
Teach and train problem-solving methods and strategies
Combine specific subjects to teach thinking methods
Externalize ideas and conduct explicit teaching
Provide a variety of opportunities to practice, learn and apply
Avoid low-level, simple questions or repetitive mechanical exercises; consider the quality of the exercises
Variety of practice forms
Improve the flexibility, flexibility and breadth of knowledge application
Cultivate students’ habit of thinking about problems
Encourage students to proactively discover problems
Encourage students to propose hypotheses from multiple perspectives
Encourage self-evaluation and reflection
creativity
definition
The ability or characteristics of people to solve problems in novel ways and produce new, socially valuable products
new
True creation
First in human history
class creation
original to the individual
Have social value
Basic Features
Divergent thinking is the core of creativity
fluency
The number of different ideas generated within a specified period of time
a large amount
Flexibility (flexibility)
Those who don’t stick to the rules, don’t dig into others’ corners, are able to adapt to changes, learn by analogy, and come up with more different types of answers to the same question.
Many types
originality
Ability to be uniquely intelligent and come up with unusual opinions that surpass oneself and peers, and possess novelty
Novel and unique
Influencing factors
Knowledge
Knowledge and skills are the basis of creativity
But having knowledge and skills may not necessarily lead to creation
intelligence
The relationship between creativity and intelligence is not a simple linear relationship
High IQ is a necessary but not sufficient condition for high creativity
personality
sense of humor
Ambition and strong motivation
Tolerant of ambiguity and errors
like fantasy
Have strong curiosity
Have independence
environment
family environment
Parents’ education level, parenting style, family atmosphere
school environment
School atmosphere, encouraging students’ autonomy and freedom of learning activities
social environment
Encourage independent spirit and open society
how to cultivate
Create an environment conducive to creativity
Create a relaxed psychological environment
Give students ample room for choice
Reform the examination system and examination content
Pay attention to the shaping of creative personality
protect curiosity
Relieve individuals’ fear of answering questions incorrectly
Encourage independence and innovation
Pay attention to illogical thinking skills
Provide students with creative role models
Provide courses to cultivate creativity and teach thinking strategies
Divergent thinking training
Speculation and hypothetical training
self-design training
Brainstorming
Learning transfer
Learning Transfer Overview
definition
meaning
Also called transfer, the influence of one type of learning on another type of learning, or the influence of acquired experience on the completion of other activities
scope
Knowledge, skills, behavioral norms and attitudes, etc.
Not only exists within an experience, but also exists between different experiences
example
Draw inferences from one instance, draw inferences from analogies, and learn ten things from one thing.
effect
Directly promotes improvement of problem-solving abilities
Key links in ability formation
Guide learners, educators and related training personnel
Classification
Migration properties
positive migration
negative transfer
Migration direction
Ordinal migration
reverse migration
Different levels of abstraction and generalization
horizontal migration
vertical migration
Migrate content
General migration
special migration
The inner psychological mechanisms required for migration
assimilation migration
Adapt to migration
Reorganization and migration
transfer theory
Early days
form training theory
define
Initially, there was a lack of scientific basis
View
Based on functional psychology
Transfer is the result of training the mental faculties. The key to training lies in form.
Migration happens automatically and unconditionally
Same elements theory
represent
Thorndike
woodworth
common elements theory
View
Transfer can only occur when the two situations have the same elements
The more similar connections between two situations, the greater the transfer; transfer is specific and conditional
The denial of formal training denies to some extent the complex cognitive activities in the transfer process.
generalization theory
represent
Judd
View
Emphasis on the role of generalized experience or principles in transfer, and the general principles obtained can be partially or fully applied to both previous and later learning.
Generalized experience is only one of the conditions that affects the success of migration, but it is not the whole story of migration.
relationship transformation theory
represent
Gestalt school
View
The essence of migration is an individual’s understanding of the relationship between things
Depends on the ability to understand the overall relationship between various elements and the ability to understand the relationship between principles and actual things
contemporary
cognitive structure transfer theory
represent
Ausubel
View
Learner cognitive structure is an important factor affecting transfer
Prior knowledge and experience - a key factor
Migration does not occur directly, but is achieved through changes in cognitive structure
The availability, discriminability, and stability of the cognitive structure will affect transfer; the learner's cognitive structure is changed through organizers.
production transfer theory
represent
Singletary, Anderson
View
The greater the overlap in the generation methods of procedural knowledge, the greater the amount of transfer.
It is the modernization of Thorndike's theory of common elements.
reflective cognitive transfer theory
View
The transfer of strategic knowledge requires improving learners’ reflective cognition levels
One is knowledge about what the learner already knows, and the other is knowledge about how to regulate the learner's behavior
Teaching significance
Teachers teach strategic knowledge and help students develop reflective skills
Influencing factors
Learning object similarity
common ingredients
Learning materials, environmental clues in learning, learning results,
Learning process, learning goals, attitudes and emotions
original cognitive structure
Learner’s knowledge background—basic prerequisites
Generalization level of cognitive structure - a crucial role
Learners’ cognitive skills or strategies and metacognitive strategies—an effective approach
Learning aspiration and mindset
Settlement has both promoting and hindering effects
Teaching that promotes transfer
Selected textbooks
Scientific achievements with extensive transfer value serve as the basic content, basic knowledge, skills and behavioral norms of teaching materials
Must also include basic, typical factual materials
Properly arrange teaching content
Structural (logical relationship between each component) Integration (integration of each component into an organic whole) Networking (each element crosses up, down, left, right, vertically and horizontally)
Reasonably arrange teaching procedures
The most direct link for effective teaching materials to be effective
Macro: basic knowledge, skills and attitudes; micro: similarity between learning objectives and learning process
Teach learning strategies and increase transfer awareness
Learning strategies and their metacognitive strategies
classroom management
Classroom Management Overview
Classroom management concepts
Classroom Management Functions
Maintain function
Maintain a good learning environment and fully participate in learning
basic skills
promotion function
Enhance and enhance the effectiveness of classroom teaching
Promote student learning
development function
Help students acquire self-management skills
Classroom Management Goals
Get more study time for students
Increase opportunities for students to participate in learning activities
Help students develop self-management abilities
Classroom management content
classroom atmosphere
connotation
In teaching, a soft environment arises and develops from the interaction between teachers and students, and is formed by the common attitudes and emotional dominant states of most students.
relative stability
type
Positive
Quiet and active, warm and deep, loose and strict
Negative
Students are nervous, absent-minded, and unresponsive
Confrontational
out of control
Teacher leadership style and classroom atmosphere
authoritative
Lead all teachers in the classroom to make decisions
democratic
Leadership and teaching in a democratic way
Laissez-faire
Teachers do not intervene in leadership teaching
Conditions for creating a good classroom atmosphere
Teacher’s classroom operation ability
Insight
take into account
Grasp the smooth transition of segmented teaching links
Keep the whole class engaged in learning activities
Create lively and diverse teaching situations
Avoid the microwave effect when punishing students
Teacher’s Empathy Ability
Put yourself in students’ shoes and experience their emotions
teacher expectations
Understand students and have appropriately high expectations for each student
Teacher's Anxiety
moderate anxiety
Class rules
The meaning of classroom discipline
External norms and controls exerted on students' classroom behavior
Types of classroom discipline
Teacher-facilitated discipline--teacher's help and guidance
Collectively promoted discipline--the role of collective public opinion and collective pressure
Task-enabled discipline - a specific task
Self-promoting discipline - the ultimate goal
Basic Strategies for Maintaining Classroom Learning Discipline
Promote class discipline to a good start
Best Strategies for Maintaining Student Attention and Interest
Regulation of problem behaviors in classroom learning
Treat different student behaviors differently
praise other students
Correct application of punishment
Problem behaviors in classroom learning
concept of problem behavior
Bad behavior directed toward the environment and others, behavior that directly hinders the teaching or learning process, and certain maladaptive behaviors
common problem behaviors
Maladaptive
bored
frustration or nervousness
seeking attention and status
hyperactivity
Regulation of problem behaviors in classroom learning
Develop appropriate teaching plans
Establish a good teaching order
Adjust students’ cognitive structure
Behavior modification and psychological counseling
Coordinate peer relationships
Psychological efficacy of school groups
Society encourages and discourages
social fueling
Efficiency of activities in the presence of others > Efficiency of activities alone
social disincentive
Efficiency of activities in the presence of others < efficiency of activities alone
depersonalization
Disappearance of individuality, also known as de-repression and de-inhibition
Group pressure and consciousness influence, leading to weakening of self-direction function or loss of sense of responsibility
group polarization effect
When individuals participate in group discussions, they will tend to support extreme decisions due to the influence of the group atmosphere.
Classification
adventure offset
Group decisions are more risky and radical than individual decisions
Offset with caution
Group decision-making is more cautious and conservative than individual decision-making
classroom physical environment
meaning
The specific teaching environment composed of teaching time and space factors
constitute
Classroom layout
good ventilate
Suitable temperature
Adequate lighting
Quiet tones
low background noise
Seat mode
class size