intelligence

subject knowledge

Other abilities and knowledge

status

constitute

clarity

Diversity

inspiring

participatory

task orientation

Timely evaluation of teaching effectiveness

The teacher’s personality, knowledge, and ability make students feel respected and convinced.

Essence: Good teacher-student relationship promotion

Personality prestige

intellectual prestige

emotional prestige

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

form

maintain

Rosenthal

The impact of teachers’ expectations on students’ academic performance and behavioral performance

Teacher Expectation Effect/Rosenthal Effect/Pygmalion Effect

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.

Teachers’ subjective speculations and judgments about their ability to influence students’ learning behavior and academic performance

personal teaching efficacy

General sense of teaching efficacy

to teachers

to students

external

teacher

external environment

teachers themselves

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.

emotional exhaustion stress dimensions

Dehumanization interpersonal dimension

Low sense of personal accomplishment Self-evaluation dimension

Workload

control

remuneration

social contact

fair

conflict of values

individual self-intervention

effective organizational intervention

do physical exercise

change behavior

Adopt a positive attitude and measures

Meet the different needs of teachers

Management based on teachers’ personality and psychological characteristics

Pay attention to optimizing the interpersonal environment of the school

Improve the social and economic status of teachers

Correct implementation of reforms

Help improve the image of teachers

epistemology

Structure 4

Cognitive Development Stage 4

Factors Affecting Cognitive Development 4

cultural history

zone of proximal development

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

principle of readiness

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.

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

Oral stage/oral stage/oral stage

anal phase

genital stage

incubation period

Sexual/reproductive phase

Trust versus distrust

autonomy versus shame

Initiative versus guilt

Diligence versus inferiority complex

Self-identity versus role confusion

Intimacy versus loneliness

Sense of reproduction versus stagnation

Self-integration versus hopelessness

Field independence and field dependence

Contemplative vs. Impulsive

convergence and divergence

Surface cognitive processing and deep cognitive processing

Successive processing and simultaneous processing

intelligence

intelligence scale

Gardner Multiple Intelligence Scale

(1) Cultivate students’ cognitive qualities

(2) Shape students’ good cognitive structure

(3) Promote students’ learning of three types of knowledge

Feature differences

Type differences

Understand students’ personality traits

Educate students with different personalities

Cultivate students’ good character

Learning is an activity shared by humans and animals

narrow sense

broad sense

The social nature of human learning

Language as a medium

proactive

definition

Learning Content

Learning level classification

Classification of learning results

Symbol learning (representation learning)

concept learning

proposition learning

knowledge learning

Skill learning

learning behavioral norms

Dog eating rattle experiment

Gain and fade

Generalization and differentiation

Unified physiology and psychology and conducted fruitful research on advanced psychological activities.

Teaching significance

Founder of behaviorist psychology

Ditch awareness and study observable behavioral changes

stimulus-response

The connection between stimulus and response is direct, there is no psychological or conscious intermediary

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.

Founder of modern educational psychology

Hungry cat opens mystery box

Learning essence

learning process

preparatory law

practice law

law of effect

The father of educational psychology; the first person to apply animals to study learning; the first educational psychology theory

Guiding significance

skinner box

View

strengthen

punish

subside

escape conditioning and avoidance conditioning

Program teaching and computer-assisted teaching

mastery learning

Negative Reinforcement Thought and Punishment Education

Participatory learning/observational learning

vicarious learning

status

process

Gorilla picking banana

Learning occurs through the epiphany process

The essence of learning is the gestalt of the internal structure of the subject

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.

white mouse

three way maze experiment

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)

Opposition and partial resistance to certain forms of strict behaviorism

Is the originator of cognitive psychology

substance

link

Structural teaching concept

Discover the teaching model

Four major contributions to learning theory

four laws

learning method

The relationship between learning materials and learners’ original knowledge structure

substance

inhuman

condition

substance

Three links in receiving knowledge

advance organizer technique

principle of gradual differentiation

Integration and coordination principle

information flow

control structure

Provide a reasonable amount of information

Improve students' attention

Presenting organized teaching materials

Organize effective review

Give effective feedback

Regulating student learning

self-actualization personality

intrinsic learning theory

Balanced development of the three aspects of knowledge and consciousness

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

learning type

meaningless learning

meaningful learning

Teachers provide resources and students decide how to learn

non-directive teaching model

Create a good classroom atmosphere (key to teaching)

Hold a group discussion around a topic

in principle

Give students maximum choice and pursuit, which is more suitable for university teaching

practice

Unrestrained and informal, 5-7 years old

Students do what they want to do and study the subjects they want to study

Teacher tasks

Knowledge is not an accurate representation of reality

Knowledge cannot accurately summarize the laws of the world

Knowledge does not necessarily have universal significance

Learning is a process of active construction

Learning is socially interactive

Learning is situational

Students already have relevant knowledge and experience

Students are the main body of knowledge construction

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

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

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

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

motivation

learning motivation

Activate function

Pointing function

Enhanced functionality

Learning needs and internal drive = learning drive

Learning expectations and incentives

internal learning motivation

external learning motivation

noble motive

lower motives

immediate motive

indirect motivation of vision

The relationship between learning motivation and learning effectiveness is not always consistent

Yerkes-Dodson law

Connectionist learning theory

External means such as rewards, praise, ratings, grades, competitions

Reinforcement plays a role in enhancing learning motivation

Punishment generally plays a role in weakening learning motivation

Denies human consciousness and initiative

Murray

Atkinson

motivation to succeed

Striving for success

motivation to avoid failure

Prevent losers from choosing very easy or very hard tasks

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.

Hyde

Weiner

Stability and instability, internal and external, controllable and uncontrollable

Ability level, effort level, task difficulty

Good or bad luck, physical and mental state, external environment

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.

Maslow

Physiology, safety, belonging and love, respect, self-actualization

The first four are missing needs

Self-actualization: cognitive needs, aesthetic needs, creative needs

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

bandura

A subjective judgment of whether one can successfully engage in an achievement behavior

Human behavior is affected by result factors and antecedent factors

outcome factors

Antecedent factors

Influencing factors

Combining individual needs, cognition, and emotions to study human motivation

mutual causation

Vicious cycle transformed into virtuous cycle

Maintain a sense of success in learning

1. Direct path: meet students’ original cognitive needs

2. Indirect transformation path: meet students’ other requirements and hobbies

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

Yerkes-Dodson law

Praise and rewards are more effective than criticism and blame

Effectively praise and reward

The impact of attribution on learning motivation

Positive Attribution Training – Effort

The evaluative concepts and beliefs an individual has about attitude objects

the emotion or affective experience that accompanies the cognitive component of an attitude

Refers to the intention or intention to prepare a certain response to an object

Follow the herd

obey

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

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

classical conditioning theory

reinforcement theory

social learning theory

cognitive balance theory

cognitive dissonance theory

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

dual story method

two levels

four stages

moral dilemma story

Three levels and six stages

family parenting style

social atmosphere

peer group

cognitive dissonance

Attitude stereotype

moral cognition

Educators practice what they preach

Gain moral experience in moral practice

Cultivate students’ moral judgment skills

Get social feedback

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

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

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

declarative knowledge

procedural knowledge

proposition

propositional network

Schema

knowledge acquisition

knowledge retention

knowledge extraction

production

production system

definition

Features

Formative stage

Influencing factors

definition

Features

Formative stage

Influencing factors

A synthesis of rules, methods, techniques and control methods used to achieve effective learning purposes

effectiveness

initiative

procedural

procedural

They are some methods and techniques for processing information. These methods and techniques can make information more effectively extracted from memory.

rehearsal strategy

Finishing strategy

organizational strategy

Flavel

Cognition of cognition, individual self-awareness and regulation of one's own cognitive activities

include

planning strategy

Monitoring strategy

regulation strategy

Strategies to assist students in managing available environments and resources

time management

environmental management

manage hard

Social resource utilization strategies/academic help

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.

Purpose

cognitive

seriality

Is the subject activity motivated and curious?

knowledge experience

Comprehensively and systematically master perceptual materials

existing knowledge and experience

Flexibility of individual thinking

existing knowledge and experience

Direct testing: practice, results testing

Indirect testing: weeding out erroneous hypotheses through inference

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.

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

functional fixation

prototype inspiration

brewing effect

Ambitious ideals, strong will, self-reliance, optimistic and decisive, and enterprising

Help students remember knowledge firmly

Ability to provide multiple variations to facilitate generalization of knowledge

Build a network structure

Combine specific subjects to teach thinking methods

Externalize ideas and conduct explicit teaching

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

Encourage students to proactively discover problems

Encourage students to propose hypotheses from multiple perspectives

Encourage self-evaluation and reflection

True creation

class creation

The number of different ideas generated within a specified period of time

a large amount

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

Ability to be uniquely intelligent and come up with unusual opinions that surpass oneself and peers, and possess novelty

Novel and unique

Knowledge and skills are the basis of creativity

But having knowledge and skills may not necessarily lead to creation

The relationship between creativity and intelligence is not a simple linear relationship

High IQ is a necessary but not sufficient condition for high creativity

sense of humor

Ambition and strong motivation

Tolerant of ambiguity and errors

like fantasy

Have strong curiosity

Have independence

family environment

school environment

social environment

Create a relaxed psychological environment

Give students ample room for choice

Reform the examination system and examination content

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

Divergent thinking training

Speculation and hypothetical training

self-design training

Brainstorming

meaning

scope

example

Directly promotes improvement of problem-solving abilities

Key links in ability formation

Guide learners, educators and related training personnel

Migration properties

Migration direction

Different levels of abstraction and generalization

Migrate content

The inner psychological mechanisms required for migration

form training theory

Same elements theory

generalization theory

relationship transformation theory

cognitive structure transfer theory

production transfer theory

reflective cognitive transfer theory