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Educational Psychology - Chapter 4 Learning Psychology ✓
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Edited at 2024-03-13 10:19:49- bacteria
This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
- Plant asexual reproduction
This is a mind map about plant asexual reproduction, and its main contents include: concept, spore reproduction, vegetative reproduction, tissue culture, and buds. The summary is comprehensive and meticulous, suitable as review materials.
- Reproductive development of animals
This is a mind map about the reproductive development of animals, and its main contents include: insects, frogs, birds, sexual reproduction, and asexual reproduction. The summary is comprehensive and meticulous, suitable as review materials.
Educational Psychology - Chapter 4 Learning Psychology ✓
- bacteria
This is a mind map about bacteria, and its main contents include: overview, morphology, types, structure, reproduction, distribution, application, and expansion. The summary is comprehensive and meticulous, suitable as review materials.
- Plant asexual reproduction
This is a mind map about plant asexual reproduction, and its main contents include: concept, spore reproduction, vegetative reproduction, tissue culture, and buds. The summary is comprehensive and meticulous, suitable as review materials.
- Reproductive development of animals
This is a mind map about the reproductive development of animals, and its main contents include: insects, frogs, birds, sexual reproduction, and asexual reproduction. The summary is comprehensive and meticulous, suitable as review materials.
- Recommended to you
- Outline
learning psychology
learning motivation
concept
It refers to a psychological tendency and internal motivation that stimulates individuals to carry out learning activities, maintains the induced learning activities, and directs behavior toward certain learning goals.
Learning motivation is the internal motivation that directly drives students to learn
Composition (structure)
Learning needs (intrinsic conditions): Feeling lacking and striving to satisfy it - fundamental motivation
Including: learning interest (the most active component in learning motivation), hobbies, and learning beliefs
New learning needs to be formed through two pathways: the direct pathway and the indirect transformation pathway.
Learning expectations (external conditions): Expectations ≠ goals, learning expectations refer to the reaction of learning goals in the individual’s mind - incentives
Positive inducement (positive inducement) - positive behavior, tending towards or approaching a certain goal
Negative inducement (negative inducement) - negative behavior, leaving or avoiding a target
Classification of external triggers
Intellectual incentives: goals and feedback
Emotional triggers: praise and criticism
Social Incentives: Competition
effect (The impact of learning motivation on the learning process)
Start function (activate function) - from scratch
Orientation function (pointing function) - choose one from many aspects
Maintain and regulate function (enhance function) - feedback on results
Classification
Classification by source of triggers
internal learning motivation
Intrinsic needs (interest in the activity itself, the most stable and important) eg: curiosity, liking, and knowledge are not as good as those who are good at it
external learning motivation
External incentives (interested in learning results) eg: The book has its own golden house, and the book has its own beauty.
mutually convertible
Inside → Outside: Desi Effect
Outside → Inside: Learn to learn and become interested
Classification according to the relationship between motivation and learning activities
Direct motivation – interest in the learning activity itself
Indirect motivation - additional, coming from others (social significance, parental expectations)
Classification according to the distance between behavior and goal
Proximity motivation - short duration of action
Vision Motivation – long-lasting effect
Feng Zhongliang
近景的直接动机——来源于学习内容和学习结果的兴趣
eg：学生的求知欲，对学科的浓厚兴趣，教师生动的讲解，教学内容的新颖
The effect is obvious, the stability is poor, and it is easily affected by the environment.
远景的间接动机——来源于社会意义和个人前途的兴趣
eg：大学生的历史使命，找个好工作，争取班级荣誉，为中华民族崛起而读书
Correct motivation is stable and long-lasting, incorrect motivation is the opposite.
近景的间接动机——社会观念、父母意愿、教师期待
eg：为了教师的鼓励，家长的奖励而读书，为了同学们瞧得起而读书
Classification by social significance of content
noble motives
Altruism eg: Studying to realize the Chinese dream will bring joy to all the poor people in the world.
base motives
Egoism, self-centeredness, e.g. reading for the purpose of making money, seeking personal fame and fortune
Classified according to origin
physiological motivation; social motivation
Classification according to the role of learning motivation in activities
dominant learning motivation
auxiliary learning motivation
Ausubel's taxonomy of achievement motivation
Cognitive drive - towards the task itself (to gain knowledge)
Internal motivation (the most stable)
Self-improvement drive - own achievements, status, ranking, self-esteem, prestige, honor (earning status)
Affiliated internal drive—obtaining recognition and approval from elders
Basis of existence ① Emotional attachment ② Derived status ③ Consciously adjusting oneself to meet the expectations of the elders
external motivation
儿童早期 （附属内驱力最突出）
儿童后期、青少年期 （附属内驱力减弱） （对象从长者变为同伴）
青年期 （自我提高内驱力） （认知内驱力）
Learning motivation VS learning effect and learning efficiency
Learning motivation VS learning effect
Positive consistency - strong learning motivation, high learning enthusiasm, good learning behavior, and good learning results
Want to learn, learn well
Negative consistency - weak learning motivation, low learning enthusiasm, poor learning behavior, poor learning effect
It’s not good if you don’t want to learn
Positive inconsistency - the learning motivation is not strong, but if the learning behavior is good, the learning effect may also be good
Not good at studying, but good grades
Negative inconsistency - strong learning motivation and high enthusiasm for learning, but poor learning behavior and poor learning results
Study hard, get poor grades
Positive: good effect Negative: poor effect Consistency: unity of motivation and behavior Inconsistency: opposite motives and behaviors
Learning Motivation VS Learning Efficiency – Yerkes-Dodson’s Law
Overall, in general, the relationship between learning motivation and learning effect is consistent.
In specific learning activities, insufficient or excessive motivation will affect the learning effect.
The optimal level of motivation varies with the nature of the task. Generally speaking, the optimal level is moderate intensity motivation.
Motivation level and behavioral effects form an inverted U-shaped curve
theory
Reinforcement Theory - Behaviorism Reinforcement Principle
Maintain students' learning motivation (external stimulation) through rewards and punishments
Hierarchy of needs theory - humanism Maslow
Students' lack of motivation may be caused by certain missing needs that are not fully met.
Achievement Motivation Theory - Atkinson-McClelland
Achievement motivation refers to the desire and tendency of individuals to work hard to overcome obstacles, use their talents, and strive to solve certain problems quickly and well.
Classification
Motivation to succeed - choosing a task with a 50% probability of success - the purpose is to increase self-esteem and gain psychological satisfaction
Arrange tasks that are difficult, novel and competitive
Motivation to avoid failure – choosing tasks that are very easy or difficult – designed to prevent injury to self-esteem and psychological distress
Arrange tasks that are not highly competitive
Attribution theory of success and failure - Weiner
Three dimensions, six factors
Effort is the only controllable, ability and difficulty are the only two stable things
Educational Enlightenment and Significance
For individuals: ① Changes in expectations for next time results ② Personal emotional reactions
Attribution guidance: ① Seeking understanding is the basic motivation for behavior; ② Attributed to effort > ability, it can produce a stronger emotional experience eg: "Mischief Kiss" Yuan Xiangqin Jiang Naoki ③Continuous failure → attribution ability → powerlessness over the results → learned helplessness
Learned helplessness theory - Seligman
Experiment: A white mouse jumps high
Significance: Teachers use feedback to encourage and support students in feedback, help students make correct attributions, and rebuild their confidence.
Generation process: Obtaining failure experience → Cognition based on the experience → Forming expectations that “future results are also uncontrollable” →Shows motivation, cognitive and emotional impairment, affecting subsequent learning
Effective solution strategies: ① Positively evaluate students and cultivate students’ self-control beliefs. ② Create a good environment and create a harmonious teacher-student relationship. ③Guide correct attribution and conduct effective training. ④ Ensure the continuation of love and allow for differentiated development.
Self-efficacy theory - Bandura
Refers to a person's subjective judgment of his or her ability to successfully engage in a certain activity.
Factors influencing human behavior (R)
Antecedent factors – expectations
Result expectations - an action leads to a result
Efficacy expectations - your ability to do something
Result Factors - Reinforcement
direct reinforcement, vicarious reinforcement, self-reinforcement
effect
①Determine people's choice of activities and persistence in activities ②Influence people's attitude in the face of difficulties ③ Not only affects the acquisition of new behaviors, but also affects the performance of acquired behaviors - the completion of learning tasks ③ Self-efficacy also affects emotions during activities
☆Influencing factors
The experience of success or failure of one's own behavior - direct experience
Successful experiences will increase performance expectations, while repeated failures will lower performance expectations.
The biggest influence and the most important factor
vicarious experience - indirect experience
Many of an individual's efficacy expectations stem from observations of others
verbal suggestion/persuasion
Others' verbal cues can improve one's own sense of efficacy, but the effect of verbal cues lacking an empirical basis is not solid.
Not easy to last
emotional arousal
Moderate levels of emotional arousal are optimal
Self-worth theory - Covington
Achievement Goal Theory - Dweck
ability entity view
Viewpoint: Ability is stable and cannot be changed
Students with learning difficulties are more likely to develop
Establish performance goals to make others think you are capable - give them tasks with a high probability of success
Another name: self-involved learner
Capability Growth View
Viewpoint: Ability is not fixed and can be changed
Get help using more effective learning methods
Establish mastery goals, for yourself - give him tasks of medium difficulty
Another name: task-involved learners
Locus of control theory - Rotter
internal control
Everything is up to you, success is attributed to your own efforts, failure is attributed to your own negligence, and you are willing to take responsibility
external control
Everything depends on people, success is attributed to luck, failure is attributed to the influence of others, and unwillingness to take responsibility
With the same intelligence, students with internal control have higher grades than students with external control
Self-determinism - Desi, Ryan
Premise: Have potential and be willing to challenge
Content: extrinsic motivation→internalized motivation→intrinsic motivation Internalized motivation refers to external factors that stimulate individuals’ internal recognition and pursuit of the meaning of learning activities, and is the dominant motivation for students.
Factors affecting learning motivation
Subjective factors: ① Needs and goal structure ② Maturity and age ③ Personality and individual differences ④ Ambition level and values ⑤ Anxiety level is medium and best
Objective level: home-school community, family, public opinion, school teacher role models
Stimulating and cultivating learning motivation
Eye-catching appearance Competing for the best in magnanimity
Provide clear, timely and frequent feedback
Set appropriate goals
Proper use of external rewards and punishments
effective praise
express clear expectations
Appropriately control motivation levels based on task difficulty
external
Provide competition education to students
Create problem situations to stimulate interest and maintain curiosity
Core: Understand students
Principles: ① Small and specific ② Novel and interesting ③ Appropriate difficulty ④ Inspirational ⑤ Relevant to reality
basic requirements:
Cultivate appropriate self-efficacy, guide correct attribution, and transfer learning motivation
internal
learning strategies
concept
It refers to learners purposefully and consciously formulating complex plans related to the learning process in order to improve learning effectiveness and efficiency.
Learning strategies (large, complex) ≠ Learning methods (small) Learning methods are the basis of learning strategies.
feature
Initiative: something that learners proactively plan and use in order to complete their learning goals.
Effectiveness: Learning strategies are necessary for effective learning and are related to effectiveness and efficiency
Process nature: Learning strategies are about the learning process, whether to do it or not to do it, do it first or do it later, how to do it, and to what extent.
Procedural: Learning strategies are learning plans made by learners consisting of rules and skills. Basically the same plans exist for relatively the same type of learning.
eg: PQ4R reading method
Another version: "Control internal and external movement" The organic unity of operability and monitoring—the most basic feature The organic unity of explicitness and implicitness The organic unity of initiative and mobility
Classification
cognitive strategies (Processing object information itself)
rehearsal strategy (rote learning, mechanical repetition of memory)
In terms of review time: review in time, review in a scattered manner
Number of reviews: Overlearning
Review method: combine two, more, and two, eliminate interference to draw lines
Use multiple senses to collaboratively memorize and review in various forms
The combination of conscious memory and unconscious memory, the combination of overall memory and partial memory
Eliminate mutual interference
draw line
Review attitude: be positive, maintain a positive attitude, and cultivate interest.
Retelling strategies are divided into: retelling of the memorization process and retelling of the retention process. Strategies for retelling the memorization process: ① Use casual memory and conscious memory ② Eliminate mutual interference ③ Involvement of multiple senses ④ Combining overall memorization and partial memorization ⑤ Combining repeated reading and trying to memorize ⑥ Over-learning Maintain process review strategies: ① review in time ② combine distributed review and concentrated review ③ diversify review forms ④ draw lines
Finishing strategy (Understanding and Memory) - Three Chicken Essences are generated every time you ask a question
Mnemonics (boring and boring, must be memorized, far-fetched to give meaning)
Image memory method - distinct specific images - eg: On the map, Shanxi looks like a parallelogram and Gansu looks like a telephone Visual association method - strange and dynamic mental imagination - eg: if you want to remember "airplane" and "box", imagine the plane passing through the box
The idea of homophonic association - sound clues, borrowed meanings, artificial associations - eg: Pi 3.14159 is remembered as "a temple on the top of a mountain and a pot of wine" Keyword method - new concepts are linked to sound cues and visual representations - eg: gas (gas) is remembered as "people die because of gas poisoning"
The first word linking method - connect the first word of the memorization material to memorize - eg: Bruner's discovery - the teaching principle of the cognitive teaching concept "movement and knot Cheng Qiang" Reduction of song compilation tips - each item of memorization material is reduced to one word - eg: memorize the content of "Xin Chou Treaty" "Qian Ban Army Hall" is homophonic to "Qianjin Hotel" eg: Twenty-four solar terms song compilation techniques
Location mnemonics - remembering some names or object sequences by associating familiar places in order
Semantic association, feature memory method, meaning translation method, memorization chain method
take notes
Good memory, bad writing skills, lack of ink, it’s not just copying (paraphrase, write a summary, make your own annotations, create analogies, ask and answer your own questions, explain)
Effectively control your own cognitive processing
Helps summarize new knowledge and establish connections between old and new knowledge
Helps maintain learners' attention and interest, and organizes material effectively
Ask a question
Deepen understanding
generative learning
Change the perception of information and train students to generate analogies or representations of what they read, such as graphics, images, tables and illustrations, to enhance in-depth understanding
eg: Read the application question and draw a diagram; the classroom allows students to form sentences in their own words.
Use background knowledge and connect with objective reality
Linking old and new knowledge
organizational strategy (Summarize after understanding)
Classification strategy - chunking: similar classification, contrastive classification, subordinate classification, progressive classification
Outline strategy – making an outline
Topic outline method: irrelevant sentences → topic → sentence connections; give the article a title
Symbol outline method: graphics (structure chart, flow chart, mind map), tables, symbols, schemas
metacognitive strategies (Awareness of cognition, monitoring and adjustment of the learning process)
Planning Strategy (Previous)
Set learning goals, formulate learning plans, browse learning materials, allocate learning time, and generate questions to be answered
Monitoring Strategies/Attention Strategies (Medium)
Insufficient feedback in time based on goals, including: tracking attention during reading, self-questioning of materials, and monitoring speed and time during exams
Adjustment strategy (rear)
The results of cognitive activity monitoring can identify cognitive biases and adjust strategies or correct goals in a timely manner.
Metacognition - proposed by Flavell Also known as "anti-examination cognition, supercognition, metacognition" Dong Qi’s classification: metacognitive knowledge, metacognitive experience, metacognitive control monitoring
resource management strategy
Time management strategy - arrange study time in an overall manner, efficiently use the best time (biological clock, work curve), and flexibly use fragmented time
Environmental Management Strategies – Natural Environment, Learning Spaces
Effort management strategies - stimulate intrinsic motivation, establish correct learning beliefs, choose challenging learning tasks, adjust success or failure standards, and correctly attribute self-rewards
Academic Help (Resource Utilization Strategies)
Utilization of learning tools (help-seeking tools), social human resources (help-seekers)
Learning strategy training principles (Imagine yourself as a teacher training students)
principle of subjectivity
Students as the main body
internalized principles
Internalize learning strategies into your own abilities and apply them in specific practice
generative principle
Creatively generate new things and apply them
principle of specificity
Use different strategies for different content, train different students with different strategies, and teach students in accordance with their aptitude
Effective monitoring principles
Monitor the effectiveness of a certain strategy and decide whether to adopt other strategies
personal efficacy principle
Good learning strategies → high level of self-confidence → high sense of learning efficacy
Boiled peanuts are particularly effective
Teaching model for training learning strategies
Guidance teaching model
Programmed training mode
Gestalt training model
interactive teaching mode
cooperative learning model
Learning transfer
concept
Learning transfer, also called training transfer, refers to the impact of one type of learning on another type of learning, or the impact of acquired experience on the completion of other activities.
Knowledge, skills, behavioral norms, attitudes and morals are all learned and can be transferred. Temperament is formed innately and cannot be transferred.
Classification
By nature and consequences of migration
positive migration/facilitative migration
New learning plays a positive role in promoting old learning
eg: Learn faster and deeper, which is beneficial to
negative migration/inhibitory migration
hindering effect
eg: confusion, influence, interference, obstruction
zero migration
Special form, learning before and after does not affect each other
According to the direction of migration
Ordinal migration
The impact of prior learning on subsequent learning
reverse migration
The impact of later knowledge on prior knowledge
Endorsement in the morning is not subject to proactive inhibition, only retroactive inhibition. ——Reverse negative migration Endorsement at night is not inhibited retroactively, but is inhibited only proactively. ——Negative migration in forward direction
By content to be migrated, scope of migration
General migration/universal migration/non-special migration
Specific application of principles, attitudes, methods, and thinking
eg: Use the rectangular area formula to solve problems in life eg: English pronunciation skills (methods) applied to other languages
Specific migration/special migration
The original experience elements and their structure have not changed, it is just a recombination of existing specific experience elements.
eg: The impact of learning "oral" on learning "quality" eg: After learning "foot" and "ball", learn "football"
Different disciplines – general migration Same discipline - specific migration
The level of abstraction varies according to the migration content.
Horizontal migration/lateral migration
same level of generalization
eg: The impact of learning about mammals on learning about reptiles
vertical migration/vertical migration
different levels of generalization
Lower learning: top-down transfer (original high - new learning low)
Upper level learning: bottom-up transfer (original low - new learning high)
Upper: High level of generalization, advanced, large Bottom: low level of generalization, subtle, small
According to the inner psychological processing mechanism
assimilation transfer
The original knowledge structure remains unchanged, the quantity changes, and new knowledge is integrated into the old knowledge.
eg: Draw inferences from one instance, draw inferences from analogies, and learn ten things from one thing.
compliant migration
Facing new situations, it is necessary to adjust the original knowledge and experience (qualitative change) to form a new, more advanced knowledge structure that accommodates new and old knowledge.
eg: Original - newspapers, books, TV New situation - computer network New higher level cognitive structure - media
recombinant migration
Quantitative change + qualitative change The basic experience remains unchanged, but the combination relationship between components changes. Adjust the relationship between various elements to form new content.
eg: e, a, t——eat (specific migration) eat——tea (reorganizational migration)
According to the migration path
high road migration
Requires significant conscious involvement and the application of learned abstract knowledge to another situation
eg: Application of ancient poetry in composition; application of physics knowledge in life
low path migration
Automation, requiring little conscious involvement (skill transfer)
eg: Learn to ride a bicycle, learn to ride an electric bike
According to the degree of migration
Self-transfer - same situation - eg: do the same question again
Near transfer - similar situations - eg: do similar questions again
Far migration - different scenarios - eg: do a completely different question again
By migrated content area
Transfer of knowledge and understanding
Transfer of motor skills
Transfer of habitual attitudes and emotions
theory
Early days
Form training theory - Wolff
① Based on functional psychology; ② Transfer is unconditional and spontaneous; ③ Extensive training, enhanced functions, and automatic transfer
The earliest migration theory lacked scientific theoretical basis
eg: Cognitive ability, language sense. It is believed that the English recitation ability is exercised and the Chinese recitation ability is also improved.
The theory of common elements/theory of identical elements——Thorndike/Wu Weishi
Area estimation, shape perception experiment
① Transfer is very specific and conditional; ② The more similar elements between the two types of learning, the greater the amount of transfer.
Evaluation: Common factors are objective and necessary conditions for learning transfer, but they are not the only conditions.
Generalization theory/empirical generalization theory——Judd
Underwater target shooting experiment (one group teaches the principles, and the other group only practices)
The better you summarize previously learned principles, experiences, principles, etc., the better the transfer effect will be.
Relationship Transformation Theory/Relationship Theory——Kole
Chicken foraging experiment (dark gray and light gray sprinkle food, dark gray and black sprinkle food, what the chick sees is the relationship between the two)
① The learner realizes the relationship between the two learning experiences; ② Transfer is the understanding and enlightenment of the relationship between the two situations
contemporary
Cognitive structure transfer theory - Ausubel
Original cognitive structure will affect migration
The original cognitive structure has high availability, great discriminability, and strong stability—it can better promote the transfer of new knowledge.
All meaningful learning must include transfer. (✓)
“Teaching for transfer” actually shapes students’ good cognitive structures. (✓)
Production Theory – Anderson
The more production overlap between two tasks, the greater the amount of transfer
Situational Theory - Greenough
Migration consists in how to adapt to different situations with an unchanged structure or action diagram
Factors affecting migration
Characteristics of learning materials
eg Thorndike's theory of the same elements
original cognitive structure
egAusubel’s cognitive structure transfer theory
The impact of the original cognitive structure on transfer is reflected in ① whether the learner has the corresponding knowledge background, which is the basic prerequisite for transfer; ② The generalization level of the original cognitive structure plays a vital role; ③ Whether the learner has the corresponding cognitive skills or learning strategies plays an important role
understanding of learning situations
The situations created in the learning environment must be similar to those in social practice; the situations in which knowledge is acquired and the situations in which knowledge is applied must also be similar.
Mental readiness for learning (psychological orientation)
level of learning strategies
intelligence and ability
Teacher guidance
Teaching that promotes transfer
Reform the content of teaching materials, select teaching materials, rationally arrange teaching content, and promote transfer
Reasonably arrange teaching procedures to promote transfer
Teach students learning strategies and improve students’ transfer awareness
Change the evaluation of students
knowledge learning
concept
Individuals internalize external information and organizations into their brains as knowledge.
Essence: The human brain reflects the characteristics and connections of objective things and is the subjective representation of objective things.
It is the form in which human experience, thought, and wisdom exist.
Classification of knowledge
According to the depth of response activities
perceptual knowledge
External characteristics, external connections - eg perception, representation
rational knowledge
Essential characteristics, internal connections - eg concepts, propositions
Points according to the performance of knowledge (Polanyi)
explicit knowledge
knowledge from books
tacit knowledge
knowledge stored in the mind
eg memory, experience, technology, feelings
According to the way of acquiring knowledge
direct knowledge
personally experienced
indirect knowledge
Knowledge left behind by others’ experiences
According to the complexity and variety of knowledge application
Well-structured domain knowledge
There is a fixed answer
Poorly structured domain knowledge
The answer is not fixed
According to different representation forms of knowledge (Anderson) Depending on the form of reaction activity
Declarative knowledge (descriptive knowledge)
Knowledge that can be directly described in language - static nature Answers the question "what and why"
It is easy for people to realize, and people can clearly express it systematically using words or other symbols.
Concept, proposition (minimum unit), proposition network, representation, diagram
Learning process: acquisition, retention, extraction (understanding, consolidation, application)
eg: Basic principles in mathematics, physics and chemistry/Essentials of movements in physical education (notes on certain movements)/Chemical molecular formulas/Learning ancient poetry/Learning history
Procedural knowledge (operational knowledge)
Automated behavioral steps specific operations - dynamic nature Answers the question "What to do, how to do it"
Reflected in actual activities, whether an individual has procedural knowledge is not judged through his memories, but through activities.
Production, production system (if... condition is met, then... operation is produced)
Composition stages: declarative stage, procedural (transformation) stage, automation stage
eg: Chinese syntax rules/English grammar rules/movement skills in sports
Strategic knowledge (Meyer)
Knowledge about how to learn and how to think - learning methods
Strategic knowledge is a skill of internal regulation - thinking is done in the head, and the acquisition and application of strategic knowledge cannot be separated from metacognitive monitoring.
knowledge learning
Concept: Learning of knowledge = mastering of knowledge
Category: Ausubel
According to the existence form and complexity of knowledge itself
symbolic learning
Representation learning + specific reference (learning the meaning of a single symbol or a group of symbols, symbols and things directly establish an equivalence relationship)
①Chinese and English vocabulary eg: "book" "integrity" ②Non-verbal (physical objects, actions, traffic lights, graphics, images and charts) eg: cats, pie charts and sector charts ③Facts (time, place, name) eg: "Revolution of 1911", "Sun Yat-sen", "Karst Landform", "Southwest" - symbol learning "Sun Yat-sen led the Revolution of 1911" "Karst landforms are mainly distributed in southwestern my country" - propositional learning
concept learning
Master the essential attributes + key characteristics of a type of thing; generally refers to
eg: Animals whose forelimbs are wings and have no teeth but a beak are called birds. (The concept of birds generally refers to many animals with the same essential attributes and key characteristics)
Concept components: ① name; ② definition (after the colon); ③ attributes; ④ examples (positive and negative examples)
Two basic forms of individual acquired concepts Concept formation: discovery learning Assimilation of Concepts: Receptive Learning
proposition learning
Learn to judge the relationship between several concepts. The smallest unit of knowledge, an advanced form of declarative knowledge mastery.
relationship between several concepts
State simple facts (non-general propositions)
eg: "Sun Yat-sen led the Revolution of 1911"
State general rules, laws and formulas (general propositions)
eg: speed × time = distance
According to the relationship between old and new knowledge and original cognitive structure (the process of cognitive assimilation)
Lower-level learning/generic learning: learn the upper-level concepts first, and then learn the lower-level concepts. Top-down learning.
Derived generic learning: After learning the subordinate concept, no new understanding of the original concept is produced. After learning about fruits, learn about apples, and after learning about fish, learn about carp.
No change in original cognition (quantitative change)
Related generic learning: After learning the lower concept, you have a new understanding of the original concept. When primary school students learn mathematics, they only know integers at first, and later they learn decimals, fractions, and negative numbers. The understanding of numbers changes. We learned that "protecting the national flag is a patriotic act" and then learned that "saving resources is a patriotic act." The concept of "patriotism" has changed
Change expands original knowledge (qualitative change)
Upper-level learning/overall learning: learn lower-level concepts first, and then learn higher-level concepts. Bottom-up learning.
Learn about apples and bananas first, then fruits.
learning in parallel
The levels are the same, there is no inclusive relationship, and the newly learned knowledge does not supplement the original knowledge.
Learn about animals first, then plants.
effect
① The learning and mastering of knowledge is one of the main tasks of school teaching; ② It is the basis for the formation and development of students’ skills and abilities; ③ It is a necessary prerequisite for creativity (creative attitude and creative ability are two important signs of individual creativity); ④It is one of the factors in the formation of students’ attitude and moral character.
knowledge learning process
acquisition of knowledge
perception of knowledge
Perception and Observation
Knowledge intuitive
Intuitive in kind
practical things, experiments
Impressionistic
models, images, videos, slideshows
Intuitive language
Vivid and vivid language (used extensively in teaching)
Methods to improve the intuitive effect of knowledge: ①Flexibly choose between physical intuition and model intuition In the early stages of learning, the intuition of images is better than the intuition of objects. ②Strengthen the coordination between words and images ③Use the laws of perception (law of intensity, law of difference...) to highlight the characteristics of intuitive objects. ④ Cultivate students’ observation skills ⑤ Let students fully participate in the intuitive process.
knowledge understanding
Thought process and knowledge understanding
Knowledge summary and knowledge understanding
Perceptual summary: external, intuitive, low-level, representation, intuition
Rational summary: internal, essence, advanced, connection, thinking
The understanding of knowledge is mainly achieved through two steps: intuition and summary of teaching materials.
Effectively summarize knowledge (short answer)
Use positive examples and counterexamples together
Use variations correctly
scientific comparison
Inspire students to make conscious generalizations
Concept of forward and reverse transformation ratio
Positive examples: Examples that fall into this category
Counterexamples: Examples that do not fall into this category
Variation: a positive example that changes non-essential attributes and highlights essential attributes. eg: Penguin is a variant of bird
Compare: Highlight similarities and differences
maintenance of knowledge
Meyer's learning process model: emphasizes the storage and long-term memory of old knowledge, and the need to establish connections with new knowledge
The three systems of memory "short and long"
"Instant short and long" characteristics
Forgetting and its causes
Use memory rules to promote knowledge retention
Understand the meaning of study materials
Precise processing of materials to promote knowledge understanding
Use chunked learning strategies to rationally organize learning materials
Use multiple information encoding methods to improve the quality of information processing
Effective use of mnemonics
Appropriate overlearning
Pay attention to review methods to prevent knowledge forgetting
Application/extraction of knowledge
Formation of skills
Concept: Skills refer to regular cognitive activities (mental skills) and physical activities (operational skills) that are acquired through practice.
Features
Learning or practicing as a way to develop skills
——Not an instinctive behavior
Movement patterns as skill formation
——not knowledge
Compliance with the law as a skill mark
——Different from ordinary casual activities, it is smooth, rapid, economical, simultaneous and adaptable
Skills vs Habits
Skills - not necessarily linked to needs - are purposeful, planned and intentional connections
Habit - the need to achieve a certain behavior - unintentional repetition + intentional training
Skills vary Habits are divided into good and bad
Classification
Operating skills (lawful operating activities) muscles
Features
Action object—objectivity; action progress—explicitness (physically); activity structure—expansion (cannot be omitted)
Whether the actions are coherent or not
Continuous operation skills eg: running, skating
Discontinuous operating skills eg: shooting, shooting
According to the degree of dependence of the action object on the environment
Open operational skills eg: High dependence on the outside world - driving
Closed (closed) operating skills eg: low dependence on the outside world - swimming, diving
According to the fineness of movement/muscle intensity
Fine micro-operation skills eg: small muscle groups-threading needles, typing, writing, drawing
Extensive operational skills eg: large muscle groups - shot put, basketball, running and jumping
According to different operation objects
Freehand operation skills eg: Relying on one's own functions - running
Mechanical operating skills eg: relying on equipment - parallel bars, basketball
Mental skills (lawful mental activities) thinking
Features
Action object - conceptual; action progress - internal potential (in the mind); action structure - conciseness (can be omitted)
Classified according to different degrees of adaptation of mental skills
General mental skills eg: broad sense - observation, attention...
Specialized mental skills eg: narrow - mental arithmetic, mental drafting, reading and writing, calculation and problem solving
theory
operational skills theory
Feng Zhongliang
fitz, posner ①Cognitive stage (observe the teacher and establish an image in the mind) ②Decomposition stage (preliminary attempt, learning one by one) ③Action linkage/connection stage (do it yourself, connect it) ④Automation stage (skilled)
Formation of operational skills
The most important characteristic of the development of operational skills is the automation and proficiency of movements.
Achieve the characteristics of skilled operation
Conscious control is weakened and actions are automated - self-monitoring of internal language eg: driving a car
Able to use subtle cues - things that the individual can feel (see, hear, touch)
The effect of kinesthetic feedback is strengthened - external feedback to internal kinesthetic feedback eg: oil seller, chopping firewood
Forming a memory schema of a motor program - the completion of a series of action processes, eg: hand-eye coordination, swimming, loading and unloading a gun
Maintain normal operating levels under adverse conditions eg: Pilots can still ensure safe flight in bad weather
Training requirements - "Teaching and practicing reaction"
Accurate demonstration and explanation
necessary and appropriate exercises
practice curve
① The starting speed is fast ② There is an obvious and temporary pause period (plateau period) in the middle ③ The progress is slower in the later period ——The general trend is progressive, but sometimes temporary regressions occur
plateau phenomenon
After studying for a period of time, the performance and efficiency have stagnated, and even the knowledge learned is blurred (Wang Guowei "The belt is getting wider and I will never regret it...")
Causes: Fixed learning methods, complicated learning tasks, weakened learning motivation, reduced interest in learning, physical and mental exhaustion, and insufficient willpower.
ups and downs
The whole process of practice sometimes improves and sometimes decreases, throughout
Adequate and effective feedback
Establish a stable and clear kinesthetic sense
mental skills theory
Gary Palin
① The orientation stage of the activity - the preparation stage; the teacher shows the students, provides activity samples, points out key points, and enables students to form representations
② Material activity stage (materialization activity stage) - students do; material (physical objects); materialization (physical models, specimens, schematic diagrams)
Count fingers, count sticks, count the small sticks in the picture
③The stage of vocal speech activities - external speech that makes sounds, and calculations are made in the mouth.
④The silent external speech activity stage - "speech minus the sound", reading the entire content silently in the mind, and doing mental arithmetic
⑤Internal speech activity stage-reduced inner speech, automation, silent reading of keywords
Feng Zhongliang
Prototype Orientation——①
Prototype operation——②
Prototype internalization——③④⑤
Anderson
Cognitive stage, connection stage, automation stage
Mental skills training requirements
Correct and reasonable intellectual activity gestalt
Teachers use explanations and demonstrations to effectively conduct staged exercises
Stimulate students' initiative, pay attention to the completeness, independence and generalization of prototypes, use language correctly to adapt to the characteristics of the training stage, Pay attention to individual differences among students, fully consider subjective and objective conditions, and practice scientifically
Knowledge affects the formation of skills
Focus on cultivating students’ habits of serious thinking and their ability to think independently
Attitude and Character Formation
concepts and structures
manner
Attitudes are formed through acquired learning and influence the internal state of readiness or response tendencies of individual behavioral choices.
structure
Knowledge: the cognitive component of attitude—the individual’s evaluative concept of the object
Emotion: the emotional component of attitude (core) - the emotional experience that accompanies the cognitive component
Action: The behavioral component of an attitude—the disposition or intention to respond to an object
The three must be consistent. If they are inconsistent, there will be behavioral dissonance.
Morality
Character, also known as moral quality, is the stable psychological tendency and characteristics that an individual displays when he regulates his actions according to certain social moral principles.
Morality is a social phenomenon that depends on the existence of the entire society
Morality is an individual psychological phenomenon that depends on an individual.
Main differences: different research scopes, different influencing factors, and different natures
structure
Knowledge: moral cognition - core, orientation
Sentiment: Moral Sentiment - Catalyst
In terms of expression, it includes
Intuitive moral emotions: personal experience, direct perception, rapid occurrence
Imaginary moral emotions: watching TV and books, "imagining" things that are not personal experiences
Ethical moral emotions: concepts, principles, patriotism and collectivism
Meaning: moral will - overcoming difficulties and regulating behavior
Conduct: Ethical behavior - an important criterion for measurement
Training methods: group agreement and moral self-discipline
Characteristics of the psychological structure of moral character: unity and difference, sequence and continuity, stability and variability, hierarchy, multi-terminality
The relationship between attitude and moral character
connect
The two are essentially the same (both acquired through acquired learning)
Both have the same structure
manner
The three-component theory of moral character (cognition, emotion, behavior)
the difference
The two involve different scopes (attitude > moral character)
Attitudes include ① towards people ② towards activities ③ towards personal character
The two have different degrees of value internalization (morality > attitude)
Clasworth, Bloom - Attitudes from High to Low
Accept (Low)
reaction
evaluate
organize
Personalization (high)
Morality
theory
Piaget's stage theory of moral development
Method: Dual story method (break 15 cups while doing housework, break 1 cup by stealing snacks)
stage
egocentric stage
2-5 years old
Whether it meets your own needs, whether it is beneficial to you or not, you should follow the rules you imagine. External rules are not binding.
Authoritative stage (heteronomous moral stage, moral realism stage)
6-8 years old
① Rules are unchangeable and fixed, and must obey external rules; ② Right and wrong can only be judged based on the consequences of actions (breaking 15 cups is even worse) ③In favor of severe punishment and regard punishment as retribution from God rather than as a means to change people's behavior ④"A good obedient boy"
Reversibility stage (self-discipline or cooperative ethics stage)
9-10 years old
No longer regard rules as fixed and unchangeable, but as a common agreement among peers Start looking at motivations to judge whether actions are right or wrong (stealing snacks and breaking a cup is even worse)
justice stage
11-12 years old
Justice and fairness (just rewards and punishments are not uniform and should be based on individual circumstances); judge from the perspective of care and sympathy
distinguish
Piaget believed that the age of transition from autonomy to heteronomy (from external value standard to intrinsic value standard): ten years old The critical period for the moral transformation of primary school students: nine years old - the second half of the third grade
heteronomy
External factor
Moral realism: regardless of right or wrong, as long as external regulations are implemented, they must be implemented
Results: only look at the results
Authoritative Punishment: Outside Teacher Parent Law
Laws are enacted by the national government to restrict behavior
self-discipline
external + internal
Moral Relativity: Depends on the situation, specific analysis of specific issues
Result + motivation (reason): both the result and the reason must be looked at
Authority + retributive punishment (considering the wishes of the parties involved)
Laws are enacted by the people of the country to protect the people
Kohlberg's stage theory of moral development
Method: Moral Dilemma Story Method (Heinz stole the medicine)
Interactional conflicts and life situations are best suited to promote the development of individual moral judgment.
moral judgment
Pre-conventional level (under 9 years old, kindergarten to lower elementary school) According to your own needs, there is no fixed standard
Moral Orientation Stages of Obedience and Punishment
Only look at the final result, the standard of measuring right and wrong is determined by adults, and the avoidance of punishment
eg: You can’t steal medicine, you will be caught and jailed
Relative utilitarian moral orientation stage (simple egoistic orientation)
Only looking at whether one's own requirements and interests are met, self-centered
eg: Go steal medicine because you need it, and you will die without it.
Customary level (10-20 years old, middle grade and even adult) Taking the requirements of others or society as the standard
The moral orientation stage of good children (approval-seeking orientation stage) (interpersonal coordination orientation stage)
Meet the needs of others, seek praise and interpersonal harmony, and conform to public opinion
eg: Go steal medicine, a good husband has a conscience
The moral orientation stage of maintaining authority or order (obeying regulations and being a “good citizen”). Most people are in this stage.
Oriented by authority, judge right and wrong based on the concept of the rule of law, know and abide by the law, and have a rigid understanding of the law
eg: You can’t steal medicine, it’s illegal
Post-conventional level (over 20 years old, some people have not reached it in their lifetime) Formed its own internal standard values
The moral orientation stage of the social contract (the social legal orientation stage)
Oriented by the "rule of law", it is believed that laws are made by people, and outdated legal provisions can be modified
Moral Orientation Stage of Universal Principles
Guided by values and conscience
The only stage based on internal standards, the others are based on external standards (philosophy of life)
eg: punish evil and promote good
The process of forming attitudes and moral character
compliance with social norms
Accepting norms on the surface, but not necessarily agreeing with them on the inside
obey, follow the crowd
recognition of social norms
Taking the initiative to accept norms is essentially imitating role models.
Idol recognition, value recognition
Internalization (belief) of social norms
A highly conscious, proactive and firm value system has been formed
"Wealth cannot be lascivious, poverty cannot be moved, power cannot be subdued"
Characteristics of moral development of primary and secondary school students
primary school student
①Development of good behavioral habits ②Image ③Coordination ④Transition
The critical period for the moral development of primary school students: the second semester of third grade
middle School student
①Gradually change from heteronomy to self-discipline ②Moral development transitions from ups and downs to maturity
Critical period: the second grade of junior high school (a period when the outlook on life begins to form and moral polarization is prone to occur)
Characteristics of the development of moral evaluation among primary and secondary school students
From heteronomy to self-discipline
From effect to motivation
From disciplining others to disciplining oneself
From one-sided to comprehensive
From general to specific
Conditions that influence the formation of attitudes and moral character
External conditions: family upbringing, social atmosphere, peer group
Internal conditions: moral cognition, attitude fixation, cognitive dissonance (prerequisites for attitude change)
Others: individual intelligence level, education level, age, etc.
Developing good attitudes and moral character
Married to rational numbers
① Value analysis ② Give appropriate punishment and reward ③ Effective persuasion ④ Use group agreement ⑤ Set a good example
Make effective use of positive and negative arguments, convince people with reason and move people with emotion, and gradually increase requirements by considering the original attitude.
"Why did the agreed upon agreement change again? Is it a reward or a punishment?"
Correction of students’ bad behavior
Wrongful behavior: knowing what is right and doing wrong, behavior that is not in line with moral requirements - being naughty, playing pranks, making noises, not completing homework Bad behavior: Doing something wrong when you know it is wrong, harming the collective interests of others
reason
Objective: family education errors, improper school education, negative social and cultural influences
Subjective deficiency: lack of correct moral concepts and beliefs, negative emotional experience, weak moral will, dominance of bad behavior habits, character defects
Knowledge, intention, behavior and character
correction process
Awakening stage (budding), transformation stage (transformation), renewal stage (consolidation)
"Wukong becomes new"
Problem Solving and Creativity
problem solved
question
Concept: A problem is a situation in which there are some obstacles that need to be overcome between the given information and the goal to be achieved.
Ingredients: given information (initial state); goal (goal state); obstacles (restrictions)
Another version: Each question contains ① purpose ② obstacles ③ individual’s existing knowledge ④ method
Classification
Well structured question (answer is unique and certain) (all 3 components are clear)
eg: The area of a square with side length two. Most of the problems in subject learning are well-structured problems.
Poorly structured questions (variety of answers and individual differences) ≥ 1 unclear component
Repair computer (initial status is unclear - where is the fault?)
Ps a beautiful flower (the target status is unclear - what is considered beautiful?)
eg: writing essay
problem solved
Concept: Problem solving is the process of taking a series of goal-directed cognitive operations in order to move from the initial state of the problem to the goal state.
Proficient in memorizing multiplication tables and solving 3×5=? ——It is not a solution to the problem, because the knowledge and experience have not changed.
Tying your shoes, making a phone call, getting dressed and eating – it’s action, not problem solving, because it’s not a cognitive operation.
Writing a paper - belongs to problem solving.
Characteristics: Purpose-directedness, cognitive operability, operational sequence, (problem situationality) - Animal Husbandry Lover
eg: Simple memory operations only have a cognitive component, so they cannot be called problem solving. Such as recalling someone's name.
process
Finding problems - the first step
Understanding the problem means clarifying the problem, forming a representation of the problem, and clarifying the direction to solve the problem.
Proposing hypotheses - the key stage, proposing possible ways and solutions to solve the problem, and choosing appropriate operational steps to solve the problem.
Testing Hypotheses – Determining whether a hypothesis is realistic through testing. It is divided into direct testing (testing by practice) and indirect testing (inference to eliminate wrong assumptions).
Ausubel proposed problem solving model ① Present problem situation propositions ②Clear the problem objectives and known conditions ③The gap-filling process - the core of problem solving ④Check after solving the problem
Strategy
Algorithmic formula
Try one by one and you will definitely solve it
eg: Try passwords one by one
heuristic
Less attempts may not necessarily solve the problem
Means-end analysis method: break down into small goals one by one; in the process of problem solving, sometimes expand or reduce first.
eg: Lose 20 pounds and divide it into 5+5+5+5 small goals
eg: To avoid walking when taking the bus, when you reach your destination, you can pass by first and then walk back.
Mountain climbing method: forward (initial state → target state), gradually shrinking, and being restricted, you can move forward in a roundabout way
eg: To lose 20 pounds, you can lose one pound by one pound and lose one pound by one pound...
Backwards method: reverse (target state → initial state)
Influencing factors
Problem situation and knowledge representation method/problem presentation method
Settlement and functional fixation
Settling: a state of psychological readiness caused by repeating previous operations. ——Luchins’ “Measuring Cup Experiment”
eg: "My deskmate is a fool" "Your deskmate is the fool"
Functional fixation: The tendency to assign a certain function to an object. ——Dunkel "The Box Candle Problem"
eg: What can be put in a thermos cup? hot/cold water
prototype inspiration
Things or phenomena that are inspiring in obtaining solutions to problems from other things or phenomena are called prototypes.
eg: Luban - tooth grass - makes a saw
brewing effect
If a problem remains unresolved for a long time, it can be put aside for a while, and it can often be solved quickly. ——Silveira "The Economic Necklace Problem"
eg: Archimedes and buoyancy.
Already have knowledge and experience
Experts do not pay attention to the intermediate process and solve problems quickly. Solving problems from beginning to end is a process of recognition. Use intuition and life experience to solve problems.
Novices focus on the intermediate process to solve problems slowly, solve problems from end to end, and rely on correct equations to solve problems.
Emotions and Motivation
Yerkes-Dodson's Law
Individual’s cognitive structure, intelligence level, personality characteristics, cognitive style, world view…
Development of problem-solving skills
①Improve the quantity and quality of students’ knowledge reserves. ②Teach and train problem-solving methods and strategies. ③ Provide a variety of practice opportunities. ④ Cultivate the habit of thinking about problems.
creativity
Concept: The ability or characteristics of an individual to produce novel and unique products of social value. Creative ability does not equal creative thinking.
Creativity is not a talent of a few people, it is a universal potential of human beings that everyone has.
Classification
True Creation (First)
World number one
Class creation (not the first)
own world first
creative features
fluency
Large quantity per unit time
flexibility/flexibility
Able to think out multi-dimensional content and “create different directions”
originality/uniqueness
Self VS Others "I have what no one else has" "not falling into the box" "a new way"
People tend to use the characteristics of divergent thinking to represent the characteristics of creativity.
creative process
Wallace (Valas) 1926
Preparation period - foundation, brewing period - latent, enlightenment period - epiphany, verification period - reflection
Factors affecting creativity
environment
home school club
intelligence
Low intelligence means no creativity, high intelligence means high creativity or low creativity.
People with low creativity may have high or low intelligence; people with high creativity must have high intelligence.
personality
Highly creative people: sense of humor, ambitious and highly motivated, able to tolerate ambiguity and mistakes, like fantasy, Have strong curiosity, be independent, and rarely consider their own image in the minds of others.
creative cultivation
student
Cultivate creative cognitive abilities; focus on shaping creative personality (protect curiosity, encourage independent spirit, value intuitive and non-logical thinking, and creative role models)
teacher
Pay attention to the shaping of personality, create courses to cultivate creativity, and conduct creative thinking training
environment
Create a suitable environment conducive to creativity
Strategies and Techniques
Brainstorming - Osborne
brainstorming group discussion
Speak freely without judgment
Innovation and innovation should be encouraged
Pay attention to quantity rather than quality
Encourage suggestions for improvement
…………
floating theme
Another version: understanding of knowledge Consolidation of knowledge Application of knowledge (purpose of knowledge learning)