2022年教育心理学bilingual复习资料.docx

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1、精选学习资料 - - - - - - - - - 名师精编 优秀资料第六章、有效教学 1、 What Is Direct Instruction （Expository teaching 讲解式教学法 |delivery mode of teaching 传递 模式 ） . -Define direct instruction and its effectiveness; Direct instruction ： an approach to teaching in which Lessons are goal-oriented and structured by the teacher To

2、 reach a clearly defined set of objectives as efficiently as possible; The teacher transmits information directly to the students; Teacher should be the focus of the process of instruction. Effectiveness：2、When should direct teaching be used.- Describe situations in which direct teaching should be u

3、sed; Direct instruction is particularly appropriate for teaching unproblematic, a well-defined body of information or skills that all students must master：Direct instruction relates more obviously to declarative knowledge “ knowing what ” than to procedural knowledge “ knowing how ” . It is less app

4、ropriate when exploration, discovery, and open-ended objectives are the object of instruction. Direct instruction has occurred in basic reading and math, and has been mostly at the elementary level；3、 How Is a Direct Instruction Lesson Taught. -Describe and illustrate阐 明the steps and strategies used

5、 in presenting a directinstruction lesson; State learning objective and orient students - 陈述学习目标,将同学导向即将进行的授课 Review prerequisites 复习从前学问和技能 Present new material出现新材料 Provide independent practice 供应独立练习的机会 Assess performance and provide feedback- 学习和供应反馈 Provide distributed practice and review- 供应分散

6、练习和复习的机会3.1 State learning objective ：好的教学目标有三点：A、describes the intended students behaviorB、lists the condition under which the learning behavior will occur C、gives the criteria or standard for acceptable performance on the test. Eg. 在熟读的基础上 （行为条件）,同学（行为主体） 能流利地背诵 （行为动词） ,错误不超过 3 处（达成程度）；”教学目标设计的 AB

7、CD 法: 一是行为主体 audience；二是行为动词 behavior；三是行为条件 condition；四是表现程度 degree；内外结合方法 : 同学能懂得谈论文写作中的“ 类比法”（反映内在变化的目标）用同学自己的话说明运用类比法的条件（行为样品）；Bloom s Taxonomy 分类法 -Three Domains of Learning cognitive, affection and psychomotor. Positive mental set can be established by many ways: Start lesson immediately; Expr

8、ess interest in the subject, topic, and students; 名师归纳总结 Use unique introduction to arouse curiosity and grab students interest; 第 1 页,共 14 页- - - - - - -精选学习资料 - - - - - - - - - 名师精编 优秀资料3.2 Review prerequisites-What do your students already know. 3.3 Present new material Present new material Evalu

9、ation teaching new skills at a fast rate and in small incrementsUse many Check studentsunderstandingStudent performanceskills are utilizedexplanations and examples Use demonstration, models, illustrations3.3.1 Lesson structure -课的结构 3.3.2 Lesson emphasis -课的重点 clear indications 标识 about the 最重要 elem

10、ents of the lesson 3.3.3 Lesson clarity- 课的清晰性using direct, simple, precise and well-organized language3.3.4 Explanations说明 new terms、new concepts, or new skills 3.4 Conduct learning probes 探究、试样 Pose questions There are three skills associated with the questioning process: 1 Ask different kinds of

11、question：Level 1 Knowledge: Define Level 2Comprehension: Describe Level 3Application: Perform Level 4Analysis: Categorize Level 5Evaluation: Appraise 评判 Level 6Create: Invent 制造 2 Wait time After asking a question, teacher should wait a few seconds optimal wait time is 5-7 seconds before calling on

12、an individual student; Wait time allows students to relax, process information and respond; 3 calling order-not only volunteers 4 Choral responses-only one possible correct answer 5 Responding to student answers Indicate that an answer is right or wrong, Use acknowledgments;Correct wrong answers wit

13、h a brief explanation ; an incorrect response ; rephrase 改述, and give clues线索 after Reduce the use of general praise, give specific academic praise. Tell why a response or work is praiseworthy; 3.5 Use a lot of independent practices and activities -to check; processing or transferring new skills in

14、working memory to long-term memory. 名师归纳总结 - - - - - - -第 2 页,共 14 页精选学习资料 - - - - - - - - - 名师精编 优秀资料3.6 Assess 评判 performance and provide feedback -by questioning students;independent work;a unit quiz. 3.7 Provide distributed practice and review - 供应分散练习和复习的机会4、 Assess the advantages and limitatio

15、ns of direct teaching.Advantages:1 Economical and efficient - Many objectives can be mastered and much content can be covered within a short period of time; 2 student achievement of specific content is predictable and manageable3 For younger and less-prepared learners, a direct teaching lesson inclu

16、ding well-organized presentations, clear explanations, and reviews can help students construct 建 构understandings.Limitations:1 Direct teaching is limited to lower-level learning objectives, ignores innovative models 忽视创新 , and discourages students independent thinking 阻挡同学独立摸索 . 2 If it is badly don

17、e, it may encourage students to memorize 记忆 and mimic 仿照 , but never to “own” the knowledge. The student is waiting to be filled with knowledge.填鸭式第七章、教学治理1、 Define the concept of classroom management and describe the importance of classroom management;Definition: involving teachers strategies that

18、Create and maintain an orderly learning environment; Establishing and enforcing rules and procedures;Carrying out disciplinary actions; And deal with student misbehavior. 2、 Describe what are some strategies for managing routine 日常 classroom misbehavior and more serious behavior problems.The majorit

19、y of classroom behavior problems with which a teacher must deal are minor 少数的disruptions 破坏 behaviors, such as Talking or whispering with neighbors Being late. Answering cell phone Distract 分心Before providing an intervention, it is important to DEFINE THE ROOT OF THE PROBLEM;（Power Seeking Behavior、

20、Attention Seeking Behavior 、Revenge、Disinterest）Power Seeking Behavior ：attempt to provoke teachers into a struggle and defies authority to gain control. Attention Seeking Behavior ：Prefer being punished or criticized to gain attention both from teachers and peer groups; Revenge Disinterest ： want t

21、o be left alone Strategies：名师归纳总结 - - - - - - -第 3 页,共 14 页精选学习资料 - - - - - - - - - 名师精编 优秀资料1、The principles of least prevention（using the simplest intervention+ 在正常教学下轻而易举阻挡不当行为）Responding and Deal with to the most serious behavior first; Stop misbehavior before it spreads; Keep interventions brie

22、f; Avoid arguments, avoid power struggles 2、Nonverbal cues Making an eye contact with a misbehaving student; Move close to a student who is misbehaving; A light hand on the students shoulder is likely to be effective;3、Verbal reminders Stating the reminder in a positive, calm, and un-hostile way, an

23、d use considerate tone of voice. The reminder should be given immediately after the student misbehavior; The reminder should focus on the behavior, not on the student; The reminder should state what student is supposed to do rather than dwelling on what he/she is or was doing now; 4、Praising desired

24、 behavior Give verbal recognition along with material rewards Pair material rewards with social recognition Nearness or physical contact walking together, sitting together, touching, hugging, holding hands Preferred activities: having a party, playing a game, planning a class trip 5、Ignoring inappro

25、priate behavior （Exclusion from the group ）6、Implementing a Group Contingency 群体相倚 7、Applying consequences or punishment（always be the last option）Reprimands 斥责 ; or expression of disappointment ; Loss of privilege depriving使丢失a student of privilege; Detention 留堂 s; Writing reflection on the problem

26、 写检查 ; Contacting parents；请家长 Corporal punishment; 体罚 第五章 动机的激发 Define the concept of motivation and learning motivation- What is motivation. Motivation is “internal process that Activates（ energize ）, guides, and maintains behavior over time ” . Learning motivation：学习动机是指引发与维护同学的学习行为,并使之指向肯定学业目 标的一

27、种动力倾向；它是直接推动同学进行学习的一种内部动力；What are the functions of motivation. Why motivation is important to student learning. Different kinds of learning motivation （一）intrinsic motivation and extrinsic motivation 内部动机： Being motivated by factors inside oneself i.e. Interest,curiosity, enjoyment, satisfaction. f

28、or own sake , without external incentives. 外部动机： outside oneself i.e. Rewards, incentives, punishments. 奥苏贝尔（ 1978）提出学习情境中的成就动机 成就动机的成分为：名师归纳总结 - - - - - - -第 4 页,共 14 页精选学习资料 - - - - - - - - - 名师精编 优秀资料认知内驱力 cognitive drive （指向任务本身,来自于奇怪倾向）内部动机；自我提高内驱力（赢得相应位置和威望）外部动机；附属内驱力 affiliative drive （为了获得长者

29、的称赞或认可,以及同伴的接纳）儿童早期附属内驱力是最主要动机；Different kinds of motivation learning theories；Motivation and behavioral learning theory In behavioral learning theory, motivation is a consequence of reinforcement；Expectancy theory 成就动机：力求胜利的需要和防止失败的需要Attribution theory 韦纳的、LUCK Attributes: ABILITY 、EFFORT 、TASK DIF

30、FICULTY Attribution TheoryS TINTERNALEXTERNALABILITYTASKABDIFFICULTY Math is hard.LAm I smart or what.EUEFFORTLUCK Man, I got lucky.NSTABI studied a lot.LE归因的三个维度：内外,稳固与否,是否可控；Human needs 对教学的启示motivation to 自我 实现的需要关怀同学基本的生理需要；让同学在学 习中有足够的安全感；喜爱、关怀、尊 重同学；审美需要在教学中满意同学的归属与爱的需要求知需要在教学中满意同学敬重的需要敬重的需要公平

31、施教归属和爱的需要留意爱护同学的自尊心安 全 需 要要在教学中满意同学的求知需要生理需在教学中满意同学的胜利需要Discuss the classroom use of strategiesfor increasing studentslearn. 一 Enhancing intrinsic motivation 1、 Using a variety of interesting presentation modes to make the learning task fun. 2、 Appropriate challenge to ensure that student will feel

32、good about their experiences and accomplishments 3、 Attribute successes to students efforts and ability 二 Principles for providing extrinsic incentives to learn 1、 Hold appropriate realistic but high expectation Pygmalion effect 皮格马利翁效应（仰带来对同学行为的特定期望；期望效应）；老师对同学的才能和行为的信2、 Providing and making availa

33、ble rewards that student perceive 察觉 valuable Rewards for learning that are not inherently in the material being learned, and basically 名师归纳总结 - - - - - - -第 5 页,共 14 页精选学习资料 - - - - - - - - - 名师精编 优秀资料engaging in a task merely to obtain rewards or avoid punishments 运用奖赏奖赏可增加某种行为显现的可能性；要防止没有针对性的夸奖与奖

34、赏；要防止奖赏中的“ 德西效应 ” ,即过分运用奖赏来增强同学的外部动机,反而会消弱其内部动机；其次章：认知主义学习理论Cognitive Theories explain Learning takes place in the mind, not in behavior . Focuses on the use of memory, thinking, & reflection that are not necessarily reflected in overt behavior changes. 聚焦于并不肯定是外显的行为变化；认知学习是人类对外界环境信息,通过感知、留意、辨认、记忆等一

35、系列内在心理活动,获得学问和保持学问的过程；Cognitive Learning Theory格式塔的顿悟理论布鲁纳的认知结构理论奥苏贝尔的认知同化学习理论加涅的信息加工学习理论建构主义学习理论对认知派学习理论的评判加涅的信息加工认知学习理论学习过程是信息的加工和使用过程1学习过程中学问的分类2. 学习的信息加工模式从信息加工理论的观点看：学习是个体对外来信息的接收、编码、 贮存、提取及输出的过程；陈述性学问 declarative knowledge：回答 “ 是什么” ；例如事实、规章、大事The what of knowledge representations 程序性学问 proced

36、ural knowledge：回答“怎么办 ” 或者“如何做 ” 的学问；Involves some degree of skill which increases as a result of practice ；The how the process of knowledge representation Pay attention Information is processed and stored in 3 stagesSensory Memory 瞬时记忆 Capacity large；Duration - very brief Then became 名师归纳总结 - - - -

37、 - - -STM 第 6 页,共 14 页精选学习资料 - - - - - - - - - 名师精编 优秀资料Working or Short-term Memory （短时记忆） capacity of 5-9 bits ；15-30 seconds initially 最初long-term memory （长时记忆） a very large capacity, very long-term memory store Retaining information in STM ：Encoding 1.repetition maintenance rehearsal 机械复述 2.Orga

38、nization Chunking The following several processes are most likely to move information into long-term memory: Elaborative rehearsal 精致化策略：做充实意义的添加、构建或者发生；practice （massed &distributed practices）dual code theory of memory（双重编码理论）Making information meaningful Enactment（亲历）visual and verbal. 5 类学习结果 现代学

39、问分类言语信息（ verbal information ）聪明技能（ intellectual skill）认知策略（ cognitive strategy）运动技能（ motor skill）态度（ attitude）陈述性学问（ declarative knowledge）程序性学问（ procedural knowledge）第一节陈述性学问的表征第三章学问的分类与习得命题： 陈述性学问（言语信息）在头脑中以命题形式得到表现和记载；. 一个命题有两个成分构成：论题和关系；命题是学问的最小单元.表象：我们不仅可以用语言来描述各种事物,而且可以在头脑中出现某些事物的具体形象；长时记忆中存在着

40、大量的以表象表征的形象性的陈述性学问图式 Schematic Representations：对同类事物的命题的或知觉的共性的编码方式依据概括程度和复杂程度,陈述性学问分为：符号, 也就是各种事物的名称和标记；详细事实, 是指非概括性命题及其网络组织；概念和抽象事实,是指概括性命题；有联系的论述组成的事实集合等类型；前两类可成为 简洁 陈述性学问,后两类成为 复杂 陈述性学问 ；一、陈述性学问的习得1、陈述性学问习得机制是同化,新学问的过程；即学习者认知结构中原有的学问吸取并固定要学习的的上位学习 super-ordinate learning ：新学问是一般的,已有学问是特别的；下位学习（

41、subordinate learning） ：新学问是已有学问的下位学问；名师归纳总结 - - - - - - -第 7 页,共 14 页精选学习资料 - - - - - - - - - 名师精编 优秀资料并列结合学习：并列关系；二、陈述性学问学习与保持 1、促进简洁陈述性学问学习与保持的策略（1）复述（2）精致复述（精加工）（3）组织策略2、促进复杂陈述性学问学习与保持的策略（1）复述 划重点句、圈关键词（2）精致复述（精加工）释义、写内容摘要、注释、自问自答等详细技术 记）（3）组织策略 列提纲,画规律图（网络图）第 1 节、程序性学问的类别（一） 聪明技能 以抽象思维主导的解决实际问题的

42、技能；（二） 认知策略 支配、调剂和掌握、内部加工活动,记听讲内容和加工内容（记笔记和做笔作算术题、心算、分析句子成分、组词造句等.认知策略与与聪明技能的异同：两者同属于程序性学问,但认知策略是对内控的程序性学问,而聪明技能是加工外在的信息,是对外办事的程序性学问；（三） 动作技能其次节、程序性学问的表征 一） 产生式（一个产生式就是一个 IF THEN 语句）命题能回答（再现信息）；产生式能判定（操作信息）；二） 产生式系统第三节程序性学问学习的一般过程陈述性向程序性转化1.陈述性学问获得阶段（cognitive stage）2.转化阶段（ associative stage）各种情形下练习

43、应用某规章3.自动化阶段（ autonomous stage）（高度敏捷、熟练）第四节加涅的智力技能层次论辨别区分详细刺激物之间的不同点；详细概念识别具有共同特点的同类物体；定义性概念运用概念的定义特点对事物分类；规章运用单一规章完成某项任务；高级规章同时运用几条规章完成某项任务；第五节 促进程序性学问懂得的教学策略（一）挑选和设计学习课题 加涅的智力技能层次论,认为高一级智力技能的学习是以低一级智力技能的学习为必要条件的；因此,老师在挑选和设计学习课题时：将这些目标由低级到高级排列程正确迁移结 构,低级目标放前,高级目标放后；名师归纳总结 .（二）老师的示范对同学把握程序性学问具有很大促进作

44、用第 8 页,共 14 页示范、讲解与让同学说出示范动作相结合- - - - - - -精选学习资料 - - - - - - - - - 名师精编 优秀资料. 老师在示范时,要把程序的各个步骤充分绽开,使同学精确地把握动作的结构与特点,更好地观看、懂得与仿照；. 在程序性学问学习的初期阶段,示范动作必需慢速进行；由于短时记忆容量有限；（三）设计变式练习的教学策略.从陈述性形式向程序性形式转化 的最 重要教学条件 是在 相像的情境和不同的情境中练习 ” . .只有经过在变化的情境中练习,陈述性形式才能转化为程序性形式,关键是变式练习；.如学习 “ 鱼”后, 我们可以让同学辨别鲸、海牛、螃蟹等；（

45、四）给同学供应详细事例.老师在为同学讲解各种新的概念和规章时,可以通过举例子 的方式 促进同学的 懂得 ；-.举例子时要留意既举正例 -这些例子的本质特点不变,无关特点要发生变化；又举反例这些例子的本质特点变化,以便突出概念的本质特点；.正例的变式有利于概括,反例有利于分化；,将认知活动或者学习过程作为意.第六节认知策略的习得过程和条件元认知： metacognition,就是个体对自身认知活动的掌握识对象,不断地对其进行积极、自觉的监视、掌握和调剂. 反省认知（ metacognition）是一种掌握各种详细策略应用的 更高级的策略或过程；. 比如, “ 我知道记忆的主要策略有组织、复述、精致加工；我知道在自己 *