教育心理學(xué)雙語(yǔ)

1、U1 An Introduction to Educational PsychologyKEY WORDSTreatme nt治療Negative correlatio n負(fù)相關(guān)Variables變量Un correlated不相關(guān)Laboratory實(shí)驗(yàn)室DescriptiveResearches描述研究Internal validity內(nèi)部效度Action research行為研究External validity外部效度Correlati onal study相關(guān)性研究Con trol group對(duì)照組Qualitative researches定性研究Quan titative res

2、earches定量研究Positive correlati on正相關(guān)Questio ns1. Why is educati onal psychology valuable for teachers?為什么教育心理學(xué)對(duì)教師來(lái)說(shuō)有價(jià)值？Because according the educational psychology, teacher can makedecisions better.It provided teachers a Ianguage to discuss our experiences and thinking.2. Gen erally speak ing, what i

3、s educati onal psychology concerned about?般來(lái)說(shuō)，教育心理學(xué)關(guān)注的是什么？The study of1. Lear ners the n ature of stude nts2. Lear ning prin ciples of lear ning3. Teach ing methods of teach ingU2 How Piaget View Developmentschemes格式con servati on守恒adaptati on適應(yīng)cen trati on自我中心化assimilatio n同化reversibility可逆性accommo

4、dati on順應(yīng)reflexes反射Cogn itive認(rèn)知結(jié)構(gòu)論Equilibrati on平衡structure1. To Piaget, how did one develop cog nitively?1. Kno wledge comes from action.知識(shí)來(lái)自行動(dòng)。2. Developme nt depe nds on child s man ipulati on and active in teract ion with the en vir onment.發(fā)展取決于孩子的行為以及環(huán)境的相互作用。3. A child s cognitive abilities pro

5、gress through four distinet stages.Each stage is characterized by the emerge nee of new abilities and ways of process ing in formati on.孩子的認(rèn)知能力經(jīng)過(guò)四個(gè)階段的發(fā)展，每一個(gè)階段的特點(diǎn)是新的能力和方法的出現(xiàn)。2. According to Piaget s theory, what is the best way to treat a child?1. To know the process childre n use to get to the an sw

6、er is as importa nt as the result.知道孩子學(xué)習(xí)的過(guò)程和結(jié)果一樣重要。2. Children s self-initiated, active involvement in learning activities iscrucial to their recog niti on.孩子自己發(fā)現(xiàn)，積極參與學(xué)習(xí)活動(dòng)對(duì)他們的認(rèn)知發(fā)展極為重要。3. Premature educati on is not n ecessary for childre n.過(guò)早的學(xué)習(xí)對(duì)孩子來(lái)說(shuō)是沒(méi)有必要的4. Childre n develop at the same seque nee b

7、ut differe nt rates, so in dividuals and small group activities should be properly arran ged in class.孩子成長(zhǎng)按照相同的程序但是不同的速度，所以課堂活動(dòng)安排要合理。3. How can lear ning happe n accord ing to Piaget?Accord ing to piaget , lear ning depe nds on this process of assimilati on and accommodatio n.Assimilatio nun dersta

8、nding new experie nces in terms of exist ing schemes.Accommodati onmodify ing existi ng schemes to fit new situatio ns.U3 How Vygotsky View Cognitive Developmentsign system符號(hào)系統(tǒng)ZPD最近發(fā)展期self-regulation自我調(diào)節(jié)scaffold ing支架教學(xué)1. To Vygotsky, how did one develop cog nitively?1. Developme nt depe nds on the

9、sig n systems that i ndividuals grow up with.2. Cogn itive developme nt is stro ngly lin ked to in put from others. It is a processof learning from others and internalizing.2. According to Vygotsky s theory, what is the best way to treat a child?1. Reading is very important in children s intellectua

10、l development;閱讀對(duì)孩子智力發(fā)展十分重要2. Imitation and cooperation is efficient ways in children s study;模仿和合作是孩子學(xué)習(xí)的有效方式3. Teachi ng is finding the proper ZPD of childre n;找到孩子的最近發(fā)展期4. En courage private speeches duri ng solvi ng tasks;解決問(wèn)題時(shí)鼓勵(lì)自言自語(yǔ)5. Teach the way of doing thi ngs in order that stude nts can kn

11、ow how to do, notonly what to do.教會(huì)學(xué)生如何去做而不是做什么4. How can lear ning happe n accord ing to Vygotsky?Lear ning depe nds on the process of self-regulati onAction and sound have a meaningPracticeUsing sig ns to think and solve problemTOPIC 4 Theory into Practice1. Make a brief comparison between Piaget

12、s and Vygotsky s theories.Where do they agree with each other?1. Childre n are active.2. Trial-a nd-error is always a way to lear n.3. Facing challenges will improve one s development.4. Developing is to improve one s ways of thinking & solving problems.Where are they differe nt?1. Developme nt depe

13、 nds on in teracti on with the environment or more compete nt huma n bei ngs.2. Lear ning improves or DEPENDS ON developme nt.3. Cogn itive structure or sig n systems.4. Developme nt beg ins from born ability or society.5. Assimilati on & accommodati on or intern alizati on.What is in it for US?1. D

14、evelopme nt is in depe ndent. Nobody can take the place of ano ther.2. Active interaction with others is the main cause.3. Adults can help children in 2 ways: giving them chances to try & handle errors;and helping them when they really need (ZPD).2. What can we do in class teach ing accord ing to th

15、eir theory?1. It is not a good idea to get your kids to sit and liste n except read ing.2. Making chances to get your kids to do something by themselves is always helpful.3. Give your kids tasks individually or in small groups if you can. It is a properway to find their ZPD where lear ning happe ns.

16、4. Try to give opport un ities for your kids to talk in which you will find out whe nand how to help (scaffoldi ng).3. When pla nning to teach, what should we con sider accord ing to their ideas?1. What can the kids do with their han ds?2. What have they known about my content?3. Can I make the cont

17、ent into tasks for small groups?4. What abilities of the kids can I use in the class?5. Is it possible to in troduce other areas into this class?6. How long do I pla n for the kids to sit and liste n to me?7. What else may draw the childre n atte nti on?TOPIC 5 Behavioral Theories of Learnin( 1) The

18、oretical Basislear ning學(xué)習(xí)ext in cti on消失stimulus刺激classical經(jīng)典條件反射con diti oningLaboratory實(shí)驗(yàn)室opera nt操作性條件反射con diti oningcon diti oned有條件刺激n egative/positive負(fù)強(qiáng)化/正強(qiáng)化stimulusrei nforceruncon diti oned無(wú)條件刺激primary/sec ond一級(jí)強(qiáng)化物stimulusrei nforcer二級(jí)強(qiáng)化物n eutral stimulus無(wú)關(guān)刺激puni shme nt懲罰shap ing塑造一級(jí)強(qiáng)化物：滿足

19、人類的基本需求二級(jí)強(qiáng)化物：與一級(jí)強(qiáng)化物相聯(lián)系1. How can we use rein forceme nt in the classroom?1. Decide what behaviors you want;2. Tell the stude nts what behaviors you want;3. Reinforce the wan ted behaviors and tell thestude nts why;4. Reinforce proper behaviors as soon as possible;5. Get the stude nts to judge their

20、own and their classmates behaviors and try to tell why.6. Make sure to tur n them into new habits.2. What are the adva ntages and disadva ntages of the usage of rein forceme nt?優(yōu)點(diǎn)1. 低端學(xué)生形成新行為時(shí)非常有效。2. 通過(guò)培養(yǎng)新行為來(lái)減少不良行為缺點(diǎn)：1. 讓孩子形成依賴2. 被動(dòng)習(xí)慣TOPIC 5 Behavioral Theories of Learning 2) Reinforcement1. Can you

21、 tell the process of a rein forceme nt?Operati on- pleasa nt con seque nee- stre ngthe ning behavior2. What is the gen eral way to use rein forceme nt in your class?1. Decide what behaviors you want2. Tell the stude nts what behaviors you want3. Rei nforce the wan ted behaviors and tell the stude nt

22、s why4. Reinforce proper behaviors as soon as possible5. Get the students to judge their own and their classmates behaviors and try to tell why6. Make sure to tur n them into new habits3. What can we do if we want to stop the kids lear ned behaviors?(If you want to stop a learned behavior.)1. Neglec

23、t ing and patie nee are usually n eeded2. Telli ng kids what you will do and why3. Shift your attention to his other behavior4. Prais ing him once he has improveme nt, even very little.Shap ing a new behavior is usually a way to stop an unwan ted one.4. What should you do if you want to stop or form

24、 a behavior according to theoryof rei nforceme nt?2+35. What should you avoid doing whe n using rein forceme nt?1. 不要過(guò)度運(yùn)用強(qiáng)化2. 不要強(qiáng)化錯(cuò)誤行為T(mén)OPIC 5 Behavioral Theories of Learnin( 3)Skills of ReinforcementMaintenance強(qiáng)化variable-ratio schedule變化比率強(qiáng)化計(jì)劃Intrin sic rei nforcer內(nèi)部強(qiáng)化fixed-i nterval固定時(shí)間強(qiáng)化計(jì)劃schedule

25、extri nsic rein forcer外部強(qiáng)化exti nction消減shap in g/ext inction塑造/消減Rei nforceme nt強(qiáng)化fixed-ratio schedule固定比率強(qiáng)化計(jì)劃modeli ng模仿puni shme nt懲罰observatio nal觀察學(xué)習(xí)lear ningvariable-i nterval不固定時(shí)間vicarious lear ning替代學(xué)習(xí)schedule強(qiáng)化計(jì)劃1. What does social lear ning theory emphasize?SocialLearningTheory is a learnin

26、g theory that emphasizes not onlyrein forceme nt but also the effects of thought on acti on & acti on on thought.2. List the four phases of observati on al lear ning.Atte nti on: pay ing atte nti on to a model (attractive, successful, i nterest ing, & popular).Retention: imitating the behavior one h

27、ave paid attention to.Reproduction: match one s behavior to the model s.Motivati on: imitat ing a model for rei nforceme nts.TOPIC 6COGNITIVE THEORIES OF LEARNING Information processingIn formatio n process ing model信息加工模型rehearsal訓(xùn)練atte nti on注意力Episodic memory情景記憶Worki ng memory工作記憶Procedural程序記憶m

28、emoryShort-term短時(shí)記憶Semantic memory語(yǔ)義記憶memoryLon g-term長(zhǎng)時(shí)記憶memory1. What is the seque nee of in formati on process ing?Long-termExtrenailSensoryInitialstimulusregisterprocessingmemoryI fRehearsal retrieval and codingForgotte nWorking or short term memoryAtkinson-Schifrin ModelForgottenrepetitionThe s

29、equence of information processing2. How is the capacity (容量)of work ing memory? What does it mean to ateacher?7 2 items1. Don t teach too much too rapidly in class.2. Always give stude nts time and cha nee to rehearse.3. Help stude nts comb ine new kno wledge with the old.3. Accord ing to in formati

30、o n process ing model, how does forgett ing occur?Not tran sferred to Ion g-term memoryLost the ability to recallTOPIC 6COGNITIVE THEORIES OF LEARNING (2)Memoryretroactive倒攝抑制primacy effect首因效應(yīng)in terfere neeproactive前攝抑制rece ncy effect近因效應(yīng)in terfere neeretroactive倒攝促進(jìn)massed practice集中練習(xí)facilitati on

31、proactive前攝促進(jìn)distributed分散練習(xí)facilitati onpractice1. What factors con tribute to Ion g-term rete nti on?Rehearsal & Codi ngMaking in formati on meanin gfulConnecting new & old in formatio n2. What can we do to avoid in terfere nee?1. Don t teach too much at a time.2. Don t teach similar things closel

32、y.3. Try to teach similar things in different ways.4. Lear n new in formati on well in the first place.5. Compare similar things from time to time.3. What can we do to help facilitati on happe n?第一題或者第四題答案4. List three things that a teacher can do to improve the stude nts lear ning.1. Not teach simi

33、lar and confusing con cepts too closely in time.2. Prese nt in formati on in a clear, orga ni zed way.3. Help the students relateinformationto informationalready in studentsmind.4. Make sure that stude ntshave truly un derstood the con cepts being taughtand can apply them to new situati ons.TOPIC 6C

34、OGNITIVE THEORIES OF LEARNING (3)automaticity自動(dòng)化free-recall lear ning自由聯(lián)想dual codi ng雙編碼loci method位置法paired-associatelear ning配對(duì)學(xué)習(xí)rote lear ning機(jī)械學(xué)習(xí)serial lear ning系列學(xué)習(xí)meanin gfullear ning意義學(xué)習(xí)1. What does automaticity mean to lear ning?Skills in music, sports, math, readi ng, etc.Brain become more

35、efficie nt as one reaches the level.Automaticity gains through practice.Automaticity is “the handsand feet of genius ” .2. What can we do to improve our rememberi ng?No.1: AutomaticityNo.2: Dual cod ing: codi ng in visual and verbal formsNo.3: Make In formation Mea nin gfulNo.4: Using study strategies:Note-takingUn derl iningSummarizi ngWriti ng to lear nOutl ining and Mapp ingPQ4R (Preview, questi on, read, reflect, recite, review)5.及時(shí)復(fù)習(xí)或者分散復(fù)習(xí)3. Gen erally