教師資格考試中學(xué)教育心理學(xué)同步訓(xùn)練：第13章

1、教師資格考試中學(xué)教育心理學(xué)同步訓(xùn)練：第 13 章Simultaneous training of secondary psychology in teacher qualification examination: thirteenth chaptersThe thirteenth chapter is classroom managementFirst, individual choice questionsThe attraction of 1. groups to each member is ()?A. group cohesionB. classroom atmosphereC. p

2、opulation normD. school interpersonal relationships2., the students, the learning process and the learning situation are the three elements of the classroom, and the relatively stable combination of these three elements is ()?A. classroom contextB. classroom structureC. classroom situationD. classro

3、om teaching3., the "loose group" means that students form groups only in space and time, but there is no comm on activity among members.A. purpose and contentB. coiiunon languageC. deep friendshipD. constraint forceIn the 4. classroom, the phenomenon of conformity is generally regarded as

4、the result ?A. group cohesionB. population normC. classroom atmosphereInterpersonal and interpersonal relationships in the D. classroom5., it is not allowed to comply with accepted norms and standards of nOTinal children ， s behavior and can not communicate with others and participate in the study.A

5、. poor behaviorB. problem behaviorC. inversion behaviorD. mental disorders behaviorTwo, multiple-choice questionsThe 1. group norms are codes of conduct for members of a group, including () ?A. unwritten informal normsB. oral specificationsC. the subconscious follows the normD. formal specifications

6、 writtenE. written specifications2., interpersonal rejection is characterized by ()?A. behavior confrontationB. cognitive dissonanceC. labangjiehuoD. emotional conflictE. isolation3. the following are teachers who contribute to the structure of discipline.A. guidanceB. rewardC. assistanceD. manipula

7、tionE. asks the students for adviceThree? F 訂 1 in the blanks1. influence factors include teachers， classroom managementleadership style, , and expectations ofteachers ?2. teachers' leadership style are generallyandtwo.3. regular classroom building belongs to the classstructure ?The development

8、of the 4. formal groups experienced and three stages.The 5. measure of a class success or not is an important symbol ofFour? Noun explanation1. classroom management2. groupFive, Jane answer1. what are the main factors that affect the classroom atmosphere?illegal2. briefly describe the psychological

9、causes of students discipline ?Six. Discussion questions1. discusses how to deal with students' classroom problem behavior ?Answers and analysisFirst, individual choice questions1. A analysis: group cohesion refers to the attractiveness of a group to each member ? It can be explained by group me

10、mbers loyalty, sense of responsibility, honor, friendship and aspiration among members?2. B analysis: classroom structure is a relatively stable model consisting of students, learning processes and learning situations.3. A analysis: loose groups refer to the purpose and content of members having no

11、common activities ?4. B analysis: group norms are the code of conduct for members of a group ? It can cause group pressure and exert a great influence on students' behavior and psychology. Under group pressure, members are likely to give up their opinions and act in accordance with most people,

12、which is conformity ?5. B analysis: can not comply with accepted standards of conduct and ethical standards, and can not be normal contact with people, which is obvious problems,So this behavior is called problem behavior?Two, multiple-choice questions1. AD analysis: group norms include unwritten in

13、formal norms and written formal specifications ?2. ABD analysis: interpersonal rejection is a phenomenon of disharmony and estrangement between the two parties, characterized by cognitive dissonance, emotional conflict and behavioral confrontation.3. ABD analysis: C, E two does not belong to the cre

14、ation of the structure ?Three? Fill in the blanks1. class size, class nature2. participative leadership, supervisory leadership3. situation4., loose groups, joint groups, collectives 5. cohesionFour. Noun explanation1., the so-called classroom management refers to the teacher through the coordinatio

15、n of various interpersonal relationships inside and outside the classroom and effectively achieve the intended goal of teaching process?2., a group is a community of people who combine and interact with each other in certain ways because of some of the same psychological and social causes ?Five, Jan

16、e answer1., because teachers play a leading role in classroom teaching, teacher's teaching, teacher， s leadership style, teacher，sexpectation of students and teachers， emotional state become themain factors that influenee the classroom atmosphere ?(1) the teacher ， s professional level, teaching

17、 ability and teaching methods will directly affect the quality of the classroom(2) teacher ， s leadership is the way that teachers use their power and play their leading role.(3) the positive emotional state of teachers is projected to the students, the teachers and students of the intention, opinio

18、ns and feelings together, resulting in emotional resonance in the reaction between teachers and students, to create a good classroom2., there are generally four psychological reasons for students to violate discipline:(1) lack of psychological quality ?(2) lack of communication or poor communication

19、.(3) the understanding of disciplinary requirements has not yet been translated into the belief that action is guided?(4) violation of discipline caused by lower grades?Six. Discussion questions1., in dealing with the problem of behavior, in addition to persuasion, education and behavior training me

20、thods, we can also use the following classroom management skills to solve transient classroom discipline problems?(1) using signals to stop bad behavior? When a bad behavior isdiscovered, the teacher can use signals such as staring, shaking his head and coughing in a small voice to signalstudents to

21、 stop bad behavior.(2) proximity contro1. The teacher approached a disciplined student, tried to stand by him, tried, patted his back, tapped his desk, andso on.(3) raise the interest of study, put forward the questions related to teaching, let the students think and answer, and give encouragement i

22、n time ? (4) use humor ? The use of humor to correct bad behavior, no malice, and will not let students feel disgusted(5) arranging leisure time? Students who respond more quicklyshould give him assignments that interest him, and do not give him the opportunity to violate discipline in the classroom because he has nothing to do.(6) remove the incentives ? Books, toys, etc ? that distract the attention of students can be temporarily removed to elimin