教育英語PPT參考試卷2

新時代教育學專業(yè)英語教程——經典理論與現(xiàn)代技術試卷2=1\*ROMANI.SpellouttheEnglishwordaccordingtotheChinesemeaningandpartofspeech.（0.5′X20=10′）1本能，直覺n.11最初，起初ad.2圖式，模式n.12推理；論證n.3動態(tài)的a.13圣人；賢人n.4內在的，固有的a.14洞察力n.5認可；贊成n.15欺負；欺凌v.6論點，論據n.16批改；打分n.7練習；排演n.17暗示；提示n.8口頭地ad.18教學法的a.9遷移，轉移n.19創(chuàng)客n.10介入；干預n.20頭腦風暴n.II.WritedowntheChinesemeaningofeachEnglishphraseorexpression.′′1positivereinforcement2behaviorallearningtheory3schematheory4beassociatedwith5reflecton6extrinsicmotivation7learningstrategy8makesenseof9mothertongue10autonomouslearning11neartransfer12initsinfancy13whoknowsbutthat14heartandsoul15causeandeffect16socialconstructivism17tracebackto18notnecessarily19senseofbelongingness20thinkaloud=3\*ROMANIII.WritedowntheEnglishterminologyaccordingtoitsexplanation.（′′）1____________________:Thistheorybelievesthattheknowledgewehavestoredinmemoryisorganizedasasetofschemata,eachofwhichincorporatesalltheknowledgeofagiventypeofobjectoreventthatwehaveacquiredfrompastexperience.Asimpleexampleistothinkofourschemafordogs.Withinthatschemawemostlikelyhaveknowledgeaboutdogsingeneral(bark,fourlegs,teeth,hair,andtails)andprobablyinformationaboutspecificdogs,suchascollies(longhair,large,Lassie).2.____________________:Itisthemovementthatplacesvalueonanindividual'sabilitytobeacreatorofthings.

Inthisculture,individualswhocreatethingsarecalled"makers".Makerscomefromallwalksoflife,withdiverseskillsetsandinterests.Thethingtheyhaveincommoniscreativity,aninterestindesignandaccesstotoolsandrawmaterialsthatmakeproductionpossible.

3____________________:Itcanbethoughtastakingsomethingnegativeawayinordertoincreasearesponse.

Forexample,ateenagerisnaggedbyhismotherbecausehedoesnottakeoutthegarbageweekafterweek.

Hefinallyonedayperformsthetaskandtohisamazement,hismother’snaggingstops.

Theeliminationofthisnegativestimulusisreinforcingandwilllikelyincreasethechancesthathewilltakeoutthegarbagenextweek.4.____________________:Itisakindofreinforcementthatweaddsomethingaversiveinordertodecreaseabehavior.Themostcommonexampleofthisisdisciplining(e.g.spanking)achildformisbehaving.Thereasonwedothisisbecausethechildbeginstoassociatebeingpunishedwiththenegativebehavior.Thepunishmentisnotlikedandthereforetoavoidit,thechildstopbehavinginthatmanner.5.____________________:Thisstagecanbethoughtofasconsciousmemory.Itholdsinformationforashortperiodtime,butitallowsinformationtobemanipulated,interpretedandtransformed.Thenewinformationinthisstage,bysubjectiontofurtherprocessing,maybetransferredtoandmadepartoflong-termmemory.6.____________________:Learningisaniterativeprocess.Thisoccurswhenexistingschemesoroperationsmustbemodifiedtoaccountforanewexperience.Thisisaprocessofmodifyingexistingcognitivestructuresbaseduponnewinformation.7.____________________:Itisa

theoryoflearning

basedontheideathatknowledgeisconstructedbythelearnersuponmentalactivity.Learnersareconsideredtobeactiveorganismsseekingmeaning.Itisfoundedonthepremisethat,byreflectingonourexperiences,weconstructourownunderstandingoftheworldconsciouslywelivein.8____________________:Itisde?nedasthedoingofanactivityforitsinherentsatisfactionsratherthanforsomeseparableconsequence.Whenintrinsicallymotivated,apersonismovedtoactforthefunorchallengeentailedratherthanbecauseofexternalprods,pressures,orrewards.9____________________:Itisdefinedastheabilitytotakechargeofone’sownlearning.Thelearnerhastosettheirowngoal,strategiesandstyle,makedecisionsandsolvetheproblem.Theroleofteacherisasfacilitator.10____________________:Theoriginallearningandnewsituationaredissimilar.Itrequiresmoremodificationoftheoriginalknowledgetoadapttothetargettransfercondition.Forexample,theskilloftyingabowknotonshoesmaynotbereadilyappliedtotieaknotonanapronbehindone’sback.=4\*ROMANIV.Fillintheblankswiththewordsgivenbelow.′′discardingpracticesassessreconcileconceptionstheoryexpertconstructencouragingcreatorsConstructivismisbasicallya1—basedonobservationandscientificstudy—abouthowpeoplelearn.Itsaysthatpeople2theirownunderstandingandknowledgeoftheworld,throughexperiencingthingsandreflectingonthoseexperiences.Whenweencountersomethingnew,wehaveto3itwithourpreviousideasandexperience,maybechangingwhatwebelieve,ormaybe4thenewinformationasirrelevant.Inanycase,weareactive5ofourownknowledge.Todothis,wemustaskquestions,explore,andassesswhatweknow.

Intheclassroom,theconstructivistviewoflearningcanpointtowardsanumberofdifferentteaching6.Inthemostgeneralsense,itusuallymeans7studentstouseactivetechniques(experiments,real-worldproblemsolving)tocreatemoreknowledgeandthentoreflectonandtalkaboutwhattheyaredoingandhowtheirunderstandingischanging.Theteachermakessuresheunderstandsthestudents'preexisting8,andguidestheactivitytoaddressthemandthenbuildonthem.Constructivistteachersencouragestudentstoconstantly9howtheactivityishelpingthemgainunderstanding.Byquestioningthemselvesandtheirstrategies,studentsintheconstructivistclassroomideallybecome"10learners."Thisgivesthemever-broadeningtoolstokeeplearning.Withawell-plannedclassroomenvironment,thestudentslearnHOWTOLEARN.=5\*ROMANV.ReadingComprehension(′′)Directions:ReadthepassageanddecidethefollowingstatementsTrueorFalse.WriteTforTrueorFforFalseinthebracket.Motivationistheforcethatinitiates,guides,andmaintainsgoal-orientedbehaviors.Itiswhatcausesustotakeaction,whethertograbasnacktoreducehungerorenrollincollegetoearnadegree.Theforcesthatliebeneathmotivationcanbebiological,social,emotional,orcognitiveinnature.Motivesarethe“whys”ofbehavior—theneedsorwantsthatdrivebehaviorandexplainwhatwedo.Ineverydayusage,thetermmotivationisfrequentlyusedtodescribe

why

apersondoessomething.Wedon’tactuallyobserveamotive;rather,weinferthatoneexistsbasedonthebehaviorweobserve.Researchershavedevelopedanumberoftheoriestoexplainmotivation.Eachindividualtheorytendstoberatherlimitedinscope.However,bylookingatthekeyideasbehindeachtheory,wecangainabetterunderstandingofmotivationasawhole.1.InstinctTheoryofMotivationAccordingtoinstincttheory,peoplearemotivatedtobehaveincertainwaysbecausetheyareevolutionarilyprogrammedtodoso.Anexampleofthisintheanimalworldisseasonalmigration.Theseanimalsdonotlearntodothis,itis,instead,aninbornpatternofbehavior.Instinctsmotivatesomespeciestomigrateatcertaintimeseachyear.Therearealistofhumaninstinctsthatincludessuchthingsas

attachment,play,shame,anger,fear,shyness,modesty,andlove.Themainproblemwiththistheoryisthatitdoesnotreallyexplainbehavior.Instead,itjustdescribesit.Bythe1920s,instincttheorieswerepushedasideinfavorofothermotivationaltheories,butcontemporaryevolutionarypsychologistsstillstudytheinfluenceofgeneticsandheredityonhumanbehavior.?2.IncentiveTheoryofMotivationTheincentivetheory

suggeststhatpeoplearemotivatedtodothingsbecauseofexternalrewards.Forexample,youmightbemotivatedtogotoworkeachdayforthemonetaryrewardofbeingpaid.Behaviorallearningconceptssuchasassociationand

reinforcement

playanimportantroleinthistheoryofmotivation.Thistheorysharessomesimilaritieswiththebehavioristconceptof

operantconditioning.Inoperantconditioning,behaviorsarelearnedbyformingassociationswithoutcomes.Reinforcementstrengthensabehavior

whilepunishmentweakensit.Whileincentivetheoryissimilar,itproposesthatpeopleintentionallypursuecertaincoursesofactioninordertogainrewards.Thegreatertheperceivedrewards,themorestronglypeoplearemotivatedtopursuethosereinforcements.3.DriveTheoryofMotivationAccordingtothe

drivetheory

ofmotivation,peoplearemotivatedtotakecertainactionsinordertoreducetheinternaltensionthatiscausedbyunmetneeds.Forexample,wemightbemotivatedtodrinkaglassofwaterinordertoreducetheinternalstateofthirst.Thistheoryisusefulinexplainingbehaviorsthathaveastrongbiologicalcomponent,suchashungerorthirst.Theproblemwiththedrivetheoryofmotivationisthatthesebehaviorsarenotalwaysmotivatedpurelybyphysiologicalneeds.Forexample,peopleofteneatevenwhentheyarenotreallyhungry.4.ArousalTheoryofMotivationAccordingtothearousaltheoryofmotivation,eachofushasauniquearousallevelthatisrightforus.Whenourarousallevelsdropbelowthesepersonalizedoptimallevels,weseeksomesortofstimulationtoelevatethem.Forexample,ifourlevelsdroptoolowwemightseekstimulationbygoingouttoanightclubwithfriends.Iftheselevelsbecometoohighandwebecomeoverstimulated,wemightbemotivatedtoselectarelaxingactivitysuchasgoingforawalkor

takinganap.Oneofthekeyassumptionsofthearousaltheoryisthatwearemotivatedtopursueactionsthathelpusmaintainanidealbalance.Whenwebecomeoverlyaroused,weseeksoothingactivitiesthathelpcalmandrelaxus.Ifwebecomebored,weheadinsearchofmoreinvigoratingactivitiesthatwillenergizeandarouseus.It’sallaboutstrikingtherightbalance,butthatbalanceisuniquetoeachindividual.5.HumanisticTheoryofMotivationHumanistictheoriesofmotivationarebasedontheideathatpeoplealsohavestrongcognitivereasonstoperformvariousactions.ThisisfamouslyillustratedinAbrahamMaslow’s

hierarchyofneeds,whichpresentsdifferentmotivationsatdifferentlevels.Peoplearefirstlymotivatedtofulfillbasicbiologicalneedsforfoodandshelter,aswellasthoseofsafety,love,andesteem.Oncethelowerlevelneedshavebeenmet,theprimarymotivatorbecomestheneedfor

self-actualization,orthedesiretofulfillone’sindividualpotential.6.ExpectancyTheoryofMotivationTheexpectancytheoryofmotivationsuggeststhatwhenwearethinkingaboutthefuture,weformulatedifferentexpectationsaboutwhatwethinkwillhappen.Whenwepredictthattherewillmostlikelybeapositiveoutcome,webelievethatweareabletomakethatpossiblefutureareality.Thisleadspeopletofeelmoremotivatedtopursuethoselikelyoutcomes.Thetheoryproposesthatmotivationsconsist

ofthreekeyelements:valence,instrumentality,andexpectancy.Valencereferstothevaluepeople

placeonthepotentialoutcome.Thingsthatseemunlikelytoproducepersonalbenefithavealowvalence,whilethosethatofferimmediatepersonalrewardshavea

highervalence.Instrumentalityreferstowhetherpeoplebelievethattheyhavearoletoplayinthepredictedoutcome.Iftheeventseemsrandomoroutsideoftheindividual’scontrol,peoplewillfeellessmotivatedtopursuethatcourseofaction.Iftheindividualplaysamajorroleinthesuccessoftheendeavor,however,peoplewillfeelmoreinstrumentalintheprocess.Expectancyisthebeliefthatonehasthecapabilitiestoproducetheoutcome.Ifpeoplefeelliketheylacktheskillsorknowledgetoachievethedesiredoutcome,theywillbelessmotivatedtotry.Peoplewhofeelcapable,ontheotherhand,willbemorelikelytotrytoreachthatgoal.7.ThreeMajorComponentstoMotivationTherearethreemajorcomponentstomotivation:activation,persistence,andintensity.·Activation

involvesthedecisiontoinitiateabehavior,suchasenrollinginapsychologyclass.·Persistence

isthecontinuedefforttowardagoaleventhoughobstaclesmayexist.Anexampleofpersistencewouldbetakingmore

psychologycourses

inordertoearnadegreealthoughitrequiresasignificantinvestmentoftime,energy,andresources.·Intensity

canbeseenintheconcentrationandvigorthatgoesintopursuingagoal.Forexample,onestudentmightcoastbywithoutmucheffort,whileanotherstudentwillstudyregularly,participateindiscussions,andtakeadvantageofresearchopportunitiesoutsideofclass.Thefirststudentlacksintensity,whilethesecondpursueshiseducationalgoalswithgreaterintensity.Whilenosingletheorycanadequatelyexplainallhumanmotivation,lookingattheindividualtheoriescanofferagreaterunderstandingoftheforcesthatcauseustotakeaction.Inreality,therearelikelymanydifferentforcesthatinteracttomotivateourbehavior.()1.Motivesaretheresultofbehavior.()2.Accordingtoinstincttheory,peoplearemotivatedtobehaveincertainwaysbecausetheyfindtheinnerpleasureindoingso.()3.Theincentivetheory

suggeststhatpeoplearemotivatedtodothingstoavoidexternalpunishments.()4.Accordingtothe

drivetheory

ofmotivation,peoplearemotivatedtotakecertainactionsinordertoreducetheinternaltensionthatiscausedbyunmetneeds.()5.Oneofthekeyassumptionsofthearousaltheoryisthatwearemotivatedtopursueactionsthathelpusmaintainanidealbalance.()6.Withoutfulfillingthebasicbiologicalneedssuchasfoodandshelter,humanswillnotlookforthehigherlevelofneedssuchasself-actualizationandrespect.()7.Thingsthatseemunlikelytoproducepersonalbenefithaveahighvalence.()8.Studentschoosingthesamecoursehavesameintensityofmotivationforlearningit.()9.Motivationistheforcethatinitiates,guides,andmaintainsgoal-orientedactivities.()10.Ifpeoplefeelliketheyarenotcapableofachievingthedesiredoutcome,theywillbelesslikelytotry.=6\*ROMANVI.TranslatethethreeunderlinedpartsintoChinese.(5′X3=15′)JeanPiaget'scognitivedevelopmenttheoryisablueprintthatdescribesthestagesofnormalintellectualdevelopment,frominfancythroughadulthood.Thisincludesthought,judgment,andknowledge.Piaget'sfourstagesofintellectual(orcognitive)developmentare:SensorimotorStage:birththroughages18-24monthsDuringtheearlystage,infantsareonlyawareofwhatisimmediateinfrontofthem.Theyfocusonwhattheysee,whattheyaredoing,andphysicalinteractionswiththeirimmediateenvironment.Becausetheydon'tyetknowhowthingsreact,they'reconstantlyexperimentingwithactivitiessuchasshakingorthrowingthings,puttingthingsintheirmouths,andlearningabouttheworldthroughtrialanderror.=1\*GB3①Thelaterstageincludesgoal-orientedbehaviorwhichbringsaboutadesiredresult.

Betweenages7and9months,infantsbegintorealizethatanobjectexistsevenifitcannolongerbeseen.Thisimportantmilestone—knownasobjectpermanence—isasignthatmemoryisdeveloping.Afterinfantsstartcrawling,standing,andwalking,theirincreasedphysicalmobilityleadstoincreasedcognitivedevelopment.Neartheendofthesensorimotorstage(18-24months),infantsreachanotherimportantmilestone—earlylanguagedevelopment,asignthattheyaredevelopingsomesymbolicabilities.PreoperationalStage:Toddlerhood(18-24months)throughearlychildhood(age7)Duringthisstage,youngchildrenareabletothinkaboutthingssymbolically.Theirlanguageusebecomesmoremature.Theyalsodevelopmemoryandimagination,whichallowsthemtounderstandthedifferencebetweenpastandfuture,andengageinmake-believe.However,theirthinkingisbasedonintuitionandstillnotcompletelylogical.Theycannotyetgraspmorecomplexconceptssuchascauseandeffect,time,andcomparison.=2\*GB3②ConcreteOperationalStage:Ages7to12Atthistime,childrendemonstratelogical,concretereasoning.Children'sthinkingbecomeslessegocentricandtheyareincreasinglyawareofexternalevents.Theybegintorealizethatone'sownthoughtsandfeelingsareuniqueandmaynotbesharedbyothersormaynotevenbepartofreality.Duringthisstage,however,mostchildrenstillcan'tthinkabstractlyorhypothetically.=3\*GB3③FormalOperationalStage:AdolescencethroughearlyadulthoodAdolescentswhoreachthisfourthstageofintellectualdevelopmentareabletologicallyusesymbolsrelatedtoabstractconcepts,suchasalgebraandscience.Theycanthinkaboutmultiplevariablesinsystematicways,formulatehypotheses,andconsiderpossibilities.Theyalsocanponderabstractrelationshipsandconceptssuchasjustice.AlthoughPiagetbelievedinlifelongintellectualdevelopment,heinsistedthattheformaloperationalstageisthefinalstageofcognitivedevelopment,andthatcontinuedintellectualdevelopmentinadultsdependsontheaccumulationofknowledge.1.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________2.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________3.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________