[Educational composition materials]

Famous aphorisms

1. The root of education tastes bitter, and the fruit of education tastes sweet. (Aristotle)

2. Education is to the soul what carving is to marble. (Edison)

3. If a person is born, if he does not eat, he will die; if a person is naive, if he is not taught, he will be stupid. (Wang Fuzhi)

4. To have a good society, we must first have good individuals; to have a good individual, we must first have good education. (Cai

Yuanpei)

5. For the people, the first is bread, and the second is education. (Dandong)

6. One more school means one less prison. (Hugo)

7. The purpose of education should be to convey the breath of life to people. (Tagore)

8. Education is the most difficult undertaking. Excellent educators believe that education is not only a scientific undertaking, but also an artistic undertaking. (Kalinin)

9. Leaving a sound education to your children is the best legacy. (Scott)

10. It is human nature to seek knowledge. (Aristotle)

11. It doesn’t matter if someone teaches you about learning. The most important thing is whether you have awareness and perseverance. (Fabre

er)

12. Learning is your own business. You must learn by yourself. You can study by yourself in any environment and learn practical and useful things

13. What is most needed in career is creative talents. (Zou Taofen)

14. Everything in the world needs to be created. If you want to move forward, you cannot just sit and wait, you must create. (Xu Teli)

15. Human life is creation. (Gorky)

16. All the joys in life are the joys of creation: love, genius, action - all burst out from the fire of creation. (Romain Rolland)

17. What I fear most is that / people open their eyes / are not surprised / are accustomed to the day / live / do not pursue the fantasy of fairy tales / and come out

Into the poem /Like wandering into a monastery... (Roger Jestwen)

18. The highest ideal in life lies in reaching the truth. (Li Dazhao)

19. We are only willing to bow before the altar of truth, not before all material authority. (Guo Moruo)

20. Truth is a noble word, and it is also a noble achievement. (Hegel)

Term explanation

1. Educational psychology: It is an applied science gradually formed and developed in the process of combining psychology and education. An independent branch of psychology. It is a science that studies students' learning activities and related psychological phenomena and their laws in the process of school education. It involves all psychological phenomena and laws in the process of school education.

2. Yerkes-Dodson Law: When motivation is too strong, efficiency will decrease. Only by maintaining a moderate level of motivation can learning efficiency be the highest.

3. Experimental research: It is a method to explore the relationship between independent variables and dependent variables in a certain control situation.

4. Related research: Researchers do not create a certain situation, but only observe the relationship between some variables that occur in nature, and then draw a conclusion whether the two variables are related.

The correlation between two variables can be divided into three situations: (1) Positive correlation. When one variable increases, the other variable also increases.

(2) Negative correlation. When one variable increases, the other variable decreases.

(3) Zero correlation. When one variable changes, the other variable remains the same.

5. Descriptive research: It does not involve exploring the relationship between two or more variables, but only describes some interesting events or phenomena. This type of research is descriptive research.

Mize conducted a descriptive study in 1978 that combined observation and interviews.

6. Development: refers to the physical and mental changes that occur throughout the life of a human individual from birth to death, that is, development includes both physical and psychological development.

7. Physiological development: The physiological development of an individual, also called the development of biological factors, refers to the changes in the physiological structure and functions of human individuals and their instincts.

The physiological development process of an individual is an endogenous process, that is, the process in which the individual naturally matures and grows according to its own predetermined program and rhythm.

8. Psychological development: Educational psychology studies individual psychological development in a narrow sense, that is, the positive psychological changes that occur in individuals from birth to psychological maturity.

Psychological development consists of two processes: one is the "gradual theory" view, which believes that the psychological development from infant to adult is a gradual accumulation of continuous quantitative change process. The other is the "stage theory" view, which believes that individual psychological development is not a continuous quantitative process, but a discontinuous process that goes through a series of qualitatively different development stages.

9. Congenital factors: refers to the genetic qualities that an individual receives from his parents when he is born.

Acquired factors: refer to various influences from the environment that an individual receives after birth.

10. Natural maturity theory: Psychologist Bühler and others believe that the internal rhythm of psychological development is related to the natural maturity of biological factors. The psychological development of individuals is based on the predetermined program and rhythm of biological factors themselves. Naturally mature, the external environment can only accelerate or slow down the speed of psychological development to a certain extent, but cannot fundamentally change the internal rhythm of psychological development.

11. Environmental determinism: Psychologist Watson and others believe that individual psychological development is the result of environmental influence or shaping. What kind of environment there is will have what kind of psychology and behavior.

12. Imprinting: When Lorenz studied the attachment behavior of young animals, he found that young animals that had just walked tended to follow the first moving object they saw after birth and quickly followed it. Quickly establish a dependence relationship with it that is difficult to change. This phenomenon is what Lorenz calls "imprinting".

13. Heteronomy: Children’s moral judgments are governed by objective value standards other than themselves.

Self-discipline: A child’s moral judgment is governed by his own subjective value standards.

14. Learning: Learning is the relatively lasting adaptive change in behavior or behavioral potential of humans and animals through the acquisition of experience in the course of life.

15. Reflective learning: learning to master certain stimuli and certain responses.

Cognitive learning: learning to master certain knowledge, skills and behaviors.

16. Classical conditioning: Pavlov discovered the conditioned reflex phenomenon while studying the digestive process of dogs from the end of the 19th century to the beginning of this century, and thus began the famous experimental research on conditioned reflexes.

17. Acquisition: In Pavlov's experiment, the bell (CS) was repeatedly matched with the food (US), so that the dog learned to establish a conditioned reflex to the bell, which is called conditioning. get.

18. Extinction: In Pavlov’s experiment, after the dog’s conditioned effect on the bell was established, if the food (US) no longer accompanied the bell (CS), then the dog would respond to the bell (CS). The salivary secretion response (CR) produced by CS will become weaker and weaker until it finally disappears. This process is called extinction of conditioning.

19. Spontaneous recovery: In Pavlov's experiments, the conditioned effect that has obviously faded will reappear in a very weak form after a period of time. This phenomenon is called conditioning. of spontaneous recovery.

20. Stimulus generalization: In Pavlov's experiment, when a dog learned to salivate in response to a high-pitched tone, a slightly lower tone would also induce its salivation response. This phenomenon of CR automatically extending to other stimuli besides CS is called stimulus generalization.

21. Stimulus differentiation: The process by which the organism learns to respond differently to CS and stimuli similar to CS through selective reinforcement and extinction is called stimulus differentiation. Stimulus generalization and stimulus differentiation are complementary processes. With the help of stimulus generalization, learning can be extended beyond the original specific stimulus, while with the help of stimulus differentiation, different appropriate responses can be made for different situations, thereby avoiding blind generalization.

22. Secondary conditioning: The process of conditioning another neutral stimulus by an already conditioned stimulus is called secondary conditioning.

Fill in the blanks or choose

1. Chinese psychologist (Pan Shu) pointed out in the book "Educational Psychology" edited by him in 1980: "The object of educational psychology is (Various psychological phenomena in the education process).

"The "Encyclopedia of Education" published in the United States in 1971 pointed out: "Educational psychology is the scientific study of behavior in the educational process. In fact, educational psychology is generally defined as a science that mainly involves the learning and teaching of students in school settings. "

2. Perovsky of the former Soviet Union pointed out in the book "Age and Educational Psychology" edited by him in 1972: "The object of educational psychology is the psychology of teaching and education. law. ”

3. (Good Behavior Game) conducted by (Baires et al.)

4. Swiss educator (Pestalozzi) proposed (psychologicalization of education) He advocated the integration of education with psychology and advocated the principle of intuitive teaching, believing that only in this way can students' perceptions be enriched and students' thinking developed.

5. German educator (Herbert Heinrich). Erbart put the idea of ??educational psychology into practice. He divided the teaching process into four stages: (understanding), (association), (system), and (method). Later, his students divided the above four stages. It further developed into five stages (preparation, prompting, association, system and method)

6. Educational psychology, as an independent branch of psychological science, occurred in the second half of the 19th century. /p>

In 1867, the famous Russian educator (Ushinsky) published the first volume of ("Educational Anthropology"), which is (an essential source of educational and psychological knowledge).

In 1988, the first book named after educational psychology came out, which was ("Educational Psychology") by the Russian educator and psychologist (Kapterev)

1896. , American psychologist (Thorndike) began to conduct experimental research on animal learning, and published a book ("Educational Psychology") in 1903. It is generally believed that formal educational psychology was developed by the American psychologist Thorndike. Founded by Dyke.

7. The main representatives of the Connectionist group are Thorndike, Watson, Guthrie, Hull, and Skinner.

8. The intellectual school is mainly represented by (Wittmer, Koffka, and Kohler). They advocate the "Gestalt Theory". 9. In 1908, the first book on educational psychology appeared in our country. The book was translated by Fang Zongyue ("Educational Practical Psychology") by Japanese Koizumi.

After that, (Lu Zhiwei) translated (Thorndike) ("Introduction to Educational Psychology"). "). (Chen Derong) Translated (Gates)'s ("Educational Psychology")

10. Individual psychological development is restricted by (innate) and (nurture) factors.

11. (Gesell’s) famous (Twin Climbing Experiment)

12. The critical period for the development of human spoken language is (2-3 years old); the critical period for the development of written language is ( 4-5 years old); the critical period for the development of number concepts is (5-5.5 years old)

13. Piaget’s initial research on children’s moral development was through observing children playing “marbles”.

14. Piaget pointed out that (11 years old) is the turning point when children’s moral judgment shifts from being dominated by external standards to being dominated by internal standards.

15. Learning theory) is the cornerstone of educational psychology, and it occupies an important (core position) in educational psychology. The fundamental theoretical issues of learning (essence, process and conditions) solved by learning theory are to guide students to effectively learn and The theoretical basis for teachers to teach effectively.

16. Learning theories are mainly divided into: (connectionist learning theory), (cognitive learning theory), (connectionist-cognitive learning theory) , (humanistic learning theory).

17. There are two ways for humans and animals to maintain balance with the environment: (instinctive behavior) and (learned behavior).

18. Gagné’s learning classification: (1) intellectual skills; (2) cognitive strategies; (3) verbal information; (4) motor skills; (5) attitude.

19. Ausubel’s learning classification can be divided into (receptive learning and discovery learning) according to the way learning is carried out; according to the relationship between learning materials and existing knowledge in the learner’s cognitive structure , learning can be divided into (mechanical learning and meaningful learning).

20. Ausubel divides meaningful learning into: (representative learning, conceptual learning, propositional learning).

21. In the book "Age and Educational Psychology" edited by Petrovsky in 1972, learning was divided into two categories: (reflective learning, cognitive learning).

22. Chinese scholars divide students’ learning into: (learning of knowledge, learning of motor skills, learning of mental skills and learning of social production norms).

23. The information processing model of learning regards the learning process as: (the process of information input-encoding-processing-storage-decoding-output).

Judgment

1. The study of educational psychology cannot be separated from the educational process. In any society, the older generation must pass on social experience to the younger generation in some way. From birth, everyone is constantly accepting the influence of others.

2. The education process is essentially a process of experience transfer.

3. Research on the educational process cannot be separated from the psychological phenomena in the educational process.

4. Although the external environment can accelerate or delay the physiological development of an individual, it cannot change the internal program and rhythm of its development.

5. Individual psychological development is not a continuous process of quantitative change, but a discontinuous process that goes through a series of qualitatively different development stages.

6. Innate genetic qualities and acquired environmental conditions both restrict the psychological development of individuals.

7. Learning in a narrow sense refers to students’ learning, which is what people usually mean by learning.

Short answer or discussion

1. What five aspects should educational psychology provide theoretical guidance for?

Answer: (1) Determine the teaching objectives; (2) Understand the characteristics of students; (3) Apply the psychological laws of the learning process;

(4) Selection and implementation of teaching methods; (5) Teaching measurement and evaluation.

2. From what aspects must educational psychology learn psychological content?

Answer: (1) Learning theory; (2) Student learning; (3) Learning strategies; (4) Learning transfer; (5) Learning motivation.

3. What are the purposes and tasks of educational psychology research?

Answer: (1) Prompt the basic psychological laws in school education and help teachers solve practical problems in teaching.

(2) Establish a systematic teaching theory to promote the further development of teaching reform.

4. Briefly describe Lepper's experiment.

Answer: Lepper randomly divided preschool children into three groups and asked them to draw with a color pen that the children liked. The first and second groups are the winning groups, but the first group is told that they will receive rewards after painting; the second group does not know that there are rewards; the third group is the control group and will not be rewarded after painting. It was found that the children in the first group continued to choose to draw only half as many times as the second and third groups. From this, Lepper concluded that once the external reward is removed, it will reduce the individual's original interest in engaging in this activity. This is where the conclusion that extrinsic rewards undermine intrinsic motivation comes from. From Lepper's experiment, we can see that the experimental method has two main characteristics: the first is to randomly assign subjects; the second is to control variables. In short, the experimental method requires the experimenter to strictly control the experimental situation. The experiment follows a pre-planned experimental design. There is a strict set of procedures for the implementation of the experiment, and the experimental results must be accurately measured. Because of this, experimental methods are considered a reliable method in educational psychology research.

5. What are the specific types of experimental methods in educational psychology research?

Answer: (1) Laboratory experiment. This is a research method that strictly controls the experimental situation to accurately and carefully observe the relationship between independent variables and dependent variables. The biggest advantage of using laboratory experiments is that it allows the experimenter to have maximum control over all factors in the study, so this type of study has high internal validity. Its limitation is that its experimental situations are highly artificial and oversimplified, so its experimental results are difficult to extrapolate to real life situations.

(2) Randomized field experiment. This kind of research is conducted in a real teaching situation. The research usually lasts for a long period of time, and its purpose is to evaluate the effect of a certain teaching procedure or other educational measures.

(3) Single case experiment. The "Good Behavior Game" experiment conducted by Byres et al. is an example of a single-case experiment. In a single case experiment, the experimenter does not need to check and explain the results obtained, because the chart itself is clear at a glance.

This is a feature that distinguishes single case experiments from other group experiments.

6. What are the differences between the Connectionists?

Answer: The Unionists are mainly represented by Thorndike, Watson, Guthrie, Hull, and Skinner. First, all psychological phenomena are attributed to the direct connection between stimulus or situation (S) and response (R), and the S-R formula is used as the highest principle to explain all psychological phenomena; second, it is advocated that the essence of learning is through conditioning Passively establish connections between S-R; thirdly, in the research direction of learning issues, focus on the exploration of external phenomena and external conditions, while ignoring the study of internal processes and internal conditions.

7. What are the theoretical manifestations of the cognitive school?

Answer: The cognitive school is mainly represented by Wittmer, Koffka, and Kohler. They advocate "Gestalt Theory". First, it denies that the connection between stimulus and response is direct, and believes that behavior is controlled by consciousness and is mediated by consciousness; second, it advocates that the essence of learning lies in actively constructing a gestalt or forming a cognitive structure, rather than passively forming it. S-R connection; thirdly, in the research direction of learning issues, it advocates exploring the internal process and internal conditions of learning.

8. Describe the relationship between psychological development and education.

Answer: Education is the most important influence that an individual receives from the environment in the process of psychological development, and it is also the factor that plays a leading role in the process of individual psychological development. The relationship between education and psychological development is mainly reflected in two aspects: on the one hand, education is restricted by the individual's existing psychological development level; on the other hand, education can promote the individual's psychological development.

(1) The restrictive effect of individual psychological development on education. An individual's learning readiness state includes two aspects: physiological readiness state and psychological readiness state. Physiological readiness, especially the degree of brain and nervous system development and maturity, is a natural prerequisite for an individual to receive education. Psychological readiness, including intellectual factors, develops in the positive direction of the oppositional development process.

(3) Although personality development has different characteristics at each stage, overall, personality development at each stage is a complete and continuous process.

13. Briefly describe Kohlberg’s stage theory of moral development.

Answer: Kohlberg proposed that the development of people's moral judgments goes through three levels and six stages: (1) Pre-secular level (before 9 years old). Stage 1. Punishment and obedience stage; Stage 2. Instrumental relativism orientation stage; (2) Secular level (9-20 years old). Stage 3. Good boy orientation stage; Stage 4. Law and order orientation stage; (3) Post-secular level (after 20 years old). Stage 5. Social contract orientation stage; Stage 6. Universal ethical principles orientation stage.

14. How to grasp the definition of learning?

Answer: First of all, learning is manifested as changes in individual behavior or behavioral potential.

Second, changes in behavior or behavioral potential caused by learning are relatively long-lasting.

Third, changes in behavior or behavioral potential caused by learning are caused by the acquisition of experience.

Fourth, learning is an adaptation phenomenon to the environment unique to humans and animals.