The Skills of Reciting Educational Psychology

Come on, come on, the formulas are coming, these formulas must be remembered, take them! As we all know, there are many knowledge points in the teacher recruitment examination, which need us to recite, so that we can do the questions with ease, whether objective or subjective, and remember that we have benefited a lot. But because there are too many knowledge points, too long and too trivial, you will encounter obstacles in your memory. Today, I will provide you with some formulas in the general psychology section to help you remember.

Psychological knowledge formula

1. What are the characteristics of memory?

(1) agility of memory; (2) Persistence of memory; (3) the accuracy of memory; (4) preparation of memory.

Memory skill: prepare to eat rice

2. Factors affecting the forgetting process

(1) learners' needs and interests; (2) the significance, nature and quantity of materials; (3) learning level; (4) The influence of material order on forgetting.

Memory skills: the essence of process

3. Ways to improve memory ability

(1) Clarify the purpose of memory and enhance the initiative of learning; (2) Understand the meaning of learning materials; (3) Fine processing of materials to promote the understanding of knowledge; (4) Using chunk learning strategy to organize learning materials reasonably; (5) adopting various information coding methods to improve the quality of information processing; (6) Pay attention to review methods to prevent knowledge from being forgotten.

Memory skills: multiple prescriptions in the tomb

4. Ways to prevent forgetting:

(1) review regularly in time; (2) Reasonable allocation of time; (3) combining decentralized review with centralized review; (4) the combination of repeated reading and hard memory; 5) review methods should be diversified; (6) Use a variety of senses to participate in review.

Memory skills: combine several meals.

5. How to cultivate students' imagination in teaching?

(1) Enrich students' representation reserve; (2) expanding students' knowledge and experience; (3) Imagination training; (4) Guide students to fantasize actively; (5) Guiding students to think positively is conducive to opening the door of imagination.

Memory skills: thinking about the love of changing watches

6. Briefly describe the quality of thinking

(1) Broad thinking; (2) the profundity of thinking; (3) the agility of thinking; (4) Flexibility of thinking; (5) the independence of thinking; (6) Critical thinking.

Memory skills: light (wide) body (deep) abdomen (unique) skin (batch) sensitivity.

7. Briefly describe the reasons for unintentional attention.

(1) Characteristics of objective stimulus

(1) intense stimulation; ② New abnormal stimulation; (3) the stimulation of change; ④ Contrast stimulation; ⑤ Indicative stimulation.

(2) People's subjective state

(1) needs and interests; ② Emotional state; ③ Subject knowledge and experience.

Memory skill: make a powerful gesture with one finger and be told.

8. Conditions for attracting and maintaining intentional attention

(1) Understanding of the purpose of the activity; (2) Indirect benefits (benefits to the results of activities); (3) organizing activities reasonably; (4) Eliminate internal and external interference.

Memory skills: eye-to-eye coordination

9. Briefly describe the quality of attention

(1) the breadth/scope of concern; (2) the stability of attention; (3) the distribution of attention; (4) the transfer of attention.

Memory skills: chopping light to make a steady profit