What type of questions are in Anyang Teacher Recruitment "Educational Psychology"?

Total score of test paper: 120 points

Test time: 120 minutes

Test paper question structure: indefinite multiple choice questions: 30 points

Fill-in-the-blank questions: 15 points

Judgment and explanation questions: 25 points

Short answer questions: 20 points

Essay questions: 30 points

Educational Psychology Test Question Set:

1. Fill in the blanks or select

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 educational 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 Xuetongdang is defined as the science that mainly involves the learning and teaching of students in school settings."

2. "Age and Educational Psychology" edited by Perovsky of the former Soviet Union in 1972. The book points out: "The object of educational psychology is the study of the psychological laws of teaching and education."

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

4. The Swiss educator (Pestalozzi) proposed the idea of ??(psychologicalization of education), emphasizing that education should be combined with psychology, and advocated the principle of (intuitive teaching), believing that only in this way can students' perceptions be enriched. Develop students’ thinking.

5. The German educator (Herbart) put the idea of ??educational psychology into practice. He divided the teaching process into four stages: (understanding), (association), (system), and (method). Later, its students further developed the above four stages into five stages (preparation, prompts, association, system and method).

6. As an independent branch of psychological science, educational psychology occurred in the second half of the 19th century.

In 1867, the famous Russian educator (Ushinsky) published the first volume of ("Educational Anthropology"), which is (a necessary 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).

In 1896, the 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 pioneered by the American psychologist Thorndike.

7. The Connectionist group is mainly represented by (Thorndike, Watson, Guthrie, Hull, Skinner).

8. The cognitive school is mainly represented by (Wittmer, Koffka, Kohler). They advocate "Gestalt Theory".

9. In 1908, the first book on educational psychology appeared in my country, which was translated by Fang Zongyue from Japan ("Educational Practical Psychology") by Koizumi.

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

10. An individual’s psychological development is restricted by two factors (innate) and (acquired).

11. (Gesell) famous (twin climbing experiment)

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

13. Piaget’s research on children’s moral development initially began by observing children playing the game of “marbles”.

14. Piaget pointed out that (11 years old) is the turning point when children's moral judgment shifts from being governed by external standards to being governed 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 the theoretical basis for guiding students to learn effectively and teachers to teach effectively

16. Learning theory is mainly divided into: (connection (learning theory of the cognitive school), (learning theory of the cognitive school), (connection-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).

2. 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 answers or explanations (including answers) of the "Educational Psychology" test questions:

3. Short answers or explanations

1. Applications of educational psychology Which five aspects does it 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 includes two aspects: preparation for intellectual factors and preparation for non-intellectual factors.

(2) The role of education in promoting individual psychological development. 1. Developmental teaching; education is restricted by the individual’s existing psychological development level and is only one aspect of the relationship between education and psychological development. In the relationship between education and psychological development, it is more important to see the role of education in promoting psychological development. 2. Early education.

9. A brief answer to Vygotsky’s developmental teaching proposition.

Answer: Vygotsky, a psychologist from the former Soviet Union, proposed the idea of ??developmental teaching. He believed that when determining the actual relationship between the psychological development of an individual and the possibilities of education, two levels of development of the child should be taken into account: the first level is the level of development that the child has reached so far, that is, in the independent activities of the child The level of problem-solving that can be achieved; the second level is the ability level that children are currently forming and just developing, that is, the level of problem-solving that children may reach with the help of adult guidance and help. The area between these two levels he calls the "zone of proximal development." Therefore, Vygotsky pointed out: "Education should not be oriented towards the yesterday of children's development, but should be oriented towards the tomorrow of children's development."

10. Let's try to describe Piaget's theory of cognitive development. .

Answer: Swiss child psychologist Piaget proposed a stage theory of children's cognitive development.

(1) Basic concepts of Piaget’s theory. (1) Schema. The structure of action or mental operation, which is the mental model that guides people's behavior. The schema can be very simple or very complex. (2) Assimilation. It is to incorporate new objects or events into existing schemas. Assimilation is similar to feeding new data into a computer. (3) Comply. The process of changing existing schemas to adapt to new situations is what Piaget called adaptation. (4) Balance.

The process of restoring equilibrium between existing understanding and new experiences is called equilibrium.

(2) Piaget’s cognitive development stages. Piaget divided the cognitive development of children and adolescents into four stages: sensorimotor stage, preoperational stage, concrete operational stage and formal operational stage. Piaget believed that all children's cognition and development pass through these four stages of development in sequence and cannot exceed any one of them. However, different children may move through these stages at different rates, and children may exhibit characteristics of several stages at different times, especially during transitional periods. (1) Sensorimotor stage (0-2 years old). The baby's intelligence is reflected in his movements. (2) Preoperational stage (2-7 years old). In the late sensorimotor stage, children's language abilities develop rapidly, and they begin to use representational symbols to replace external things more and more frequently. (3) Concrete operational stage (7-12 years old). The concrete operation stage is marked by the emergence of "conservation", which means that children's thinking is reversible. Children's thinking has developed greatly compared with the pre-operational stage. They not only master the concept of conservation, but also can compare, classify, categorize and sort things and other intellectual operations on this basis, all of which are inseparable from concrete concepts. Image support. (4) Formal operation stage (after 12 years old). After entering adolescence, teenagers begin to use abstract rules to think about problems.

(3) Enlightenment on education. (1) Teachers should carefully observe and listen to children's thinking process in solving problems, understand how children currently think about problems and perceive the world around them, so as to correctly judge children's current thinking development level. (2) Teaching should be suitable for children’s current cognitive development level. Teaching that exceeds children’s current development level will only be futile. (3) Preschool and primary school children need teachers to provide them with examples of concepts.

11. Describe Erikson’s personality development theory.

Answer: Erikson constructed a huge lifelong development theory of personality, namely the psychosocial development stage theory. Erikson centered on the gradual emergence of the self and divided an individual's personality development from cradle to grave into eight stages. Each stage faces a core psychosocial crisis.

The first stage: trust versus distrust (0-1.5 years old);

The second stage: autonomy versus doubt (1.5-3 years old);

The third stage: initiative versus guilt (3-6 years old);

The fourth stage: diligence versus inferiority (6-12 years old);

The fifth stage: identity versus sameness Sexual confusion (12-18 years old);

The sixth stage: Intimacy vs. loneliness (18-30 years old);

The seventh stage: Creation vs. stasis (31-50 years old) );

The eighth stage: self-improvement versus disappointment (after 51 years old).

12. Let’s discuss the implications of Erikson’s personality development theory on education.

Answer: (1) Personality development is the product of the interaction between the self and social culture. The occurrence and resolution of psychological crises at each stage are closely related to environmental effects. Therefore, when it comes to personality development, we should not only pay attention to the role of self-education, but also pay special attention to the role of school, family and society in educating individuals.

(2) Personality development has different tasks at different stages. Education must be based on the personality development characteristics of different ages and guide individuals to develop in the positive direction of the opposite 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.