Review materials of educational psychology in teacher recruitment

1. Educational psychology is a science that studies the basic psychological laws of teaching and learning in school situations.

2. The development of educational psychology has experienced four periods: initial stage, development, maturity and perfection.

3. Educational psychology is an applied psychology and an interdisciplinary subject of psychology and pedagogy.

The interaction between learning and teaching is a systematic process, which includes the teaching contents of students and teachers.

Teaching media, teaching environment and other five elements; Through learning process, teaching process, evaluation/reflection process

These three activities are intertwined.

5. Educational psychology can describe, explain, predict and control educational practice.

6. Teaching content is the main part of the information intentionally transmitted in the process of learning and teaching, which is generally manifested as syllabus, teaching materials and courses.

7. Students are the main body of learning, and any teaching means must play a role through students. This factor mainly affects the process of learning and teaching from two aspects, one is the group difference, the other is the individual difference.

8. Teaching media is the carrier of teaching content, the manifestation of teaching content and the tool for transmitting information between teachers and students. It not only affects the presentation and capacity of teaching content, but also has a far-reaching impact on the role of teachers and students in the teaching process, teaching organization and students' learning methods.

9. The teaching environment includes two aspects: material environment and social environment.

10 the core content of educational psychology research in the learning process.

1 1 students' psychological development has four basic characteristics: continuity and stage, orientation and sequence, imbalance and difference.

12 Social factors affecting personality development include family education mode, school education and peer group.

13, the adaptability of students' original knowledge level or psychological development level to new learning is called learning preparation, in which vertical refers to the learning preparation of all ages from birth to maturity, and horizontal refers to the learning preparation of all ages affected by various internal factors.

14. Piaget, a Swiss psychologist, divides cognitive development from infancy to adolescence into perceptual movement stage, pre-operation stage, concrete operation stage and formal operation stage.

15. Self-awareness is an individual's understanding of himself and his relationship with the surrounding environment. Generally speaking, self-awareness includes three components: self-awareness, self-experience and self-monitoring.

16 intelligence differences include individual differences and group differences.

17. This paper analyzes the differences of personality characteristics from four aspects: the personality characteristics of realistic attitude and rational personality characteristics,

Emotional characteristics of personality, will characteristics of personality.

18. according to the tendency of personal psychological activities, people's personality can be divided into extroversion and introversion.

19IQ refers to IQ, which can be determined in two ways: Stanford-Biner Scale and Wexler Scale.

20. Students' learning is a special form of human learning, and its learning content can be roughly divided into three aspects.

The mastery of knowledge, skills and learning strategies, the development of problem-solving ability and creativity, the cultivation of moral quality and healthy psychology.

2 1。 Gagne divided learning into eight categories according to the order of learning situation from simple to complex and learning level from low to high.

Signal learning, stimulus-response learning, chain learning, phonetic connection learning, discrimination learning, concept learning, rules or principles learning and problem-solving learning.

23. On the basis of the classification of early learning, Gagne further proposed five learning outcomes: intellectual skills, cognitive strategies, verbal information, motor skills and attitudes.

24. Psychologists in China advocate that students' learning should be divided into knowledge learning, skill learning and behavior standard learning.

25. Bruner believes that the essence of learning is to actively acquire knowledge and actively build its knowledge system by linking the newly acquired knowledge with the existing cognitive structure.

26. Bruner believes that the teaching principles of mastering the basic structure of the subject include motivation principle, structure principle, procedure principle,

Strengthen the principle.

27. Ausubel once divided learning into receptive learning and discovery learning according to the relationship between learning materials and learners' original knowledge structure; Learning is divided into mechanical learning and meaningful learning according to the way of learning.

28. Reception learning is also a process of conceptual assimilation and the main form of classroom learning.

29. Ausubel believes that students' learning is mainly meaningful learning.

30. The purpose of meaning learning is to make the new knowledge represented by symbols acquire psychological meaning.

3 1 Accepting learning is the main way for learners to master human cultural heritage and advanced scientific and technological knowledge.

Constructivism is the revolution of contemporary learning theory.

33. In Piaget and Bruner's early thoughts, the idea of constructivism already existed. Vygotsky's thought greatly promoted the development of constructivism. He emphasized the role of social culture and history, especially the prominent role of activities and social interaction in the development of people's advanced psychological functions.

34. Constructivist learning theory holds that learning is a process in which individuals construct their own knowledge, that is, learning is active.

Students are not passive stimulus recipients, but should actively choose and process external information.

35. The psychological state in which individuals feel some kind of deficiency in learning activities and strive to get satisfaction is called learning needs. Its subjective experience form is the learner's learning desire or intention, and from the function point of view, it is the internal driving force of learning.

36. Ausubel believes that achievement motivation in school context is mainly composed of the following three internal driving forces: cognitive internal driving force, self-improvement internal driving force and affiliated internal driving force.

37. Individual's subjective estimation of the goal to be achieved in learning activities is learning expectation, and as far as its function is concerned, it is the inducement of learning.

38. The external conditions or stimuli that can cause an organism's directional behavior and meet certain needs are called incentives.

39. The relationship between learning motivation and learning effect is not direct. It is usually regulated by learning behavior.

40. Maslow believes that there are five basic human needs: physiological needs, security needs, belonging and love needs, respect needs and self-realization needs.

4 1. Self-realization, as the highest need, includes cognitive needs, aesthetic needs and creative needs.

42. In learning activities, self-realization is the main learning motivation.

43. The theory of success or failure attribution divides attribution into three dimensions: internal attribution and external attribution, stable attribution and unstable attribution, controllable attribution and uncontrollable attribution.

44. Learning motivation refers to an internal process or internal psychological state that stimulates individuals to carry out learning activities, maintains the learning activities that have been caused, and leads to certain learning goals.

The main content of symbol learning is vocabulary learning.

46. Knowledge is information and its organization obtained by individuals through their interaction with the environment.

Subordinate learning, also known as generic learning, is a process of attributing new ideas to a certain part of the original ideas in the cognitive structure and making them interrelated.

48. Cognitive learning is also called blanket learning, that is, learning that obtains meaning through comprehensive induction.

49. The process of knowledge learning includes knowledge acquisition, knowledge maintenance and knowledge extraction. In these three stages, the main psychological problems to be solved are knowledge assimilation, maintenance and application respectively.

50. Intuition is a process in which the subject processes the surface meaning and surface characteristics of the directly perceived teaching materials, thus forming a concrete, special and perceptual understanding of related things. In the actual teaching process, there are three main intuitive ways, namely, object intuition, model intuition and speech intuition.

5 1. generalization refers to the active process in which the subject obtains abstract, generalized and rational knowledge of the essential characteristics and internal relations of a class of things through deep processing and transformation of perceptual materials, such as analysis, synthesis, comparison, abstraction and generalization. In the actual teaching process, there are two types of students' knowledge generalization, with different levels of abstraction, namely perceptual generalization and rational generalization.

52. Modern cognitive psychology divides human memory system into three subsystems: instantaneous memory, short-term memory and long-term memory.

53. Skill is a legal way of activity formed through practice, which has the following basic characteristics: skill is formed through learning and practice, skill is a way of activity, and each action element in skill and its execution order should reflect the requirements of the objective law of the activity itself, not the general habitual action.

54. Operational skills, also known as sports skills and sports skills, are legal modes of operational activities formed through learning; Psychological skills, also known as intellectual skills and cognitive skills, are legal psychological activities formed through learning.

According to the difference of fine degree of movement and muscle exercise intensity, it can be divided into fine operation skills and extensive operation skills; According to the consistency of action, it can be divided into continuous operation skills and intermittent operation skills; According to the dependence on the environment, actions can be divided into closed operation skills and open operation skills; According to the different operating objects, it can be divided into unarmed operation skills and instrument operation skills.

56. It is generally believed that the formation of operational skills can be divided into four stages: operational orientation, operational imitation, operational integration and operational proficiency.

57. As far as the formation of effective operational skills is concerned, imitation needs to be based on cognition.

58. Demonstration can promote the formation of operational skills, but the effectiveness of demonstration depends on many factors, such as the identity of the demonstrator,

Accuracy, timing, etc. of the demonstration.

When explaining and guiding words, we should pay attention to the conciseness, generality and visualization of words; It is necessary to explain not only the structure and specific requirements of the action, but also the basic principles contained in the action; It is necessary not only to explain the physical characteristics of movements, but also to guide students to pay attention to and experience the motion perception of muscles during movements.

60. Gary Peilin divided the formation of psychological behavior into five stages: orientation stage, materialization stage, silent external speech act stage and internal speech act stage.

6 1. Anderson believes that the formation of mental skills needs to go through three stages: cognitive stage, connection stage and automation stage.

62. Educational psychologists in China put forward prototype orientation, prototype operation and prototype through teaching experiments.

Three-stage theory of the formation of internalized psychological skills.

63. Chinese psychologists generally believe that it takes two steps to establish a practical model of psychological activities through psychological simulation.

Create an established model and test a revised model.

64. Learning strategies refer to the complex schemes related to the learning process that learners make purposefully and consciously in order to improve the effectiveness and efficiency of learning.

Generally speaking, learning strategies can be divided into cognitive strategies, metacognitive strategies and resource management strategies.

66. Cognitive strategies include retelling strategies, fine processing strategies and organizational strategies; Metacognitive strategies include

Planning strategy, monitoring strategy and adjustment strategy; Resource management strategies include time management strategy, learning environment management strategy, hard management strategy and social resource utilization strategy.

67. The principles of learning strategy training include initiative principle, internalization principle, specificity principle, generative principle, effective monitoring and people's sense of self-efficacy.

68. Metacognition is cognition, which has two independent but interrelated components to regulate knowledge and ideas in cognitive process and cognitive behavior.

69. The methods of learning strategy training include instructional teaching mode, program training mode, gestalt training mode, interactive teaching mode and cooperative learning mode.

This problem is an exciting situation, and there are some obstacles to be overcome between the given information and the goal to be achieved. It contains three basic components: given conditions, goals to be achieved and existing restrictions or obstacles.

7 1. Individuals apply a series of cognitive operations, and the process from the initial state of a problem to the target state is called problem solving. It has the following basic characteristics: purposefulness, cognition and sequence, and there are two types of routine problem solving and creative problem solving.

72. Examples of homogeneous but different problems are called variants of problems.

73. Creativity refers to an individual's ability or characteristics to produce novel and unique products with social value.

74. Divergent thinking is the core of creative thinking, and its main characteristics are fluency, flexibility and originality.

75. The main factors affecting creativity are environment, intelligence and personality.

76. Through collective discussion, the creative thinking method that makes the thoughts collide with each other to produce sparks and achieve the effect of brainstorming is called

Brainstorming training.

77. Attitude is formed through learning, which affects the internal readiness or reaction tendency of individual behavior choice. It includes cognition, emotion and behavior, among which emotion is the core component of attitude.

78. Ability determines whether an individual can successfully complete certain tasks, while attitude determines whether an individual is willing to complete certain tasks.

79。 Morality is the abbreviation of moral quality, the embodiment of social morality in individuals, and the relatively stable psychological characteristics and tendencies of individuals when they act according to certain social moral behavior norms. Its psychological structure includes moral cognition, moral emotion and moral behavior.

80. Piaget believes that in the development process from heteronomy to self-discipline, individual's cognitive ability and social relations have great influence.

8 1. Kohlberg divides moral judgment into three levels: pre-custom level, custom level and post-custom level, and six stages: obedience orientation, relative utility orientation, seeking identity orientation, obeying laws and regulations orientation, social contract orientation and universal ethics orientation.

82. Common and effective attitudes and moral cultivation methods can be effectively persuaded. Set an example, use group identity, identify values, and give appropriate rewards and punishments.

83. Mental health is a good and continuous mental state and process, which is manifested in individual vitality, positive inner experience, good social adaptation, and the ability to effectively exert their physical and mental potential and social functions as members of society.

84. Psychological assessment has two reference frames: health model and disease model.

85. The so-called psychological consultation is in a new type of constructive interpersonal relationship. .

86. The general goal of psychological counseling is to learn to adjust and seek development.

87. The teaching goal is the expected learning result that students get through teaching activities.

88.Bloom et al. divided teaching objectives into three areas: cognition, emotion and motor skills in their classification system of educational objectives.

89CAI has the advantages of interactive instant feedback, vivid image and self-paced.

100. Teaching objectives have the functions of measuring and evaluating teaching, selecting and using teaching strategies, and guiding students' learning.

10 1 synthesis refers to the integration of fragmentary knowledge into a knowledge system, which includes three levels: expressing one's views in language, handling things and deducing abstract relations.

102. The statement of behavioral objectives has three elements: specific objectives, production conditions and behavioral standards.

103 the goal of combining psychology with behavior consists of two parts: general teaching goal and specific teaching goal.

104. Gagne pointed out that in teaching, the following nine teaching projects should be completed in order to attract students' attention, guide teaching objectives, arouse past experience, present teaching content, provide learning guidance, show learning behavior, give timely feedback, evaluate learning results, strengthen memory and transfer learning.

105. After determining the teaching objectives and analyzing tasks, teachers should organize several basic elements in the teaching process, such as teaching items, teaching methods, teaching media and materials, teaching scenarios, etc.

106. Teachers' common teaching methods include explanation, demonstration, classroom question and answer, practice, guidance, discussion, experiment, games, visits and exercises.

107 when choosing teaching media, teachers should comprehensively weigh the teaching situation, students' learning characteristics, the nature of teaching objectives and the characteristics of teaching media.

108. Teaching media include non-projection visual AIDS, projection visual AIDS, auditory AIDS and audio-visual AIDS.

109. All the activity plans taken by teachers to effectively achieve the teaching objectives, including the order arrangement of teaching items, the choice of teaching methods, the choice of teaching media, the setting of teaching environment, the design of teacher-student interaction, etc., are called teaching strategies.

120. Cooperative learning is characterized by the process of division of labor, close cooperation, individual efforts and social mutual aid groups. Classroom management refers to the process that teachers can effectively achieve the predetermined teaching objectives by coordinating various interpersonal relationships in the classroom.

12 1. Classroom discipline is the norm and control imposed on students' classroom behavior, which is divided into four types of teacher discipline.

Collective discipline, task discipline, self-motivation discipline.

122. The factors that affect classroom management are teachers' leadership style, class size, class nature and expectations of teachers.

123. Whether the student group promotes or hinders individual activities depends on four factors: activity difficulty, competitive motivation, consciousness of being evaluated by others and interference of attention.

124. The code of conduct that binds members in a group is called group code, including written formal code and unwritten informal code. The formation of group norms has gone through three stages of mutual influence, and there is obvious consistency in opinions, evaluations, judgments and reaction behaviors.

125. Classroom atmosphere can be divided into three types: positive, negative and confrontational. The main factors affecting the classroom atmosphere are teachers' leadership style, teachers' expectations of students and teachers' emotional state.

126. Lei Wen divided teachers' leadership styles into centralized, democratic and laissez-faire.

127. Teachers expect to influence the acceptance, feedback, input and output of classroom atmosphere in four ways.

128. Attraction and exclusion, cooperation and competition are the main interpersonal relationships in the classroom.

129. The relatively stable combination mode of students, learning process and learning situation is classroom structure, which includes classroom scene structure and classroom teaching structure.

130. The elements of group motivation include group cohesion, group norms, group atmosphere, interpersonal relationships among group members, etc.

13 1. Students, learning process and learning situation are the three elements of the classroom, and the relatively stable combination of these three elements is the classroom structure. The construction of classroom situation should consider the control of class size, the establishment of classroom routine and the allocation of student seats; The structure of classroom teaching should consider the rational use of teaching time, the compilation of courses and the planning of teaching process.

132. Teaching evaluation refers to the process of systematically collecting information about students' learning behavior and making value judgments with reference to predetermined teaching objectives. Its purpose is to make decisions on courses, teaching methods and student training programs, including determining evaluation objectives, collecting and analyzing relevant information, and forming value judgments and decisions.

133. The classification of teaching measurement and evaluation can be divided into formative evaluation and summative evaluation according to the timing of implementing teaching evaluation; According to the processing method of teaching evaluation data, it is divided into norm reference evaluation and standard reference evaluation; From the function of teaching evaluation, it can be divided into configuration evaluation and diagnostic evaluation; According to the rigor of teaching evaluation, it can be divided into formal evaluation and informal evaluation.

134. A test compiled by experts or scholars that is suitable for evaluating an individual's academic achievement level in a wide range is called standardized achievement test, which has the advantages of objectivity, planning and comparability.

135. According to the specific teaching objectives, teaching materials and test purposes, the tests written by teachers themselves are called self-made tests, which are usually used to measure students' learning status and are divided into objective questions and subjective questions.

136. The characteristics of an effective self-made test are reliability, validity and discrimination.

137. Non-test assessment techniques include case file analysis, observation and emotional assessment.

138. Teachers need some special abilities, the most important of which may be the organization and logic of thinking, the ability to express orally and the ability to organize teaching activities.

139. Among the personality characteristics of teachers, there are two important characteristics that have a significant impact on the teaching effect: first, the enthusiasm and compassion of teachers; First of all, teachers have enthusiasm and imagination.

140 shows the interaction between teachers' characteristics and students' individual differences and age characteristics.

14 1. Rosenthal borrowed allusions from ancient Greek mythology and called the prophetic effect expected by teachers pygmalion effect.

142. The research shows that there are differences between expert teachers and new teachers in three aspects: pre-class planning, classroom teaching process and after-class teaching evaluation.

143. Fowler and Brown divided the growth of teachers into three stages according to the needs of teachers and the focus of attention in different periods: focusing on survival stage, focusing on situation stage and focusing on students stage.

144 basic ways for teachers' growth and development Observe and analyze the teaching activities of excellent teachers, carry out microteaching, conduct special training and reflect on teaching experience.

145. Posner proposed a teacher growth formula.

146. Brubachi and others put forward four methods of reflection: reflection diary, detailed description, exchange and discussion, and action research.

147. Reflection on teaching experience, also known as reflective practice or reflective teaching, is "a way of thinking about educational problems, which requires teachers to have the ability to make rational choices and take responsibility for these choices".

148. Among the memory characteristics of middle school students, intentional memory is dominant, and understanding memory is the main memory method.

149, middle school students' thinking ability is relatively mature, and abstract logical thinking ability is dominant. Dialectical thinking and creative thinking have made great progress.

150, Piaget divided the individual development stage into four stages, namely sensory movement stage, pre-operation stage, concrete operation stage and formal operation stage, in which the conservation stage is concrete operation stage.

15 1, Vygotsky of the Soviet Union emphasized the important role of human social culture in human psychological development and the importance of social communication in cognitive development, and he put forward the theory of cultural and historical development.

152, Eriksson's theory of psychological and social development divides the development of personality into eight stages. The main contradiction is that diligence becomes diligent in the stage of inferiority, and the main contradiction is that initiative develops initiative in the stage of guilt.

153, using the ratio of IQ age to actual age to reflect IQ is ratio IQ. A student's IQ is 8 years old, and the actual age is 7 years old, so his IQ is.

154, Vitkin, an American psychologist, divided people's cognitive styles into field-independent type and field-dependent type according to different reference objects, in which field-independent type is based on a person's inner self.

155, the research object of educational psychology is the science of basic psychological laws of learning and teaching in school situations. It is an interdisciplinary subject of psychology and pedagogy.

156, the elements of learning and teaching mainly include students, teachers, teaching content, teaching environment and teaching media.

157. The process of learning and teaching includes learning process, teaching process, evaluation and reflection process.

There are also choices and short answers, and if necessary, increase the reward.