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教育心理学复习资料(名词解释中文理解)

教育心理学复习资料发展的概念λ五种发展,身体physical development(change in body),个人personal development(changes in an individual’s personality), 社会social development(changes in the way an individual relates to others),认知cognitive development(changes in thinking)λ发展的特点,有序(orderly process),逐渐(takes place gradually),速率不一(at different rates)1.语言发展是在情境中,有一定目的性的2.语言构建模块,语音,语义,句法,语用婴儿期的语言发展,babbling儿童期发展,three-word in native language order, 通常犯三种错误,overextension, under extension, Over regularization(忽略特殊语法)儿童中期的语言发展(变化*源语言意识)青春期语言发展λ成年人角色(四个,joint attention, child-directed speech, expansion and recasting, large input)λ母语与第二语言发展的相同点(早期依赖常规用语,僵硬语言块,泛化)λ为何学第二外语较难?错过关键期,缺少强度(热情),与文化,心理发展不匹配,学习过程的沮丧焦虑皮亚杰认知发展理论λ四个阶段:【感知运动阶段sensorimotor,前运算阶段preoperational,具体运算阶段concrete-operational,形式运算阶段formal-operational】Sensorimotor: involving the senses and motor activityPreoperational: the stage before a child master logical mental operations孩子掌握逻辑心理运算的前一阶段Concrete operations: mental task tied to concrete objects and situations.心里任务与具体对象和情况相关联Formal operations: mental tasks involving abstract thinking and coordination of a number of variables涉及抽象思考和协调一组变量的心理任务里程碑:Object permanence, goal-directed action, and deferred imitationInfants explore the world through their senses and motor activity, and work toward mastering object permanence and performing goal-directed activities. 婴儿通过感觉和运动活动探索世界,并努力掌握客体永久性和进行有目的的活动。

Object permanence:the understanding that objects have a separate, permanent existence.对象是单独永久存在的。

goal-directed action:deliberate actions toward a goal 向一个目标采取的特意行为里程碑:Symbolic thought这一阶段思想的局限性:Concentration, one-way logic, egocentrism, animismSymbolic thinking and logical operations begin. 开始象征性思考和逻辑运算。

Semiotic function: the ability to use symbols to represent actions or objects mentally.能够在精神上使用符号表示动作或对象Egocentric: assuming that others experience the world the way you do 假设别人体验世界的方式与自己一样Collective monologue: 孩子在群体说话但并没有真正的交流和互动的说话形式里程碑:Conservation, identity, reversibility, compensation, classification(class inclusion, seriation)Children can think logically about tangible situations and can demonstrate conservation, reversibility, classification and seriating. 孩子能在逻辑上思考实际情况,演示保存,可逆性,分类和序列排列。

Reversible thinking: thinking backward, from the end to the beginning, also call reversibility从尾端回到开端的思考方式Conservation: principle that some characteristics of an object remain the same despite changes in appearance尽管外表发生变化,物体的某些特点保持相同Decentering: focusing on more than one aspect at a time 同一时间关注几方面Compensation: 其中一维的改变会被其他的改变offset抵消Classification:对物体进行分类Seriation: 按一个顺次sequencial排列物体,如尺寸,重量,volume体积里程碑:hypothetic-deductive reasoning, inductive reasoning, 考虑替换,辨认所有可能,青年自我中心The ability to perform hypothetic-deductive reasoning, coordinate a set of variables, and imagine other worlds.执行演绎推理的能力,协调一组变量的能力,想象其他世界的能力。

Hypothetic-deductive reasoning:一种形式运算解决问题的策略,个体从辨认可能影响问题的所有因素开始,然后进行推理和系统地评估具体的解决方案Adolescent egocentrism: 假设其他人都与自己分享自己的思想,感觉和关注点。

λ皮亚杰认知理论的缺陷:children and adults often think in ways that are inconsistent with the notion of invariant stages; underestimate children’s cognitive abilities; overlooking cultural factors in child development.儿童和成年人在概念的不变阶段思考不一致,低估了儿童的认知能力,忽视了儿童发展中的文化因素。

认知发展背后的工作原理:Adaptation, organization, scheme, disequilibrium Adaptation: adjustment to the environment适应环境Organization: ongoing process of arranging information and experience into mental systems or categories.安排信息和经验为精神系统或类别的持续过程Scheme:精神系统或者概念和经验的分类Disequilibrium: 当一个人意识到自己目前的思考方式不能解决问题或理解情景时,便会出现不平衡阶段Equilibration: 在认知图示与环境信息中寻找精神平衡λ当不平衡出现的时候,我们会不断修改图示,因此我们就发展了认知Adaptation 包括顺应accommodation(产生新图示),同化assimilation(调整已有图示)Organization组织和分类大脑中的经验和信息Accommodation:替换已有图式或产生新的图式以回应新信息。

Assimilation: 把新信息融入fitting已有图示四个因素贡献认知发展:Maturation, Activity, Social transmission, Equilibration(平衡)维果斯基的社会文化理论sociocultural theoryλ认知发展的社会文化起源:较低心理功能&较高心理功能(lower and higher mental function)例子:女儿在父亲的一步步指引下寻找到小熊。

社会分享活动转变为内心化的过程文化工具cultural tool: 包括材料工具material tool和心理工具psychological toolλ语言作为精神工具:与他人互动的方法&解决问题与自律的工具Private speech:儿童的自语,一到他们的思考和行动。

最后这些口头上的行为内化为沉默的内心私语λZone of proximal development最近发展区:给予一个孩子适当的帮助和支持,他就能掌握任务Scaffolding: 学习和解决问题时的支持手段。

包括提示,线索,鼓励,把问题分步,提供例子,或其他的手段,使学生成为独立的学习者。

运用:The role of adults and peers & Assisted learning & teaching and the magic middleλ皮亚杰与维果斯基的在私语上所持不同观点:前者认为是消极的,不成熟的孩童使用更多egocentric speech; 后者认为是积极的,外显的思维,能够自我引导,自律,当任务难度加大时,私语会更多。

埃里克森的心理社会发展理论Erikson’s theory of psychosocial development8个阶段λ埃里克森认为,每个人的一生都必须经历八个阶段,每个阶段都含有一个中心危机。

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