教育心理学 最终版.docx

教育心理学 最终版.docx

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教育心理学最终版

1.Educationalpsychology/psychology

EducationalPsychologyisacombinationoroverlappingoftwoseparatefieldsofstudy;psychologyandeducation.Itisadistinctdisciplinewithitsowntheories,researchmethods,problemsandtechniques.Educationalpsychologyisdistinctfromotherfieldsofpsychology（seeBox#2）duetoitsfocusonunderstandingtheprocessesofteachingandlearningthattakesplaceinformalenvironments.Educationalpsychologistsstudywhatpeoplethinkanddoastheyteachandlearnaparticularcurriculuminaparticularenvironmentwhereeducationandtrainingareintendedtotakeplace.Theyhelpindevelopinginstructionalmethodsandmaterialsusedtotrainpeopleinbotheducationalandworksettings.Theyarealsoconcernedwithresearchonissuesofrelevanceforeducation,counselingandlearningproblems.

Educationalpsychologyisthatbranchofpsychology,whichdealswithteachingandlearning.Ittakesitsmeaningfromeducation,socialprocessandfrompsychology,abehaviouralscience（Skinner）.

EducationalPsychologyisthedisciplineconcernedwithteachingandlearningprocesses;appliesthemethodsandtheoriesofpsychologyandhasitsownaswell（Woolfolk,1995）.

2.twoperspectivesaboutlearning,behaviorism,cognitivism

（1）Behaviorism（cognitivism的概念参照第（8）点）

BehaviorismwasestablishedwiththepublicationofWatson'sclassicpaperPsychologyastheBehavioristViewsIt（1913）.

Behaviorism,alsoknownasbehavioralpsychology,isatheoryoflearningbasedupontheideathatallbehaviorsareacquiredthroughconditioning.Conditioningoccursthroughinteractionwiththeenvironment.Behavioristsbelievethatourresponsestoenvironmentalstimulishapesourbehaviors.

Therearetwomajortypesofconditioning:

a、Classicalconditioning

b、Operantconditioning

（2）ClassicalConditioning（Pavlov）

Classicalconditioningisareflexiveorautomatictypeoflearninginwhichastimulusacquiresthecapacitytoevokearesponsethatwasoriginallyevokedbyanotherstimulus.

Severaltypesoflearningexist.Themostbasicformisassociativelearning,i.e.,makinganewassociationbetweeneventsintheenvironment.Therearetwoformsofassociativelearning:

classicalconditioning（madefamousbyIvanPavlov’sexperimentswithdogs）andoperantconditioning.

（3）OperantConditioning（Skinner）

Abehavioristtheorybasedonthefundamentalideathatbehaviorsthatarereinforcedwilltendtocontinue,whilebehaviorsthatarepunishedwilleventuallyend.

Operantconditioningcanbedescribedasaprocessthatattemptstomodifybehaviorthroughtheuseofpositiveandnegativereinforcement.Throughoperantconditioning,anindividualmakesanassociationbetweenaparticularbehaviorandaconsequence.

（4）UnconditionedResponse:

Inclassicalconditioning,theunconditionedresponseistheunlearnedresponsethatoccursnaturallyinresponsetotheunconditionedstimulus.Forexample,ifthesmelloffoodistheunconditionedstimulus,thefeelingofhungerinresponsetothesmelloffoodistheunconditionedresponse.

（5）conditionedResponse:

Inclassicalconditioning,theconditionedresponseisthelearnedresponsetothepreviouslyneutralstimulus.Forexample,let'ssupposethatthesmelloffoodisanunconditionedstimulus,afeelingofhungerinresponsethethesmellisaunconditionedresponse,andathesoundofawhistleistheconditionedstimulus.Theconditionedresponsewouldbefeelinghungrywhenyouheardthesoundofthewhistle.

（6）operantconditioning

∙Operantconditioning（sometimesreferredtoasinstrumentalconditioning）isamethodoflearningthatoccursthroughrewardsandpunishmentsforbehavior.Throughoperantconditioning,anassociationismadebetweenabehaviorandaconsequenceforthatbehavior.Example1:

Parentsrewardingachild’sexcellentgradeswithcandyorsomeotherprize.

∙Example2:

Aschoolteacherawardspointstothosestudentswhoarethemostcalmandwell-behaved.Studentseventuallyrealizethatwhentheyvoluntarilybecomequieterandbetterbehaved,thattheyearnmorepoints.

（7）Advantages

Behavioristlearningprinciplesbenefitchildrenwithlearningdisabilities,byapproachingnotonlylearningissues,butbehavioralissuesaswell.Theseteachingmethodsworkbestonsubjectsthatrequirestudentstomemorizefacts,suchashistory,socialstudiesandmathematics.Thebehavioristapproachtolearningalsoinvolvesbreakingdownlargeskillsetsintosmaller,moremanageableskills.Thisallowsstudentstomasterconceptsbeforemovingtothenextskillset.Forexample,teachersbreakdownphonicsintoindividuallettersoundsbeforemovingtomoreadvancedconcepts.

∙Disadvantages

Sometimespositivereinforcementbackfires.Childrenmightbecomereliantonrewardsfordesiredbehaviors.Teacherscancounteractthisbyreducingrewardswhenthechildbeginstodisplaythedesiredbehavior.Behaviorismalsodoesn'tworkwellforallsubjects.Conceptssuchaswriting,whichrequiresstudentstoanalyzeandinterpretinformation,mightnotbenefitfromthebehavioristapproach.

（8）Cognitivismisthetheorythathumansgenerateknowledgeandmeaningthroughsequentialdevelopmentofanindividual’scognitiveabilities,suchasthementalprocessesofrecognize,recall,analyze,reflect,apply,create,understand,andevaluate.

（9）Piagettheory---cognitivestages;

JeanPiagetdevelopedthetheoryofcognitivedevelopment.Thetheorystatedthatintelligencedevelopedinfourdifferentstages.

1）thesensorimotorstagefrombirthto2yearsold,

2）thepreoperationalstatefrom2yearsoldto7yearsold,

3）theconcreteoperationalstagefrom7yearsoldto10yearsold

4）theformaloperationalstagefrom11yearsoldandup.

（10）Brunertheory—discoverylearning;

JeromeBrunerwasthefirsttoapplythecognitiveapproachesineducationalpsychology.HewastheonewhointroducedtheideasofJeanPiagetintoeducationalpsychology.Headvocatedfordiscoverylearningwhereteacherscreateaproblemsolvingenvironmentthatallowsthestudenttoquestion,exploreandexperiment.

（11）Vygotskytheory—proximaldevelopmentzone;

PsychologistLevVygotskyproposedthatchildrenlearnthroughinteractionswiththeirsurroundingculture.Thistheory,knownasthesocio-culturalperspective,statesthatthecognitivedevelopmentofchildrenandadolescentsisenhancedwhentheyworkintheirZoneofProximalDevelopment（ZPDforshort）.ToreachtheZPD,childrenneedthehelpofadultsormorecompetentindividualstosupportorscaffoldthemastheyarelearningnewthings.

AccordingtoVygotsky'stheory,childrencandomorewiththehelpandguidanceofanadultorotherpersonmoreexperiencedpersonthantheycandobythemselves.TheZoneofProximalDevelopmentdefinesskillsandabilitiesthatareintheprocessofdeveloping.TheZPDistherangeoftasksthatonecannotyetperformindependently,butcanaccomplishwiththehelpofamorecompetentindividual.Forexample,achildmightnotbeabletowalkacrossabalancebeamonherown,butshecandosowhileholdinghermother'shand.Sincechildrenarealwayslearningnewthings,theZPDchangesasnewskillsareacquired.

（12）Bandura---ModelingIndicatorsforcognitivedevelopment

Bandurahasconductedmanystudiesinvolvingobservationallearning,ormodeling.Themodelingprocessincludesseveralsteps:

1）Attention-Inorderforanindividualtolearnanything,heorshemustpayattentiontothefeaturesofthemodeledbehavior.Manyfactorscontributetotheamountofattentiononepaystothemodeledactivities,suchasthecharacteristicsofboththeobserverandthepersonbeingobservedandcompetingstimuli.

2）Retention-Ifanindividualistobeinfluencedbyobservingbehaviorsheorsheneedstoremembertheactivitiesthatweremodeledatonetimeoranother.Imageryandlanguageaidinthisprocessofretaininginformation.Humansstorethebehaviorstheyobserveintheformofmentalimagesorverbaldescriptions,andarethenabletorecalltheimageordescriptionlatertoreproducetheactivitywiththeirownbehavior.

3）Reproduction-Reproductioninvolvesconvertingsymbolicrepresentationsintoappropriateactions.Behavioralreproductionisaccomplishedbyorganizingone'sownresponsesinaccordancewiththemodeledpattern.Aperson'sabilitytoreproduceabehaviorimproveswithpractice.

4）Motivation-Toimitateabehavior,thepersonmusthavesomemotivatingfactorbehindit,suchasincentivesthatapersonenvisions.Theseimaginedincentivesactasreinforcers.Negativereinforcersdiscouragethecontinuationofthemodeledactivity.

3.①Whatismotivation?

Motivationisdefinedasaninternaldrivethatactivatesbehaviorandgivesitdirection.Thetermmotivationtheoryisconcernedwiththeprocessesthatdescribewhyandhowhumanbehaviorisactivatedanddirected”（Romando,2007,para.1）.

Theprocessesthataccountforanindividual’sintensity,direction,andpersistenceofefforttowardattainingagoal

KeyElements

①Intensity:

howhardapersontries

②Direction:

towardbeneficialgoal

③Persistence:

howlongapersontries

Componentsofmotivation

Directionrelatestowhatanindividualchoosestodowhenpresentedwithanumberofalternatives

Intensityreferstothestrengthofresponseoncethealternativeischosen

Persistencereferstothestayingpowerofbehaviororhowlongapersonwillcontinuetodevoteeffort

②Maslow’sHierarchyofNeeds

Maslow'shierarchyofneedsisatheoryinpsychology,proposedbyAbrahamMaslowinhis1943paperATheoryofHumanMotivation.Maslowlaterextendedtheideatoincludehisobservationsofhumans'innatecuriosity.Histheorieslinkwithmanyothertheoriesofhu