Examination time: 120 minutes
Test paper type structure: indefinite multiple-choice question: 30 points
Fill in the blanks: 15 points
Interpretation of judgment: 25 points
Short answer: 20 points
Composition: 30 points
Complete set of educational psychology tests:
Fill in the blanks or choose
1, China psychologist (Pan Wei) pointed out in the book "Educational Psychology" edited by 1980: "The research object of educational psychology is (various psychological phenomena in the educational process)." 197 1 The Encyclopedia of Education published in the United States points out: "Educational psychology is a scientific study of behavior in the process of education. In fact, educational psychology is defined as a science that mainly involves students' learning and teaching in school situations. "
2. Petrovsky of the former Soviet Union pointed out in the book Age and Educational Psychology edited by 1972: "The object of educational psychology is to study the psychological laws of teaching and education."
3. (Good Behavior Game) played by (Barris et al.)
4. The Swiss educator (Pestalozzi) put forward the idea of (educational psychology), emphasizing the combination of education and psychology and advocating the principle of (intuitive teaching), believing that only in this way can students' perception be enriched and their thinking be developed.
5. German educator Herbart put the idea of educational psychology into practice. He divided the teaching process into four stages: (clarity), (association), (system) and (method). Later, their students further developed the above four stages into five stages (preparation, prompt, association, system and method).
6. Educational psychology, as an independent branch of psychological science, occurred in the second half of (19th century).
1867, the famous Russian educator (ushinski) published the first volume (Educational Anthropology), which is a necessary source of educational and psychological knowledge.
1988, the first book named after educational psychology was published by Russian educator and psychologist (Captain Lev) (Educational Psychology).
From 1896, American psychologist (Thorndike) started the experimental research on animal learning, and published a book (Educational Psychology) in 1903. It is generally believed that formal educational psychology was initiated by American psychologist Thorndike.
7. Thorndike, Watson, guthrie, Hull and Skinner are the main representatives of the joining school.
8. Cognitive school (Weitemo, Kaufka, Kohler) is the main representative. They advocate "Gestalt Theory".
9. 1908, the first book on educational psychology appeared in China, which was translated by Fang Zongyue from Japanese Koizumi (Practical Educational Psychology).
Later, an introduction to educational psychology translated by Lu Zhiwei (Thorndike) was published. (Vivian) Translation (Gates) (Educational Psychology).
10, individual psychological development is restricted by two factors (congenital) and (acquired).
1 1, (gesell) famous (twin crawling experiment)
12, the critical period of human oral development is (2-3 years old); The critical period of written language development is (4-5 years old); The critical period for the development of the number concept is (5-5.5 years old).
13 Piaget's research on children's moral development began with observing children playing "playing marbles".
14, Piaget pointed out that (1 1 year) is the turning point of children's moral judgment from external standards to internal standards.
15, (learning theory) is the cornerstone of educational psychology and plays an important (core) position in educational psychology. The fundamental theoretical problems 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 theories are mainly divided into: (connectionist learning theory), (cognitive learning theory), (connectionist-cognitive learning theory) and (humanistic learning theory).
17. There are two ways for people and animals to keep balance with the environment: (instinctive behavior) and (learned behavior).
18, Gagne's learning classification: (1) Wisdom skills; (2) cognitive strategies; (3) oral information; (4) motor skills; (5) attitude.
19, Ausubel's learning classification, according to the way of learning, learning can be divided into (accepting learning and discovering learning); According to the relationship between learning materials and existing knowledge in learners' cognitive structure, learning can be divided into (mechanical learning and meaningful learning).
20. Ausubel divides meaningful learning into: (representative learning, concept learning and proposition learning).
2 1. 1972 In the book Time and Educational Psychology edited by Petrovsky, learning is divided into two categories: (reflective learning and cognitive learning).
22. Chinese scholars divide students' learning into: (knowledge learning, motor skills learning, mental skills learning and social production standard learning).
23. The information processing mode of learning regards the learning process as: (the process of information input-encoding-processing-storage-decoding-output).
judge
1, the study of educational psychology is inseparable from the educational process. In any society, the older generation must pass on the social experience to the younger generation in some way. Everyone is constantly influenced by others from birth.
2. The education process is essentially a process of experience transmission.
3. The study of the educational process is inseparable from the psychological phenomenon in the educational process.
4. Although the external environment can accelerate or delay the individual's physiological development, it cannot change the internal procedure and rhythm of its development.
5. The individual's psychological development is not a process of continuous quantitative change, but a discontinuous process with a series of qualitative different stages of development.
6. Inherent genetic quality and acquired environmental conditions restrict individual psychological development.
7. Learning in a narrow sense refers to students' learning, which is what people usually call learning.
Brief answers or discussions (including answers) of educational psychology test set;
Three. A short answer or discussion
1. What five aspects should educational psychology provide theoretical guidance for?
Answer: (1) Determine the teaching objectives; (2) Understand the characteristics of students; (3) Applying the psychological laws of the learning process;
(4) Selection and implementation of teaching methods; (5) Teaching measurement and evaluation.
2. What aspects must educational psychology learn from?
A: (1) learning theory; (2) students' learning; (3) learning strategies; (4) Learning transfer; (5) Learning motivation.
3. What is the purpose and task 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 Leper's experiment.
A: Lepper randomly divided preschool children into three groups and asked them to draw with a kind of colored pen that children like. Both the first group and the second group were winners, but the first group was told that it would be rewarded after painting; The second group didn't know there was a reward; The third group is the control group, and no reward will be given after painting. The results show that the number of children in the first group who continue to choose painting is only half of that in the second and third groups. From this, Leper concluded that once the external reward is removed, it will reduce the individual's original interest in this activity. This is the origin of the conclusion that external reward damages internal motivation. From Leper's experiment, we can see that the experimental method has two main characteristics: the first is to randomly assign subjects; The second is the control variable. In short, the experimental method requires the experimenter to strictly control the experimental situation, the experiment follows the pre-designed experimental design, the implementation of the experiment has a set of strict procedures, and the experimental results should be accurately measured. Because of this, experimental method is considered to be an effective method in educational psychology research.
5. What are the experimental methods in educational psychology research?
A: (1) Laboratory experiments. This is a research method to strictly control the experimental situation, so as to accurately and carefully observe the relationship between independent variables and dependent variables. The biggest advantage of laboratory experiment is that it allows experimenters to control all the factors in the research to the greatest extent, so this kind of research has high internal validity. Its limitation is that its experimental situation is highly artificial and simplified, so it is difficult to infer its experimental results into real life situations.
(2) Random field experiment. This kind of research is conducted in a real teaching situation, usually lasting for a long 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 barris and others is an example of a single case experiment. In a single case experiment, the experimenter does not need to test and explain the results, and the chart itself is clear at a glance. This is the characteristic that distinguishes a single case experiment from other group experiments.
6. What are the similarities between the * * * of the participating schools?
A: Thorndike, Watson, guthrie, Hull and Skinner are the main representatives of the franchisees. First, all psychological phenomena are attributed to the direct connection between stimulus or situation (S) and reaction (R), and S-R formula is used as the highest principle to explain all psychological phenomena; Second, it is argued that the essence of learning is to passively establish the relationship between S-R through conditioning; Thirdly, in the research direction of learning problems, we pay attention to the exploration of external phenomena and external conditions, while ignoring the research of internal processes and internal conditions.
7. What is the theoretical expression of the cognitive school?
A: The cognitive school is mainly represented by Vitmer, Kaufka and Kohler. They advocate "Gestalt Theory". One is to deny that the connection between stimulus and response is direct, and think that behavior is dominated by consciousness, with consciousness as the intermediary; Secondly, it is believed that the essence of learning lies in actively constructing gestalt or forming cognitive structure, rather than passively forming S-R connection; Thirdly, in the research direction of learning problems, we advocate discussing the internal process and conditions of learning.
8. Try to describe the relationship between psychological development and education.
A: Education is the most important influence received by individuals from the environment in the process of psychological development, and it is also the leading factor 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 existing psychological development level of individuals; On the other hand, education can promote individual psychological development.
(1) The restrictive effect of individual psychological development on education. The individual's learning readiness includes two aspects: physiological readiness and psychological readiness. Physical preparation, especially the development and maturity of the brain and nervous system, is a natural prerequisite for an individual to receive education. Psychological preparation includes two aspects: intellectual preparation and non-intellectual preparation.
(2) The promotion of education to individual psychological development. 1, developmental teaching; Education is restricted by the existing level of individual psychological development, and it 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 promotion of education to psychological development. 2. Early education.
9. Briefly answer Vygotsky's developmental teaching proposition.
A: Vygotsky, a former Soviet psychologist, put forward the idea of developmental teaching. In his view, when determining the actual relationship between individual psychological development and educational possibility, two levels of children's development should be considered: the first level is the development level that children have reached so far, that is, the level at which children can solve problems in independent activities; The second level is the ability level that children are currently forming and just developing, that is, the level at which children can solve problems with the guidance and help of adults. The area between these two levels, he called it "the zone of recent development". Therefore, Vygotsky pointed out: "Pedagogy should not take the yesterday of children's development as the direction, but should take the tomorrow of children's development as the direction."
10, on Piaget's cognitive development theory.
A: Piaget, a Swiss child psychologist, put forward the stage theory of children's cognitive development.
(A) the basic concepts of Piaget's theory. (1) architecture. As a psychological model to guide people's behavior, the structure of action or psychological operation can be very simple or complex. (2) assimilation. Is to merge a new object or event into an existing schema. Assimilation is similar to a new data input computer. (3) adapt. Piaget called it the process of changing the existing schema to adapt to the new situation. (4) balance. The process of restoring balance between existing understanding and new experience is called balance.
(2) Piaget's cognitive development stage. Piaget divided the cognitive development of children and adolescents into four stages: sensory movement stage, pre-operation stage, concrete operation stage and formal operation stage. Piaget believes that all children's cognition and development go through these four stages in turn, but they can't surpass one of them. However, different children may go through these stages at different speeds, and children may also show the characteristics of several stages in different periods, especially in the transitional period. (1) Sensory motor stage (0-2 years old). The baby's wisdom is embodied in his actions. (2) Preoperative stage (2-7 years old). In the late stage of sensory movement, children's language ability develops rapidly and they begin to use image symbols more and more frequently to replace external things. (3) Specific operation stage (7- 12 years old). The specific operation stage is marked by the appearance of "conservation", which means that children's thinking is reversible. The child's thinking has made great progress compared with the previous operation stage. They not only master the concept of conservation, but also compare, classify, sort and classify things on this basis, all of which are inseparable from the support of concrete images. (4) Formal operation stage (/kloc-after 0/2 years old). After entering adolescence, teenagers begin to think with abstract rules.
(3) Enlightenment to education. (1) Teachers should carefully observe and listen to children's thinking process of solving problems, understand how children think about problems and how they 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, and teaching beyond children's current development level will only be futile. (3) Preschool children and primary school children need teachers to provide them with examples of concepts.
1 1. Try to explain Eriksson's theory of personality development.
A: Eriksson has built a huge theory of lifelong personality development, namely the theory of stages of psychological and social development. Eriksson divides the development of individual personality from cradle to grave into eight stages, each of which faces a core psychological and social crisis.
The first stage: trust versus distrust (0- 1.5 years old);
The second stage: self-doubt (1.5-3 years old);
The third stage: actively facing guilt (3-6 years old);
The fourth stage; Diligence and inferiority (6- 12 years old);
The fifth stage: identity confusion (12- 18 years old);
Stage 6: Intimacy against loneliness (18-30 years old);
The seventh stage: creating stagnation (3 1-50 years old);
Stage 8: Self-improvement versus disappointment (after 5 1 year).
12, on the enlightenment of Eriksson's personality development theory to education.
A: (1) The development of personality is the product of the interaction between self and social culture, and the emergence and solution of psychological crisis at all stages are closely related to environmental effects. Therefore, on the issue of personality development, we should not only pay attention to the role of self-education, but also pay special attention to the educational role of schools, families and society for individuals.
(2) The development of personality has different tasks at different stages. Education must aim at the characteristics of personality development of different age groups and guide individuals to develop in a positive direction in the process of opposing development.
(3) Although personality development has different characteristics in each stage, on the whole, personality development in each stage is a complete and continuous process.
13. Briefly describe Kohlberg's theory of stages of moral development.
A: Kohlberg pointed out that the development of human moral judgment has gone through three levels and six stages: (1) pre-secular level (before 9 years old). Phase 1. Stage of punishment and obedience; Stage 2: the orientation stage of instrumental relativism; (2) Secular level (9-20 years old). The third stage. Good boy orientation stage; The fourth stage. Orientation stage of law and order; (3) Post-secular level (after the age of 20). The fifth stage. Orientation stage of social contract; The sixth stage. The orientation stage of universal ethical principles.
How to grasp the definition of learning?
A: First of all, learning is characterized by changes in individual behavior or behavioral potential.
Second, the change of behavior or behavior potential caused by learning is relatively lasting.
Thirdly, the change of behavior or behavior potential caused by learning is caused by the acquisition of experience.