教育心理学双语.docx

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教育心理学双语.docx

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教育心理学双语.docx

教育心理学双语

U1AnIntroductiontoEducationalPsychology

KEYWORDS

Treatment

治疗

Negativecorrelation

负相关

Variables

变量

Uncorrelated

不相关

Laboratory

实验室

DescriptiveResearches

描述研究

Internalvalidity

内部效度

Actionresearch

行为研究

Externalvalidity

外部效度

Correlationalstudy

最近发展期

self-regulation

自我调节

scaffolding

支架教学

1.ToVygotsky,howdidonedevelopcognitively?

1.Developmentdependsonthesignsystemsthatindividualsgrowupwith.

2.Cognitivedevelopmentisstronglylinkedtoinputfromothers.Itisaprocessoflearningfromothersandinternalizing.

2.AccordingtoVygotsky’stheory,whatisthebestwaytotreatachild?

1.Readingisveryimportantinchildren’sintellectualdevelopment;

阅读对孩子智力发展十分重要

2.Imitationandcooperationisefficientwaysinchildren’sstudy;

模仿和合作是孩子学习的有效方式

3.TeachingisfindingtheproperZPDofchildren;

找到孩子的最近发展期

4.Encourageprivatespeechesduringsolvingtasks;

解决问题时鼓励自言自语

5.Teachthewayofdoingthingsinorderthatstudentscanknowhowtodo,notonlywhattodo.

教会学生如何去做而不是做什么

4.HowcanlearninghappenaccordingtoVygotsky?

Learningdependsontheprocessofself-regulation

Actionandsoundhaveameaning

Practice

Usingsignstothinkandsolveproblem

TOPIC4TheoryintoPractice

1.MakeabriefcomparisonbetweenPiaget’sandVygotsky’stheories.

Wheredotheyagreewitheachother?

1.Childrenareactive.

2.Trial-and-errorisalwaysawaytolearn.

3.Facingchallengeswillimproveone’sdevelopment.

4.Developingistoimproveone’swaysofthinking&solvingproblems.

Wherearetheydifferent?

1.Developmentdependsoninteractionwiththeenvironmentormorecompetenthumanbeings.

2.LearningimprovesorDEPENDSONdevelopment.

3.Cognitivestructureorsignsystems.

4.Developmentbeginsfrombornabilityorsociety.

5.Assimilation&accommodationorinternalization.

WhatisinitforUS?

1.Developmentisindependent.Nobodycantaketheplaceofanother.

2.Activeinteractionwithothersisthemaincause.

3.Adultscanhelpchildrenin2ways:

givingthemchancestotry&handleerrors;andhelpingthemwhentheyreallyneed（ZPD）.

2.Whatcanwedoinclassteachingaccordingtotheirtheory?

1.Itisnotagoodideatogetyourkidstositandlistenexceptreading.

2.Makingchancestogetyourkidstodosomethingbythemselvesisalwayshelpful.

3.Giveyourkidstasksindividuallyorinsmallgroupsifyoucan.ItisaproperwaytofindtheirZPDwherelearninghappens.

4.Trytogiveopportunitiesforyourkidstotalkinwhichyouwillfindoutwhenandhowtohelp（scaffolding）.

3.Whenplanningtoteach,whatshouldweconsideraccordingtotheirideas?

1.Whatcanthekidsdowiththeirhands?

2.Whathavetheyknownaboutmycontent?

3.CanImakethecontentintotasksforsmallgroups?

4.WhatabilitiesofthekidscanIuseintheclass?

5.Isitpossibletointroduceotherareasintothisclass?

6.HowlongdoIplanforthekidstositandlistentome?

7.Whatelsemaydrawthechildrenattention?

TOPIC5BehavioralTheoriesofLearning

（1）TheoreticalBasis

learning

学习

extinction

消失

stimulus

刺激

classicalconditioning

经典条件反射

Laboratory

实验室

operantconditioning

操作性条件反射

conditionedstimulus

有条件刺激

negative/positivereinforcer

负强化/正强化

unconditionedstimulus

无条件刺激

primary/secondreinforcer

一级强化物

二级强化物

neutralstimulus

无关刺激

punishment

惩罚

shaping

塑造

一级强化物：

满足人类的基本需求

二级强化物：

与一级强化物相联系

1.Howcanweusereinforcementintheclassroom?

1.Decidewhatbehaviorsyouwant;

2.Tellthestudentswhatbehaviorsyouwant;

3.Reinforcethewantedbehaviorsandtellthe

studentswhy;

4.Reinforceproperbehaviorsassoonaspossible;

5.Getthestudentstojudgetheirownandtheir

classmates’behaviorsandtrytotellwhy.

6.Makesuretoturnthemintonewhabits.

2.Whataretheadvantagesanddisadvantagesoftheusageofreinforcement?

优点

1.低端学生形成新行为时非常有效。

2.通过培养新行为来减少不良行为

缺点：

1.让孩子形成依赖

2.被动习惯

TOPIC5BehavioralTheoriesofLearning

（2）Reinforcement

1.Canyoutelltheprocessofareinforcement?

Operation--pleasantconsequence--strengtheningbehavior

2.Whatisthegeneralwaytousereinforcementinyourclass?

1.Decidewhatbehaviorsyouwant

2.Tellthestudentswhatbehaviorsyouwant

3.Reinforcethewantedbehaviorsandtellthestudentswhy

4.Reinforceproperbehaviorsassoonaspossible

5.Getthestudentstojudgetheirownandtheirclassmates’behaviorsandtrytotellwhy

6.Makesuretoturnthemintonewhabits

3.Whatcanwedoifwewanttostopthekids’learnedbehaviors?

（Ifyouwanttostopalearnedbehavior….）

1.Neglectingandpatienceareusuallyneeded

2.Tellingkidswhatyouwilldoandwhy

3.Shiftyourattentiontohisotherbehavior

4.Praisinghimoncehehasimprovement,evenverylittle.

Shapinganewbehaviorisusuallyawaytostopanunwantedone.

4.Whatshouldyoudoifyouwanttostoporformabehavioraccordingtotheoryofreinforcement?

2+3

5.Whatshouldyouavoiddoingwhenusingreinforcement?

1.不要过度运用强化

2.不要强化错误行为

TOPIC5BehavioralTheoriesofLearning（3）

SkillsofReinforcement

Maintenance

强化

variable-ratioschedule

变化比率强化计划

Intrinsicreinforcer

内部强化

fixed-intervalschedule

固定时间强化计划

extrinsicreinforcer

外部强化

extinction

消减

shaping/extinction

塑造/消减

Reinforcement

强化

fixed-ratioschedule

固定比率强化计划

modeling

模仿

punishment

惩罚

observationallearning

观察学习

variable-intervalschedule

不固定时间

强化计划

vicariouslearning

替代学习

1.Whatdoessociallearningtheoryemphasize?

SocialLearningTheoryisalearningtheorythatemphasizesnotonlyreinforcementbutalsotheeffectsofthoughtonaction&actiononthought.

2.Listthefourphasesofobservationallearning.

Attention:

payingattentiontoamodel（attractive,successful,interesting,&popular）.

Retention:

imitatingthebehavioronehavepaidattentionto.

Reproduction:

matchone’sbehaviortothemodel’s.

Motivation:

imitatingamodelforreinforcements.

TOPIC6

COGNITIVETHEORIESOFLEARNING

（1）

Informationprocessing

Informationprocessingmodel

信息加工模型

rehearsal

训练

attention

注意力

Episodicmemory

情景记忆

Workingmemory

工作记忆

Proceduralmemory

程序记忆

Short-termmemory

短时记忆

Semanticmemory

语义记忆

Long-termmemory

长时记忆

1.Whatisthesequenceofinformationprocessing?

2.Howisthecapacity（容量）ofworkingmemory?

Whatdoesitmeantoateacher?

7±2items

1.Don’tteachtoomuchtoorapidlyinclass.

2.Alwaysgivestudentstimeandchancetorehearse.

3.Helpstudentscombinenewknowledgewiththeold.

3.Accordingtoinformationprocessingmodel,howdoesforgettingoccur?

Nottransferredtolong-termmemory

Losttheabilitytorecall

TOPIC6

COGNITIVETHEORIESOFLEARNING

（2）

Memory

retroactiveinterference

倒摄抑制

primacyeffect

首因效应

proactiveinterference

前摄抑制

recencyeffect

近因效应

retroactivefacilitation

倒摄促进

massedpractice

集中练习

proactivefacilitation

前摄促进

distributedpractice

分散练习

1.Whatfactorscontributetolong-termretention?

Rehearsal&Coding

Makinginformationmeaningful

Connectingnew&oldinformation

2.Whatcanwedotoavoidinterference?

1.Don’tteachtoomuchatatime.

2.Don’tteachsimilarthingsclosely.

3.Trytoteachsimilarthingsindifferentways.

4.Learnnewinformationwellinthefirstplace.

5.Comparesimilarthingsfromtimetotime.

3.Whatcanwedotohelpfacilitationhappen?

第一题或者第四题答案

4.Listthreethingsthatateachercandotoimprovethestudents’learning.

1.Notteachsimilarandconfusingconceptstoocloselyintime.

2.Presentinformationinaclear,organizedway.

3.Helpthe

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