目 录
第一部分 教育心理学概述
第一章 教育心理学的对象、方法与发展简史
第一节 教育心理学的性质、对象和内容 ························································2
一、教育心理学的性质 ··················································································2
二、教育心理学的对象和内容··········································································4
第二节 教育心理学的研究原则与方法 ···························································5
一、教育心理学研究遵循的原则 ·······································································5
二、教育心理学的研究方法 ············································································7
第三节 教育心理学的发展简史及发展趋势 ···················································14
一、教育心理学的发展简史 ··········································································15
二、教育心理学的发展趋势 ··········································································18
第二部分 基本理论
第二章 心理发展理论
第一节 心理发展概述 ·············································································22
一、心理发展的概念 ···················································································22
二、心理发展的特点 ···················································································23
三、影响心理发展的因素 ·············································································24
第二节 皮亚杰的认知发展理论 ··································································25
一、发生认识论 ·························································································25
二、认知发展阶段论 ···················································································27
三、皮亚杰认知发展理论的贡献与局限 ····························································32
四、新皮亚杰学派的观点 ·············································································32
第三节 维果斯基的认知发展理论 ·······························································33
一、文化—历史发展理论 ·············································································33
二、心理发展的含义 ···················································································34
三、心理发展的原因 ···················································································34
四、教学与发展的关系 ················································································35
五、智力形成的“内化”学说········································································36
六、维果斯基关于教学与发展的关系的观点在教学中的应用 ··································36
第四节埃里克森的心理社会性发展理论······················································41
一、发展危机 ····························································································42
二、心理社会性发展的阶段 ··········································································42
三、马西亚的自我同一性获得理论 ··································································44
第三章 学习理论
第一节学习的联结主义理论·····································································48
一、桑代克的学习理论 ················································································48
二、巴甫洛夫和华生的学习观点 ·····································································50
三、斯金纳的学习强化理论 ··········································································52
四、班杜拉的社会学习理论 ··········································································55
第二节学习的认知主义理论·····································································61
一、格式塔心理学的学习理论········································································61
二、布鲁纳的认知—发现理论········································································63
三、奥苏伯尔的认知—同化理论 ·····································································65
四、加涅的学习理论 ···················································································68
第三节学习的人本主义理论·····································································71
一、人本主义心理学的基本观点 ·····································································72
二、人本主义心理学的学习观········································································72
三、人本主义学习理论的基本原则 ··································································74
第四节学习的建构主义理论·····································································75
一、建构主义的思想渊源 ·············································································75
二、建构主义的学习观 ················································································76
三、建构主义的知识观················································································78
四、建构主义的学生观 ················································································79
五、建构主义的学习环境 ·············································································79
六、建构主义提倡的主要教学设计 ··································································80
第三部分 学习心理
第四章 学习动机
第一节动机概述 ···················································································84
一、什么是动机 ·························································································84
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二、学习动机概述 ······················································································86
三、学习动机的形成和变化规律 ·····································································87
四、学习动机与学习 ···················································································89
第二节 学习动机的理论 ··········································································92
一、动机的强化理论 ···················································································93
二、动机的人本理论 ···················································································95
三、动机的自我效能感理论 ··········································································96
四、成就动机理论 ······················································································97
五、归因理论 ···························································································101
六、成就目标理论 ·····················································································104
第三节 学习动机的培养 ·········································································105
一、学习动机培养的基本思路·······································································105
二、学习动机培养的具体措施·······································································107
第五章 陈述性知识的学习
第一节 广义知识概述 ············································································113
一、广义知识的分类与知识和技能的划分的对应关系 ·········································113
二、广义知识分类与加涅的认知学习结果分类的对应关系····································114
三、广义知识学习阶段与分类模型 ·································································115
第二节 陈述性知识的表征 ·······································································117
一、什么是知识的表征 ···············································································117
二、命题与命题网络 ··················································································117
三、图式 ·································································································119
第三节 陈述性知识学习的类型、过程与条件 ···············································120
一、陈述性知识学习的类型 ·········································································120
二、陈述性知识的学习过程与条件 ·································································122
第六章 程序性知识的学习
第一节 程序性知识的表征与分类 ······························································128
一、程序性知识的表征 ···············································································128
二、程序性知识的分类 ···············································································129
第二节 智慧技能的学习 ·········································································131
一、加里培林的智力技能按阶段形成的理论 ····················································131
二、冯忠良的智力技能形成阶段理论 ·····························································132
三、加涅的智慧技能层次理论·······································································134
第三节 动作技能的学习 ·········································································139
一、什么是动作技能 ··················································································139
二、动作技能的形成 ··················································································140
三、动作技能的保持 ··················································································144
第四节学习策略 ··················································································146
一、什么是学习策略 ··················································································146
二、学习策略与信息加工过程及元认知的关系 ··················································150
三、元认知 ······························································································152
四、认知策略 ···························································································169
第七章 问题解决与创造思维
第一节问题解决 ··················································································178
一、问题与问题解决的性质 ·········································································178
二、问题解决的理论 ··················································································179
三、问题解决中的策略 ···············································································182
第二节问题解决的影响因素····································································183
一、问题解决的影响因素的传统观点 ······························································183
二、专家与新手问题解决的差异 ····································································186
第三节创造思维及其培养 ·······································································188
一、什么是创造思维 ··················································································188
二、创造思维与其他形式的思维 ····································································188
三、个性与创造思维 ··················································································190
四、创造思维的培养 ··················································································192
第八章 品德心理
第一节品德概述 ··················································································198
一、什么是品德 ························································································198
二、品德的结构 ························································································199
第二节品德发展和形成的理论·································································203
一、皮亚杰的品德发展阶段理论 ····································································203
二、柯尔伯格的三水平六阶段学说 ·································································204
三、斯陶布的社会行为理论 ·········································································208
第三节品德的形成和品德不良的转化························································211
一、品德形成的心理过程 ············································································211
二、品德不良的转化 ··················································································217
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第九章 学习迁移
第一节 学习迁移概述 ············································································222
一、学习迁移的概念 ··················································································222
二、学习迁移的分类 ··················································································222
三、学习迁移的测量 ··················································································224
四、学习迁移的作用 ··················································································226
第二节 学习迁移理论 ············································································226
一、传统学习迁移理论 ···············································································227
二、现代学习迁移理论 ···············································································232
三、品德学习迁移理论 ···············································································240
第三节 学习迁移与教学 ·········································································241
一、影响学习迁移的主要因素·······································································241
二、促进学习迁移的教学策略·······································································242
第四部分 教学心理
第十章 教师心理
第一节 教师的社会角色与影响 ·································································248
一、教师的社会角色 ··················································································248
二、教师的影响 ························································································253
第二节 教师的基本素质 ·········································································256
一、教师的智力 ························································································256
二、教师的专业知识 ··················································································256
三、教师的教学能力 ··················································································257
四、教师的个性特点 ··················································································259
五、教师的心理健康 ··················································································261
六、教师的教育机智 ··················································································262
七、教师的威信 ························································································262
第三节 教师的专业成长 ·········································································263
一、教师的专业成长阶段 ············································································263
二、专家教师与新手教师的区别 ····································································265
三、新手教师的成长 ··················································································266
VIII教育心理学
第十一章 教学设计的心理学问题
第一节教学设计概述 ············································································271
一、什么是教学设计 ··················································································271
二、教学设计的特点 ··················································································271
三、不同的教学设计观 ···············································································273
四、教学设计的原则 ·················································································275
五、教学设计的步骤 ··················································································276
第二节教学目标设计的心理学问题···························································277
一、什么是教学目标 ··················································································277
二、如何设计教学目标 ···············································································277
三、教学目标分类的心理学理论 ····································································279
第三节教学过程与评价设计····································································282
一、了解学生的心理发展水平确定教学起点 ·····················································282
二、分析与组织教学内容 ············································································284
三、教学方法和教学媒体的选择与使用 ···························································284
四、确定评价方法 ·····················································································290
第五部分 学习与教学效果的评估
第十二章 学习的测量与评价
第一节学习的测量与评价概述·································································294
一、测验、测量与评价 ···············································································294
二、学习测量与评价 ··················································································296
三、学习测量与评价的基本功能 ····································································297
四、学习测量与评价的过程 ·········································································298
第二节学习测验的类型 ·········································································298
一、教师自编测验 ·····················································································299
二、标准化测验 ························································································302
第三节测验的质量分析 ·········································································303
一、效度 ·································································································303
二、信度 ·································································································305
三、难度 ·································································································306
四、区分度 ······························································································307
第四节学习评价的类型及其发展趋势························································308
一、按评价的时间和作用分类·······································································308
教育心理学 6校 文前.indd 82023/5/27 11:52:23
目录
二、按评价的参照标准分类 ·········································································309
三、按参与评价的主体分类 ·········································································310
四、按评价的功能分类 ···············································································310
五、按评价的目的分类 ···············································································311
六、“双减”背景下学习评价存在的问题及改进策略 ·········································312
七、当前学习评价发展的趋势·······································································313
参考文献 ······························································································316
