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EDUCATIONAL PSYCHOLOGY: A DEFINITIO
EDUCATIONAL PSYCHOLOGY: A DEFINITION AND KEY CONCEPTS
It seems too simple to say that educational psychology is the psychology of learning and teaching, and yet a majority of educational psychologists spend their time studying ways to describe and improve learning and teaching. After reviewing the historical literature in educational psychology, Glover and Ronning (1987, p. 14) suggested that educational psychology includes topics that span human development, individual differences, measurement, learning, and motivation and is both a data-driven and a theory-driven discipline. Thus, our definition of educational psychology is the application of psychology and psychological methods to the study of development, learning, motivation, instruction, assessment, and related issues that influence the interaction of teaching and learning. This definition is broad because the potential applications of educational psychology to the learning process are immense!
Today educational psychology is a vital discipline that is contributing to the education of teachers and learners. For example, Jerome Bruner, an enduring figure in educational psychology, recently noted the need to rethink our ideas of development, teaching, and learning and the interactions among them. Specifically, Bruner (1996) urged educators and psychologists to see children as thinkers, and stated:
No less than the adult, the child is thought of as holding more or less coherent "theories" not only about the world but about her own mind and how it works. These naive theories are brought into congruence with those of parents and teachers not through imitation, not through didactic instruction, but by discourse, collaboration, and negotiation . . . . This model of education is more concerned with interpretation and understanding than with the achievement of factual knowledge or skilled performance. (1996, p. 57)
These words reflect many of the goals of this book: Think of educational psychology as a vital tool that can be of immeasurable help in planning, delivering, and evaluating teaching. To illustrate how the science of educational psychology can help teachers, we'd like to identify some key concepts and their relationship to instruction and learning. Much more will be said about each of these concepts as you work your way through this book.
Understanding the Meaning of Teaching
The first key concept is the need to understand what it means to teach. We hope that as a result of reading this chapter and others, such as Chapter 10, you will have a better grasp of "life in the classroom." You must, however, have a basis from which to make decisions about teaching.
Knowledge of Students
The second core concept is the belief that to teach skillfully, you must have as much knowledge about students as possible: their needs, characteristics, and differences. Section 1 of this book introduces you to the developmental lives of children. Chapter 2 is devoted to tracing the cognitive and language development of children, while Chapter 3 focuses on their psychosocial and moral development. Reflecting the diversity in our classrooms, Chapter 4 examines the impact of culture, class, and gender on teaching and learning.
If you become a regular classroom teacher, you will come into contact with one or more students who are exceptional. There are many different types of exceptional students, including the gifted and talented, as well as students experiencing sensory handicaps, communication disorders, physical and health impairments, behavior disorders, learning disabilities, and mental retardation. Chapter 5 provides valuable information about the typical characteristics of students who are exceptional.
Understanding the Learning Process
A priority in educational psychology is understanding the learning process, that is; the procedures and strategies that students use to acquire new information. Chapter 6 focuses on behavioral explanations of learning and provides numerous examples of how this theoretical explanation of learning can be translated into classroom practice. Chapters 7 and 8 turn to more cognitive analyses of learning, mirroring current concerns with "teaching for understanding." These chapters have been written to help you turn students into better thinkers and problem solvers by presenting many techniques and "tips" that have proven helpful. Motivation, the subject of Chapter 9, is so essential that we can safely state that without it, learning will not occur.
Understanding Instructional Strategies
A fourth key concept is the function of instruction, beginning with the objectives that teachers wish to attain. Chapters 10 and 11 concentrate on those instructional strategies that research has shown to be effective. Learning, however, does not occur in a vacuum. You must understand the best circumstances in which learning can occur. Consequently, these chapters present in some detail successful strategies for managing a classroom, focusing on those techniques shown by both theory and research to be effective.
Understanding Assessment Strategies
Educational psychologists have been instrumental in providing techniques that teachers can use to determine how successful students have been in attaining new knowledge and skills. Today, perhaps more than ever, assessing students' knowledge and skills is a central issue in schools. From a teacher's perspective, two of the most relevant purposes of assessment are (a) to identify students who need educational or psychological assistance, and (b) to provide information to teachers that will help them develop instructional programs to facilitate all students' functioning. Assessment involves the use of many tools and a basic knowledge of measurement. These topics are examined in detail in Chapters 12 and 13.
It seems too simple to say that educational psychology is the psychology of learning and teaching, and yet a majority of educational psychologists spend their time studying ways to describe and improve learning and teaching. After reviewing the historical literature in educational psychology, Glover and Ronning (1987, p. 14) suggested that educational psychology includes topics that span human development, individual differences, measurement, learning, and motivation and is both a data-driven and a theory-driven discipline. Thus, our definition of educational psychology is the application of psychology and psychological methods to the study of development, learning, motivation, instruction, assessment, and related issues that influence the interaction of teaching and learning. This definition is broad because the potential applications of educational psychology to the learning process are immense!
Today educational psychology is a vital discipline that is contributing to the education of teachers and learners. For example, Jerome Bruner, an enduring figure in educational psychology, recently noted the need to rethink our ideas of development, teaching, and learning and the interactions among them. Specifically, Bruner (1996) urged educators and psychologists to see children as thinkers, and stated:
No less than the adult, the child is thought of as holding more or less coherent "theories" not only about the world but about her own mind and how it works. These naive theories are brought into congruence with those of parents and teachers not through imitation, not through didactic instruction, but by discourse, collaboration, and negotiation . . . . This model of education is more concerned with interpretation and understanding than with the achievement of factual knowledge or skilled performance. (1996, p. 57)
These words reflect many of the goals of this book: Think of educational psychology as a vital tool that can be of immeasurable help in planning, delivering, and evaluating teaching. To illustrate how the science of educational psychology can help teachers, we'd like to identify some key concepts and their relationship to instruction and learning. Much more will be said about each of these concepts as you work your way through this book.
Understanding the Meaning of Teaching
The first key concept is the need to understand what it means to teach. We hope that as a result of reading this chapter and others, such as Chapter 10, you will have a better grasp of "life in the classroom." You must, however, have a basis from which to make decisions about teaching.
Knowledge of Students
The second core concept is the belief that to teach skillfully, you must have as much knowledge about students as possible: their needs, characteristics, and differences. Section 1 of this book introduces you to the developmental lives of children. Chapter 2 is devoted to tracing the cognitive and language development of children, while Chapter 3 focuses on their psychosocial and moral development. Reflecting the diversity in our classrooms, Chapter 4 examines the impact of culture, class, and gender on teaching and learning.
If you become a regular classroom teacher, you will come into contact with one or more students who are exceptional. There are many different types of exceptional students, including the gifted and talented, as well as students experiencing sensory handicaps, communication disorders, physical and health impairments, behavior disorders, learning disabilities, and mental retardation. Chapter 5 provides valuable information about the typical characteristics of students who are exceptional.
Understanding the Learning Process
A priority in educational psychology is understanding the learning process, that is; the procedures and strategies that students use to acquire new information. Chapter 6 focuses on behavioral explanations of learning and provides numerous examples of how this theoretical explanation of learning can be translated into classroom practice. Chapters 7 and 8 turn to more cognitive analyses of learning, mirroring current concerns with "teaching for understanding." These chapters have been written to help you turn students into better thinkers and problem solvers by presenting many techniques and "tips" that have proven helpful. Motivation, the subject of Chapter 9, is so essential that we can safely state that without it, learning will not occur.
Understanding Instructional Strategies
A fourth key concept is the function of instruction, beginning with the objectives that teachers wish to attain. Chapters 10 and 11 concentrate on those instructional strategies that research has shown to be effective. Learning, however, does not occur in a vacuum. You must understand the best circumstances in which learning can occur. Consequently, these chapters present in some detail successful strategies for managing a classroom, focusing on those techniques shown by both theory and research to be effective.
Understanding Assessment Strategies
Educational psychologists have been instrumental in providing techniques that teachers can use to determine how successful students have been in attaining new knowledge and skills. Today, perhaps more than ever, assessing students' knowledge and skills is a central issue in schools. From a teacher's perspective, two of the most relevant purposes of assessment are (a) to identify students who need educational or psychological assistance, and (b) to provide information to teachers that will help them develop instructional programs to facilitate all students' functioning. Assessment involves the use of many tools and a basic knowledge of measurement. These topics are examined in detail in Chapters 12 and 13.
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EDUCATIONAL PSYCHOLOGY: A DEFINITION AND KEY CONCEPTSIt seems too simple to say that educational psychology is the psychology of learning and teaching, and yet a majority of educational psychologists spend their time studying ways to describe and improve learning and teaching. After reviewing the historical literature in educational psychology, Glover and Ronning (1987, p. 14) suggested that educational psychology includes topics that span human development, individual differences, measurement, learning, and motivation and is both a data-driven and a theory-driven discipline. Thus, our definition of educational psychology is the application of psychology and psychological methods to the study of development, learning, motivation, instruction, assessment, and related issues that influence the interaction of teaching and learning. This definition is broad because the potential applications of educational psychology to the learning process are immense!Today educational psychology is a vital discipline that is contributing to the education of teachers and learners. For example, Jerome Bruner, an enduring figure in educational psychology, recently noted the need to rethink our ideas of development, teaching, and learning and the interactions among them. Specifically, Bruner (1996) urged educators and psychologists to see children as thinkers, and stated:No less than the adult, the child is thought of as holding more or less coherent "theories" not only about the world but about her own mind and how it works. These naive theories are brought into congruence with those of parents and teachers not through imitation, not through didactic instruction, but by discourse, collaboration, and negotiation . . . . This model of education is more concerned with interpretation and understanding than with the achievement of factual knowledge or skilled performance. (1996, p. 57)
These words reflect many of the goals of this book: Think of educational psychology as a vital tool that can be of immeasurable help in planning, delivering, and evaluating teaching. To illustrate how the science of educational psychology can help teachers, we'd like to identify some key concepts and their relationship to instruction and learning. Much more will be said about each of these concepts as you work your way through this book.
Understanding the Meaning of Teaching
The first key concept is the need to understand what it means to teach. We hope that as a result of reading this chapter and others, such as Chapter 10, you will have a better grasp of "life in the classroom." You must, however, have a basis from which to make decisions about teaching.
Knowledge of Students
The second core concept is the belief that to teach skillfully, you must have as much knowledge about students as possible: their needs, characteristics, and differences. Section 1 of this book introduces you to the developmental lives of children. Chapter 2 is devoted to tracing the cognitive and language development of children, while Chapter 3 focuses on their psychosocial and moral development. Reflecting the diversity in our classrooms, Chapter 4 examines the impact of culture, class, and gender on teaching and learning.
If you become a regular classroom teacher, you will come into contact with one or more students who are exceptional. There are many different types of exceptional students, including the gifted and talented, as well as students experiencing sensory handicaps, communication disorders, physical and health impairments, behavior disorders, learning disabilities, and mental retardation. Chapter 5 provides valuable information about the typical characteristics of students who are exceptional.
Understanding the Learning Process
A priority in educational psychology is understanding the learning process, that is; the procedures and strategies that students use to acquire new information. Chapter 6 focuses on behavioral explanations of learning and provides numerous examples of how this theoretical explanation of learning can be translated into classroom practice. Chapters 7 and 8 turn to more cognitive analyses of learning, mirroring current concerns with "teaching for understanding." These chapters have been written to help you turn students into better thinkers and problem solvers by presenting many techniques and "tips" that have proven helpful. Motivation, the subject of Chapter 9, is so essential that we can safely state that without it, learning will not occur.
Understanding Instructional Strategies
A fourth key concept is the function of instruction, beginning with the objectives that teachers wish to attain. Chapters 10 and 11 concentrate on those instructional strategies that research has shown to be effective. Learning, however, does not occur in a vacuum. You must understand the best circumstances in which learning can occur. Consequently, these chapters present in some detail successful strategies for managing a classroom, focusing on those techniques shown by both theory and research to be effective.
Understanding Assessment Strategies
Educational psychologists have been instrumental in providing techniques that teachers can use to determine how successful students have been in attaining new knowledge and skills. Today, perhaps more than ever, assessing students' knowledge and skills is a central issue in schools. From a teacher's perspective, two of the most relevant purposes of assessment are (a) to identify students who need educational or psychological assistance, and (b) to provide information to teachers that will help them develop instructional programs to facilitate all students' functioning. Assessment involves the use of many tools and a basic knowledge of measurement. These topics are examined in detail in Chapters 12 and 13.
These words reflect many of the goals of this book: Think of educational psychology as a vital tool that can be of immeasurable help in planning, delivering, and evaluating teaching. To illustrate how the science of educational psychology can help teachers, we'd like to identify some key concepts and their relationship to instruction and learning. Much more will be said about each of these concepts as you work your way through this book.
Understanding the Meaning of Teaching
The first key concept is the need to understand what it means to teach. We hope that as a result of reading this chapter and others, such as Chapter 10, you will have a better grasp of "life in the classroom." You must, however, have a basis from which to make decisions about teaching.
Knowledge of Students
The second core concept is the belief that to teach skillfully, you must have as much knowledge about students as possible: their needs, characteristics, and differences. Section 1 of this book introduces you to the developmental lives of children. Chapter 2 is devoted to tracing the cognitive and language development of children, while Chapter 3 focuses on their psychosocial and moral development. Reflecting the diversity in our classrooms, Chapter 4 examines the impact of culture, class, and gender on teaching and learning.
If you become a regular classroom teacher, you will come into contact with one or more students who are exceptional. There are many different types of exceptional students, including the gifted and talented, as well as students experiencing sensory handicaps, communication disorders, physical and health impairments, behavior disorders, learning disabilities, and mental retardation. Chapter 5 provides valuable information about the typical characteristics of students who are exceptional.
Understanding the Learning Process
A priority in educational psychology is understanding the learning process, that is; the procedures and strategies that students use to acquire new information. Chapter 6 focuses on behavioral explanations of learning and provides numerous examples of how this theoretical explanation of learning can be translated into classroom practice. Chapters 7 and 8 turn to more cognitive analyses of learning, mirroring current concerns with "teaching for understanding." These chapters have been written to help you turn students into better thinkers and problem solvers by presenting many techniques and "tips" that have proven helpful. Motivation, the subject of Chapter 9, is so essential that we can safely state that without it, learning will not occur.
Understanding Instructional Strategies
A fourth key concept is the function of instruction, beginning with the objectives that teachers wish to attain. Chapters 10 and 11 concentrate on those instructional strategies that research has shown to be effective. Learning, however, does not occur in a vacuum. You must understand the best circumstances in which learning can occur. Consequently, these chapters present in some detail successful strategies for managing a classroom, focusing on those techniques shown by both theory and research to be effective.
Understanding Assessment Strategies
Educational psychologists have been instrumental in providing techniques that teachers can use to determine how successful students have been in attaining new knowledge and skills. Today, perhaps more than ever, assessing students' knowledge and skills is a central issue in schools. From a teacher's perspective, two of the most relevant purposes of assessment are (a) to identify students who need educational or psychological assistance, and (b) to provide information to teachers that will help them develop instructional programs to facilitate all students' functioning. Assessment involves the use of many tools and a basic knowledge of measurement. These topics are examined in detail in Chapters 12 and 13.
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TÂM LÝ GIÁO DỤC: A ĐỊNH NGHĨA VÀ KHÁI NIỆM CHÍNH Nó dường như quá đơn giản để nói rằng tâm lý giáo dục là tâm lý của học tập và giảng dạy, nhưng đa số các nhà tâm lý học giáo dục dành thời gian nghiên cứu cách để mô tả và cải thiện việc học và giảng dạy. Sau khi xem xét các tài liệu lịch sử trong tâm lý giáo dục, Glover và Ronning (1987, p. 14) cho rằng tâm lý giáo dục bao gồm các chủ đề mà span phát triển con người, sự khác biệt cá nhân, đo lường, học tập, và động lực và là cả một theory- hướng dữ liệu và một kỷ luật khiển. Như vậy, định nghĩa của chúng ta về tâm lý giáo dục là việc áp dụng các phương pháp tâm lý và tâm lý cho việc nghiên cứu phát triển, học tập, động lực, hướng dẫn, đánh giá, và các vấn đề liên quan ảnh hưởng đến sự tương tác giảng dạy và học tập. Định nghĩa này rất rộng bởi vì các ứng dụng tiềm năng của tâm lý học giáo dục cho quá trình học tập là rất lớn! Hôm nay tâm lý giáo dục là một ngành quan trọng là được góp phần vào sự giáo dục của giáo viên và học viên. Ví dụ, Jerome Bruner, một con số lâu dài trong tâm lý giáo dục, gần đây đã ghi nhận sự cần thiết phải suy nghĩ lại về những ý tưởng của chúng tôi phát triển, giảng dạy, học tập và các tương tác giữa chúng. Cụ thể, Bruner (1996) kêu gọi các nhà giáo dục và tâm lý học cho thấy trẻ em là nhà tư tưởng, và nói: Không ít hơn người lớn, trẻ em được coi là nắm giữ nhiều hơn hoặc ít mạch lạc "lý thuyết" không chỉ về thế giới nhưng về tâm trí riêng của mình và làm thế nào nó hoạt động. Những lý thuyết ngây thơ được đưa vào đồng dư với những phụ huynh và giáo viên không phải thông qua sự bắt chước, không phải thông qua hướng dẫn mô phạm, nhưng bằng ngôn, hợp tác và đàm phán. . . . Mô hình này của giáo dục là quan tâm nhiều hơn với việc giải thích và hiểu biết hơn với những thành tựu của kiến thức thực tế, thực hiện có tay nghề cao. (. 1996, tr 57) Những lời này phản ánh nhiều trong những mục tiêu của cuốn sách này: Hãy suy nghĩ về tâm lý giáo dục như một công cụ quan trọng mà có thể giúp đỡ vô lượng trong việc lập kế hoạch, phân phát và đánh giá giảng dạy. Để minh họa cho việc khoa học tâm lý giáo dục có thể giúp giáo viên, chúng tôi muốn xác định một số khái niệm và mối quan hệ của họ để giảng dạy và học tập. Nhiều hơn nữa sẽ được nói về từng khái niệm như bạn làm việc theo cách của bạn thông qua cuốn sách này. Hiểu được ý nghĩa của Dạy Các khái niệm quan trọng đầu tiên là cần phải hiểu những gì nó có nghĩa là để dạy. Chúng tôi hy vọng rằng là kết quả của việc đọc chương này và những người khác, chẳng hạn như chương 10, bạn sẽ có một nắm bắt tốt hơn về "cuộc sống trong các lớp học." Bạn phải, tuy nhiên, có một cơ sở để từ đó đưa ra quyết định về giảng dạy. Kiến thức của sinh viên Khái niệm cốt lõi thứ hai là niềm tin rằng để dạy một cách khéo léo, bạn phải có nhiều kiến thức về sinh viên có thể: nhu cầu của họ, đặc điểm, và sự khác biệt. Phần 1 của cuốn sách này giới thiệu đến bạn cuộc sống phát triển của trẻ em. Chương 2 được dành cho việc truy tìm sự phát triển nhận thức và ngôn ngữ của trẻ em, trong khi Chương 3 tập trung vào phát triển tâm lý và đạo đức của họ. Phản ánh sự đa dạng trong các lớp học của chúng tôi, Chương 4 nghiên cứu tác động của văn hóa, lớp và giới tính vào giảng dạy và học tập. Nếu bạn trở thành một giáo viên lớp học bình thường, bạn sẽ tiếp xúc với một hoặc nhiều học sinh đặc biệt. Có rất nhiều loại khác nhau của các sinh viên xuất sắc, trong đó có năng khiếu và tài năng, cũng như học sinh gặp tật cảm giác, rối loạn giao tiếp, khuyết tật thể chất và sức khỏe, rối loạn hành vi, khả năng học tập, và chậm phát triển tâm thần. Chương 5 cung cấp thông tin giá trị về các đặc điểm tiêu biểu của học sinh đặc biệt. Hiểu được quá trình học tập Một ưu tiên trong tâm lý giáo dục là sự hiểu biết quá trình học tập, đó là; các thủ tục và chiến lược mà học sinh sử dụng để có được các thông tin mới. Chương 6 tập trung vào giải thích hành vi của học tập và cung cấp nhiều ví dụ về cách giải thích lý thuyết học tập này có thể được dịch ra thực hành trong lớp học. Chương 7 và 8 lần lượt đến nhiều phân tích nhận thức của học tập, phản ánh mối quan tâm hiện tại với "dạy cho hiểu biết." Các chương này đã được viết để giúp bạn biến học sinh thành những nhà tư tưởng tốt hơn và giải quyết vấn đề bằng cách trình bày rất nhiều kỹ thuật và "mẹo" đã được chứng minh hữu ích. Động lực, là chủ đề của Chương 9, như vậy là cần thiết mà chúng ta có thể nêu một cách an toàn mà không có nó, học tập sẽ không xảy ra. Giảng Chiến lược Hiểu Một khái niệm quan trọng thứ tư là các chức năng giảng dạy, bắt đầu với các mục tiêu mà giáo viên mong muốn đạt được. Chương 10 và 11 tập trung vào những chiến lược giảng dạy mà nghiên cứu đã chứng minh là có hiệu quả. Học tập, tuy nhiên, không xảy ra trong chân không. Bạn phải hiểu được hoàn cảnh tốt nhất trong học tập mà có thể xảy ra. Do đó, các chương này hiện diện trong một số chi tiết chiến lược thành công cho quản lý một lớp học, tập trung vào những kỹ thuật thể hiện bằng cả lý thuyết và nghiên cứu để có hiệu quả. Hiểu Chiến lược đánh giá tâm lý học giáo dục đã được cụ trong việc cung cấp các kỹ thuật mà giáo viên có thể sử dụng để xác định như thế nào sinh viên thành công có được trong việc đạt được kiến thức và kỹ năng mới. Hôm nay, có lẽ hơn bao giờ hết, đánh giá kiến thức và kỹ năng của học sinh là một vấn đề trung tâm trong các trường học. Từ quan điểm của một giáo viên, hai trong số các mục đích liên quan nhất đánh giá được (a) để xác định học sinh cần hỗ trợ giáo dục hay tâm lý, và (b) để cung cấp thông tin cho giáo viên đó sẽ giúp họ phát triển chương trình giảng dạy để tạo thuận lợi cho hoạt động tất cả các học sinh. Đánh giá liên quan đến việc sử dụng nhiều công cụ và kiến thức cơ bản về đo lường. Các chủ đề này được xem xét chi tiết trong Chương 12 và 13.
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- I could not do the test well because i f
- Teeth
- the other side of the mountain
- More disaster was to come. Juliet's fath
- be
- it can's be denied that since televison
- có đánh
- Why do you need a phone card?
- Tôi đang học theo hướng dẫn của bạn, bạn
- giáo dục
- Nó có nghiêm trọng lắm không bác sĩ?
- công việc tình nguyện mà tôi thích nhất
- Để có nột lối sống khoẻ
- the UN also designates a specific proble
- TO EXPLANT YOUR MIND AND CREATIVITY
- chiến dịch quảng bá website hội hoạ
- although I am not always successful in c
- có
- Những người khách du lịch nước ngoài sẽ
- coo ấy thông minh, khả năng diễn xuất củ
- loading happiness
- việc học tập của bạn sao bây giờ thế nào
- Người Pháp đã tìm thấy sức hấp dẫn của đ
- I'm worse
