2022年教育心理学名词解释 .pdf

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1、教育心理学名词解释1、教育心理学：是研究学校教育、教育情境中主体的各种心理活动及其发展变化、有效促进的机制和规律的科学。研究对象是教育教学情境中师生教与学相互作用的心理过程、教与学过程中的心理现象。它具有双重任务，理论上承担着心理学科理论在教育领域得以向纵深发展的任务，实践上承担着根据学生的学习及其规律，去设计教育、改革教育体制、优化教育系统、提高教育效能的任务。2、准备性（量力性）原则：根据学生原有的准备状态进行新的教学。准备状态是指学生在从事新的学习时，他原有的知识水平和原有的心理发展水平对新的学习的适应性。适应性是指学生的准备应保证他们在新的学习中可能成功，学习时所消耗的时间和精力“经济

2、而合理”。3、图式：一个有组织的、可重复的行为或思维模式。人们以图式的方式存储知识，图式是人们对环境进行适应的认知结构。人们在后天的教育下通过同化顺应等方式不断增加和丰富自己的图式。4、同化：把外界元素整合到一个正在形成或已经形成的结构中，即主体能够利用已有的图式或认知结构把自己整合到自己的认知结构中。通过将新知识与原有知识经验相联系，从而获得新知识的意义，并把它纳入原有认知结构中发生量变的过程。5、顺应：同化性的图式或结构受到它所同化的元素的影响而发生改变。也就是改变主体动作以适应客观变化。新观念与原有观念会存在一定偏差，原有观念会发生调整以顺应新知识的接纳。6、平衡化：指个体在与环境相互作

3、用过程中的自我调节。并且这种自我调节表现出定向性的特点。7、最近发展区：实际的发展水平与潜在的发展水平之间的差距。前者由独立解决问题的能力而定，后者则是指在成人的指导下或是与更有能力的伙伴合作时解决问题的能力。ZPD的教学为学生提供了发展的可能性，教与学的相互作用刺激了发展。8、支架式教学：强调学生在教师指导下的发现活动，教师指导的成分逐渐变少，最终使学生达到独立发现的地位，将监控学习和探索的责任由教师向学生转移。支架要随学生的认知发展能力进行调整。9、自我意识：是指个体对自己的心理、思维及行为活动的内容、过程及结果的自我体验、自我认识、自我调节。自我意识是人意识领域的重要组成部分，是人们所持

4、有的一种意识存在形式。人的自我意识能力使其在改造客观世界的同时也改造着自己的主观世界。10、自我概念：由个体对自身的观念、情感和态度组成的混合物，是个体对自己的综合看法。11、刻板印象：指的是人们对某个特定的群体或事物产生的比较固定、概括而笼统的看法。它会通过影响学生的自我概念、自我意识而影响学生的价值观、态度、动机、学习期望及其他行为方式，从而影响学文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F

5、7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编

6、码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J

7、6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z

8、2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10

9、R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2

10、O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ

11、9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7生的学业成绩。学生往往存在着刻板印象威胁，即学生个体对自己的学业表现可能会证实人们对他所持有的刻板印象而怀有的额外的情绪和认知负担。12、多元文化教育：所有学生，无论他们属于哪一类群体，诸如在性别、民族、文化、社会阶层等方面各不相同或属于某种特殊群体，他们在学校中都应该享有平等的教育。13、教学效能感：指教师对于自己影响学生的学习活动和学习结果的能力的一种主观判断。包括一般教育效能感和个人教学效能感两个成分。一

12、般教育效能感是指教师对教与学的关系，对教育在学生发展中的作用等问题的一般看法和判断；个人教学效能感是指教师对自己的教学效果的认识和评价。14、教师控制点：指教师将学生好或坏的学业表现归为外部或内部原因的倾向。归为外部的往往感到学生的成绩更多的取决于环境因素，自己无法控制和把握。归为内部的将原因归于自身，他们往往更有责任感。教师控制点对学生的成绩及其教学活动有显著影响。15、教师专业发展：指教师在整个专业生涯中，通过终身专业训练，习得教育专业知识技能，实施专业自主，表现专业道德，并逐步提高自身从教素质，成为一个良好的教育专业工作者的专业成长过程。16、教师职业倦怠：用来描述教师不能顺利应对工作压

13、力时的一种极端反应，是教师在长时期压力体验下而产生的情感、态度和行为的衰文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7

14、N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 H

15、B10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z

16、5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10

17、 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7

18、P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7

19、文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7竭状态。17、参与性学习：通过实做并体验行动后果而进行的学习，就是从做中学。导致成功后果的行为被

20、保留下来，导致失败结果的行为被舍弃。18、替代性学习：通过观察别人而进行的学习。在学习过程中，学习者没有外显的表现。大大提高了学习的速度，可以避免人去经历有负面影响的行为后果。19、接受学习：是一种由教师引导学生接受事物意义的学习，学习的主要内容基本上是以定论的形式传授给学生的。是概念同化的过程，是课堂学习的主要形式。20、发现学习：布鲁纳认为发现是教育儿童的主要手段，发现法是让学生掌握学科基本结构的最佳方式。发现法即学生在学习情境中自己探索来寻找问题答案的学习方式。教学不应当使学生处于被动接受知识的状态，而应让学生自己成为发现者。21、有意义学习：奥苏贝尔认为有意义学习是指在学习过程中，符号

21、代表的新知识能够与学习者认知结构中已有的适当观念建立实质性的、非人为的联系。实质性的联系是指二者建立内在联系，非人为的是指建立符合逻辑关系的联系。22、学习动机：是激发个体进行学习活动、维持已引起的学习活动、使个体的学习活动朝向一定学习目标的一种动力倾向。有引发、调节、定向、维持作用。文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10

22、ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P

23、2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文

24、档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD

25、3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N

26、6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB

27、10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5

28、F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T723、迁移：一种学习对另一种学习的影响。指在一种情境中获得的知识、技能、方法、态度对另一种情境中所获得的影响。这种影响可能是积极的也可能是消极的。24、知识：是人对事物属性和联系的能动反映，是通过人与客观事物的相互作用而形成的。从某种程度上说是经过主观建构的信息，个人在加工信息、获得知识的过程中加入了自己的某些观点和解释。具有一定的稳定性和明确性。知识总是不断进化更新的。25、元认知：个人关于自己认知过程的知识和调节这些过程的能力。包括两个相对独立的部分：元认知知识，包括有关个

29、人、任务以及策略的知识；元认知控制，包括计划、监控和调节。26、动作技能：又称为运动技能或操作技能。指由一系列的外部动作以合理的程序组成的操作活动方式。如书写、骑自行车等。27、心智技能：又称智慧技能或智力技能。是一种借助于内部语言在人脑中进行的认知活动方式，如默读、心算等。学生在观察、记忆和解决问题时所采用的策略也是心智技能的不同形式。28、试误说：问题解决是由刺激情境与适当反应之间形成的联结构成的，这种联结是通过尝试错误逐渐形成的。要盲目的操作，不断尝试错误，发现一种解决问题的方法再强化。29、顿悟说：人在遇到问题时，会重组问题情境的当前结构，以弥补问题的缺口，达到新的完形，从而联想到一种

30、可行的解决方案。突出文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2

31、F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档

32、编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3

33、J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6

34、Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB1

35、0R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F

36、2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7特点是顿悟。30、自我调节学习：学习者主动激励自己并且积极使用适当的学习策略的学习。它不仅可以被看做一种动态的学习过程，也可以被视为一种相对稳定的学

37、习能力。是一种主动的与建构性的学习过程，在这个过程中，学生首先为自己确定目标，然后监控、调节、控制自己的认知、动机和行为。31、脑激励法：核心思想就是把产生想法和评价想法区分开来。基本做法：教师先提问，然后鼓励学生迅速联想，寻找尽可能多的答案，不考虑答案是否正确，教师也不做评论，一直到所有可能的答案都提出来为止。32、道德两难故事法：是皮亚杰对偶故事的发展，也是用情景故事设置道德冲突并提出道德问题，让被试在自己的反应中投射内心的观念，反映出个体道德发展水平。33、亲社会行为：指人们在社会交往中表现出的那些有利于他人和社会的行为，一切积极地、有社会责任感的行为，如助人、分享等。34、移情：就是对

38、事物进行判断和决策之前，将自己处在他人位置，考虑他人的心理反应，理解他人的态度和情感的能力。35、案例研究法：是发展道德推理技能和能力的一种实际活动。它从关于具体行为的各种决策开始，从中归纳出相关的原则和价值范围。先给学生一个假设的情境，然后让学生根据他们的观点考虑这个问题，文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7

39、P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7

40、文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:C

41、D3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7

42、N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 H

43、B10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z

44、5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10

45、 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7并要求他们就这一情形推断，如果他们遇到相类似的决策情境会如何行动。36、适应性教学：在以下两个水平上体现出适应性:发展学生的能力和学习技能；改变教学环境以便与个体的能力和学习技能相一致。37、课堂管理：指教师为了有效利用时间，创造愉快的和富有建设性的学习环境以及减少问题行为等，而采取的组织教学，设计教学环境，处理课堂行为等一系列的活动与措施。38、学习策略：指学习者为了提高学习效率，有目的、有计划地指定的有关学习过程的复杂的方案。它是学习过程中信息加工的方式方法和调控技能的综合。39、元

46、认知策略：指学生对自己学习过程的有效监控，使学生警觉自己在注意和理解方面可能出现的问题，并加以修改。包括计划策略、监控策略和调节策略。40、学习评定：主要指教师通过搜集学生在课堂中的信息，对学生的学习状况进行判断和决策，并制定出最适合学生发展的教学计划的过程。教师对学生的学习成效进行测量的各种手段都是学习评定。41、常模参照评定：指评定时需要把学生的成绩与其所在团体或常模团体进行比较，根据个体在团体中的相对位置来报告评价结果。42、标准参照评定：是基于某种特定的标准，来评价学生对教与学密切关联的具体知识和技能的掌握程度，可用来判断学生是否需要更多文档编码:CD3J6P7N6Z2 HB10R9Z

47、5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10

48、 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7

49、P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7

50、文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:CD3J6P7N6Z2 HB10R9Z5F2O10 ZQ9K7P2F7T7文档编码:C