教育心理學

教育心理學是研究學校情境中學與教的基本心理規律的科學。本書分為緒論、基本理論、學習心理、教學心理和學與教效果的測量與評價五部分。第一部分緒論介紹教育心理學的性質、對象和內容，教育心理學的研究方法，以及教育心理學的發展簡史。第二部分基本理論包括心理發展理論和學習理論，含二和三章。心理發展理論除了介紹心理發展的特點外，還介紹國際著名的兩個認知發展理論和一個個性社會性發展理論。學習理論介紹學習的本質、過程、規律以及影響學習的內外條件。由於對這些問題觀點不同形成不同派別。分別介紹聯結派、認知派、人本派和建構派的學習理論。第三部分學習心理是本書的主要內容，包括四至九章。主要介紹兩方面內容，一方面是激發學生的學習動機、掌握知識、技能、形成能力，解決學習和生活中的問題、培養創造思維；另一方面是形成良好道德品質。第四部分教學心理包括教師心理和教學設計的心理學問題，含十和十一章。第五部分學與教的效果的測量與評價主要介紹如何評價學生的學習或教師的教學效果。 ^[1] 

目 錄

第一部分 教育心理學概述

第一章 教育心理學的對象、方法與發展簡史

第一節 教育心理學的性質、對象和內容 ························································2

一、教育心理學的性質 ··················································································2

二、教育心理學的對象和內容··········································································4

第二節 教育心理學的研究原則與方法 ···························································5

一、教育心理學研究遵循的原則 ·······································································5

二、教育心理學的研究方法 ············································································7

第三節 教育心理學的發展簡史及發展趨勢 ···················································14

一、教育心理學的發展簡史 ··········································································15

二、教育心理學的發展趨勢 ··········································································18

第二部分 基本理論

第二章 心理發展理論

第一節 心理發展概述 ·············································································22

一、心理發展的概念 ···················································································22

二、心理發展的特點 ···················································································23

三、影響心理發展的因素 ·············································································24

第二節 皮亞傑的認知發展理論 ··································································25

一、發生認識論 ·························································································25

二、認知發展階段論 ···················································································27

三、皮亞傑認知發展理論的貢獻與侷限 ····························································32

四、新皮亞傑學派的觀點 ·············································································32

第三節 維果斯基的認知發展理論 ·······························································33

一、文化—歷史發展理論 ·············································································33

二、心理發展的含義 ···················································································34

三、心理發展的原因 ···················································································34

四、教學與發展的關係 ················································································35

五、智力形成的“內化”學説········································································36

六、維果斯基關於教學與發展的關係的觀點在教學中的應用 ··································36

第四節埃裏克森的心理社會性發展理論······················································41

一、發展危機 ····························································································42

二、心理社會性發展的階段 ··········································································42

三、馬西亞的自我同一性獲得理論 ··································································44

第三章 學習理論

第一節學習的聯結主義理論·····································································48

一、桑代克的學習理論 ················································································48

二、巴甫洛夫和華生的學習觀點 ·····································································50

三、斯金納的學習強化理論 ··········································································52

四、班杜拉的社會學習理論 ··········································································55

第二節學習的認知主義理論·····································································61

一、格式塔心理學的學習理論········································································61

二、布魯納的認知—發現理論········································································63

三、奧蘇伯爾的認知—同化理論 ·····································································65

四、加涅的學習理論 ···················································································68

第三節學習的人本主義理論·····································································71

一、人本主義心理學的基本觀點 ·····································································72

二、人本主義心理學的學習觀········································································72

三、人本主義學習理論的基本原則 ··································································74

第四節學習的建構主義理論·····································································75

一、建構主義的思想淵源 ·············································································75

二、建構主義的學習觀 ················································································76

三、建構主義的知識觀················································································78

四、建構主義的學生觀 ················································································79

五、建構主義的學習環境 ·············································································79

六、建構主義提倡的主要教學設計 ··································································80

第三部分 學習心理

第四章 學習動機

第一節動機概述 ···················································································84

一、什麼是動機 ·························································································84

二、學習動機概述 ······················································································86

三、學習動機的形成和變化規律 ·····································································87

四、學習動機與學習 ···················································································89

第二節 學習動機的理論 ··········································································92

一、動機的強化理論 ···················································································93

二、動機的人本理論 ···················································································95

三、動機的自我效能感理論 ··········································································96

四、成就動機理論 ······················································································97

五、歸因理論 ···························································································101

六、成就目標理論 ·····················································································104

第三節 學習動機的培養 ·········································································105

一、學習動機培養的基本思路·······································································105

二、學習動機培養的具體措施·······································································107

第五章 陳述性知識的學習

第一節 廣義知識概述 ············································································113

一、廣義知識的分類與知識和技能的劃分的對應關係 ·········································113

二、廣義知識分類與加涅的認知學習結果分類的對應關係····································114

三、廣義知識學習階段與分類模型 ·································································115

第二節 陳述性知識的表徵 ·······································································117

一、什麼是知識的表徵 ···············································································117

二、命題與命題網絡 ··················································································117

三、圖式 ·································································································119

第三節 陳述性知識學習的類型、過程與條件 ···············································120

一、陳述性知識學習的類型 ·········································································120

二、陳述性知識的學習過程與條件 ·································································122

第六章 程序性知識的學習

第一節 程序性知識的表徵與分類 ······························································128

一、程序性知識的表徵 ···············································································128

二、程序性知識的分類 ···············································································129

第二節 智慧技能的學習 ·········································································131

一、加里培林的智力技能按階段形成的理論 ····················································131

二、馮忠良的智力技能形成階段理論 ·····························································132

三、加涅的智慧技能層次理論·······································································134

第三節 動作技能的學習 ·········································································139

一、什麼是動作技能 ··················································································139

二、動作技能的形成 ··················································································140

三、動作技能的保持 ··················································································144

第四節學習策略 ··················································································146

一、什麼是學習策略 ··················································································146

二、學習策略與信息加工過程及元認知的關係 ··················································150

三、元認知 ······························································································152

四、認知策略 ···························································································169

第七章 問題解決與創造思維

第一節問題解決 ··················································································178

一、問題與問題解決的性質 ·········································································178

二、問題解決的理論 ··················································································179

三、問題解決中的策略 ···············································································182

第二節問題解決的影響因素····································································183

一、問題解決的影響因素的傳統觀點 ······························································183

二、專家與新手問題解決的差異 ····································································186

第三節創造思維及其培養 ·······································································188

一、什麼是創造思維 ··················································································188

二、創造思維與其他形式的思維 ····································································188

三、個性與創造思維 ··················································································190

四、創造思維的培養 ··················································································192

第八章 品德心理

第一節品德概述 ··················································································198

一、什麼是品德 ························································································198

二、品德的結構 ························································································199

第二節品德發展和形成的理論·································································203

一、皮亞傑的品德發展階段理論 ····································································203

二、柯爾伯格的三水平六階段學説 ·································································204

三、斯陶布的社會行為理論 ·········································································208

第三節品德的形成和品德不良的轉化························································211

一、品德形成的心理過程 ············································································211

二、品德不良的轉化 ··················································································217

第九章 學習遷移

第一節 學習遷移概述 ············································································222

一、學習遷移的概念 ··················································································222

二、學習遷移的分類 ··················································································222

三、學習遷移的測量 ··················································································224

四、學習遷移的作用 ··················································································226

第二節 學習遷移理論 ············································································226

一、傳統學習遷移理論 ···············································································227

二、現代學習遷移理論 ···············································································232

三、品德學習遷移理論 ···············································································240

第三節 學習遷移與教學 ·········································································241

一、影響學習遷移的主要因素·······································································241

二、促進學習遷移的教學策略·······································································242

第四部分 教學心理

第十章 教師心理

第一節 教師的社會角色與影響 ·································································248

一、教師的社會角色 ··················································································248

二、教師的影響 ························································································253

第二節 教師的基本素質 ·········································································256

一、教師的智力 ························································································256

二、教師的專業知識 ··················································································256

三、教師的教學能力 ··················································································257

四、教師的個性特點 ··················································································259

五、教師的心理健康 ··················································································261

六、教師的教育機智 ··················································································262

七、教師的威信 ························································································262

第三節 教師的專業成長 ·········································································263

一、教師的專業成長階段 ············································································263

二、專家教師與新手教師的區別 ····································································265

三、新手教師的成長 ··················································································266

第十一章 教學設計的心理學問題

第一節教學設計概述 ············································································271

一、什麼是教學設計 ··················································································271

二、教學設計的特點 ··················································································271

三、不同的教學設計觀 ···············································································273

四、教學設計的原則 ·················································································275

五、教學設計的步驟 ··················································································276

第二節教學目標設計的心理學問題···························································277

一、什麼是教學目標 ··················································································277

二、如何設計教學目標 ···············································································277

三、教學目標分類的心理學理論 ····································································279

第三節教學過程與評價設計····································································282

一、瞭解學生的心理發展水平確定教學起點 ·····················································282

二、分析與組織教學內容 ············································································284

三、教學方法和教學媒體的選擇與使用 ···························································284

四、確定評價方法 ·····················································································290

第五部分 學習與教學效果的評估

第十二章 學習的測量與評價

第一節學習的測量與評價概述·································································294

一、測驗、測量與評價 ···············································································294

二、學習測量與評價 ··················································································296

三、學習測量與評價的基本功能 ····································································297

四、學習測量與評價的過程 ·········································································298

第二節學習測驗的類型 ·········································································298

一、教師自編測驗 ·····················································································299

二、標準化測驗 ························································································302

第三節測驗的質量分析 ·········································································303

一、效度 ·································································································303

二、信度 ·································································································305

三、難度 ·································································································306

四、區分度 ······························································································307

第四節學習評價的類型及其發展趨勢························································308

一、按評價的時間和作用分類·······································································308

二、按評價的參照標準分類 ·········································································309

三、按參與評價的主體分類 ·········································································310

四、按評價的功能分類 ···············································································310

五、按評價的目的分類 ···············································································311

六、“雙減”背景下學習評價存在的問題及改進策略 ·········································312

七、當前學習評價發展的趨勢·······································································313

參考文獻 ······························································································316 ^[2]