教育心理学理论与实践(第7版)/培文书系心理学系列（影印本）
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内容提要：
本书由著名的教育心理学家Robert Slavin撰写，将深奥的心理学理论与实际生活相结合，语言通俗易懂，使教师能够在课堂上使用这些实际案例。作者用一系列的问题去引导教师，使他们能够能过随堂案例模拟实践活动，是一本独具特色的教育心理学教材。
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前言 关于作者 第1章 教育心理学：数学的基础 第2章 发展的理论 第3章 儿童期与青春期的发展 第4章 学生的多样性 第5章 学习的行为主义理论 第6章 学习的信息加工过程和认知理论 第7章 有效的课程 第8章 以学生为中心及教学的结构主义方法 第9章 满足个别学生的需要 第10章 激发学习的积极性 第11章 有效的学习环境 第12章 特殊学生 第13章 对学生的学习进行评估 第14章 标准测试 附录：设计你自己的文件夹 参考书目 人名索引 主题索引 书摘：
WORKED EXAMPLES Worked examples are an age-old strategy for teaching certain kinds of problem solving, especially in mathematics (Atkinson, Derry, Renkl, & Wortham, 2000). For example, a teacher might pose a problem and then work it out on a chalkboard or overhead, explaining his or her thinking at each step. In this way, the teacher models the strategies an expert would use to solve the problem, so that students can use similar strategies on their own. Research on worked examples generally finds that they are effective if they alternate with problems students do on their own (e.g., one worked example followed by several problems of the same type) (Atkinson et al., 2000; Sweller, van Merrienboer, & Paas, 1998). Teaching students to stop during worked examples to explain to themselves (Renkl, Stark, Gruber, & Mandl, 1998) or to explain to a partner (Renkl, 1998) what is going on in each step enhances the effects of worked examples. Worked examples are particularly effective for students who are new to a given topic or skill (Kalyuga, Chandler, Tuovinen, & Sweller, 2001).
DEMONSTRATIONS, MODELS, AND ILLUSTRATIONS Cognitive theorists emphasize the importance of students' seeing and, when appropriate, having hands-on experience with concepts and skills. Visual representations are maintained in long-term memory far more readily than is information that is only heard (Hiebert et al., 1991; Sousa, 2001). Showing, rather than just telling, is particularly essential for children who are acquiring English (August & Hakuta, 1997). Recall how Ms. Logan gave her students both hands-on experience (filling and tapping bottles) and a visual analogy (the Slinky representing sound waves) to give the students clear and lasting images of the main principles of sound. Visual media (e.g., video, film, slides, and the Internet) can be especially effective in providing visual information (Kozma, 1991). MAINTAINING ATTENTION Straight, dry lectures can be boring, and bored students soo …… |
