Argumentative writing materials related to education

A famous motto

1, the root of education is bitter, and the fruit of education is sweet. (Aristotle)

2. Education is to the soul what sculpture is to marble. (Edison)

3. Life begins to be born, and if you don't eat it, you will die; If people are naive, they will be foolish if they don't teach. (Fuzhi Wang)

4. To have a good society, we must first have good individuals; To have a good individual, we must first have a good education. (Cai

Yuanpei)

For people, the first is bread, and the second is education. (Dandong)

6. One more school can save one prison. (Hugo)

7. The purpose of education should be to convey the breath of life to people. (Tagore)

8. Education is one of the most difficult undertakings. Excellent educators believe that education is not only a scientific undertaking, but also an art.

Artistic career. (Kalinin)

9. Leaving a perfect education for children is the best legacy. (Scott)

It is human nature to seek knowledge. (Aristotle)

1 1. Learning this matter doesn't care if anyone teaches you. The most important thing is whether you have consciousness and perseverance. (Faber

Uh)

12, learning is your own business, you have to learn, you can teach yourself in any environment and learn useful things.

Knowledge. (Ye Shengtao)

13, what is most needed in career is creative talents. (Zou Taofen)

14, everything in the world needs creation. If you want to move forward, you can't sit still, you must create. (Xu Teli)

15, human life is creation. (Gorky)

16, all the happiness in life is the joy of creation: love, genius, action-all by creating this fire. (romain rolland)

17, I am most afraid of/opening my eyes/not being surprised/getting used to life/living/not pursuing fairy tales/coming out.

Become a poem/like visiting a monastery ... (Rhodes Jay Stevun)

18, the highest ideal in life is to reach the truth. (Li Dazhao)

19, we only want to bow down before the altar of truth, not before the authority of all matter. (Guo Moruo)

20. Truth is a lofty word and a lofty achievement. (Hegel)

Noun interpretation

1, Educational Psychology: It is an applied science gradually formed and developed in the process of combining psychology with pedagogy, and it is an independent branch of psychology. It is a science that studies students' learning activities and related psychological phenomena and their laws in the process of school education. It involves all psychological phenomena and laws in the process of school education.

2. yerkes-dodson Law: When the motivation is too strong, the efficiency will decrease. Only when the motivation level is moderate, the learning efficiency will be the highest.

3. Experimental research: it is a method to explore the relationship between independent variables and dependent variables in a certain control situation.

4. Related research: The researcher does not create a certain situation, but only observes the relationship between some variables that occur in nature, so as to draw the conclusion whether the two variables are related.

The correlation between two variables can be divided into three situations: (1) positive correlation. When one variable increases, the other variable also increases.

(2) Negative correlation. When one variable increases, another variable decreases.

(3) Zero correlation. When one variable changes, the other variable remains the same.

5. Descriptive research: Descriptive research does not involve discussing the relationship between two or more variables, but only describes some interesting events or phenomena.

Metz conducted a descriptive study combining observation and interview in 1978.

6. Development: refers to the physical and psychological changes that have taken place in the whole life process of human individuals from birth to death, that is, development includes both physical development and psychological development.

7. Physiological development: the physiological development of an individual, also known as the development of biological factors, refers to the changes in the physiological structure and function of human individuals and their instincts. The process of individual's physiological development is an endogenous process, that is, the process of individual's natural maturity and growth according to his own predetermined procedures and rhythm.

8. Psychological development: Educational psychology studies individual psychological development in a narrow sense, that is, positive psychological changes from birth to psychological maturity.

Psychological development includes two processes: one is the view of "gradualism", that is, psychological development from infants to adults is a continuous quantitative process of gradual accumulation. The other is the view of "stage theory", that is, the individual's psychological development is not a continuous process of quantitative change, but a discontinuous process of going through a series of qualitative changes in different stages of development.

9. Congenital factors: refers to the genetic quality that an individual obtains from his parents at birth.

Acquired factors: refers to various influences from the environment after an individual is born.

10, natural maturity theory: Buller and other psychologists believe that the internal rhythm of psychological development is related to the natural maturity of biological factors, and individual psychological development is naturally mature according to the predetermined procedures and rhythms of biological factors. The external environment can only accelerate or slow down the pace of psychological development to a certain extent, but it cannot fundamentally change the internal rhythm of psychological development.

1 1, environmental determinism: Psychologist Watson and others believe that individual psychological development is the result of environmental influence or shaping. What kind of environment has what kind of psychology and behavior.

12, lettering: Lorenz found that young animals who just walked tend to follow the first object they saw after birth, and soon establish an unchangeable dependence with them. This phenomenon is called "sculpture" by Lorenz.

13, heteronomy: Children's moral judgment is dominated by objective value standards other than his own.

Self-discipline: A child's moral judgment is dominated by his own subjective values.

14. Learning: Learning is a relatively persistent behavior or adaptive change of behavior potential that people and animals produce through gaining experience in the course of life.

15, reflex learning: learning to master certain stimuli and certain reactions.

Cognitive learning: learning to master certain knowledge, skills and behaviors.

16, classical conditioned reflex: Pavlov discovered conditioned reflex in the study of dog's digestive process from the end of 19 to the beginning of this century, and began the famous experimental study of conditioned reflex.

17, acquisition: In Pavlov's experiment, Bell (CS) repeatedly matched food (US), and the process of making dogs learn to establish conditioned reflex to Bell was called conditioned acquisition.

18. Fade: In Pavlov's experiment, if the food (US) is no longer accompanied by the bell (CS) after the dog's conditioned action to the bell is established, the dog's salivation reaction (CR) to the bell (CS) will become weaker and weaker until it finally disappears. This process is called conditioned reflex regression.

19. Spontaneous recovery: In Pavlov's experiment, the conditioned action that has obviously subsided will reappear in a very weak form after a period of time. This phenomenon is called spontaneous recovery of conditioned action.

20. Stimulation generalization: In Pavlov's experiment, when dogs learn high-pitched salivation, a slightly lower tone will also induce their salivation reaction. This phenomenon that CR automatically extends to other stimuli other than CS is called stimulus generalization.

2 1. Stimulation differentiation: The process of making organisms learn to respond differently to CS and stimuli similar to CS through selective reinforcement and regression is called stimulation differentiation. Stimulation generalization and differentiation are complementary processes. With the help of stimulus generalization, learning can be extended beyond the original specific stimulus, while with the help of stimulus differentiation, different appropriate responses can be made according to different situations, thus avoiding blind generalization.

22. Secondary conditioned reflex: The process of conditioned reflex from one conditioned stimulus to another neutral stimulus is called secondary conditioned reflex.

Fill in the blanks or choose

1, China psychologist (Pan Wei) pointed out in the book "Educational Psychology" edited by 1980: "The research object of educational psychology is (various psychological phenomena in the educational process)." 197 1 The Encyclopedia of Education published in the United States points out: "Educational psychology is a scientific study of behavior in the process of education. In fact, educational psychology is defined as a science that mainly involves students' learning and teaching in school situations. "

2. Petrovsky of the former Soviet Union pointed out in the book Age and Educational Psychology edited by 1972: "The object of educational psychology is to study the psychological laws of teaching and education."

3. (Good Behavior Game) played by (Barris et al.)

4. The Swiss educator (Pestalozzi) put forward the idea of (educational psychology), emphasizing the combination of education and psychology and advocating the principle of (intuitive teaching), believing that only in this way can students' perception be enriched and their thinking be developed.

5. German educator Herbart put the idea of educational psychology into practice. He divided the teaching process into four stages: (clarity), (association), (system) and (method). Later, their students further developed the above four stages into five stages (preparation, prompt, association, system and method).

6. Educational psychology, as an independent branch of psychological science, occurred in the second half of (19th century).

1867, the famous Russian educator (ushinski) published the first volume (Educational Anthropology), which is a necessary source of educational and psychological knowledge.

1988, the first book named after educational psychology was published by Russian educator and psychologist (Captain Lev) (Educational Psychology).

From 1896, American psychologist (Thorndike) started the experimental research on animal learning, and published a book (Educational Psychology) in 1903. It is generally believed that formal educational psychology was initiated by American psychologist Thorndike.

7. Thorndike, Watson, guthrie, Hull and Skinner are the main representatives of the joining school.

8. Cognitive school (Weitemo, Kaufka, Kohler) is the main representative. They advocate "Gestalt Theory".

9. 1908, the first book on educational psychology appeared in China, which was translated by Fang Zongyue from Japanese Koizumi (Practical Educational Psychology).

Later, an introduction to educational psychology translated by Lu Zhiwei (Thorndike) was published. (Vivian) Translation (Gates) (Educational Psychology).

10, individual psychological development is restricted by two factors (congenital) and (acquired).

1 1, (gesell) famous (twin crawling experiment)

12, the critical period of human oral development is (2-3 years old); The critical period of written language development is (4-5 years old); The critical period for the development of the number concept is (5-5.5 years old).

13 Piaget's research on children's moral development began with observing children playing "playing marbles".

14, Piaget pointed out that (1 1 year) is the turning point of children's moral judgment from external standards to internal standards.

15, (learning theory) is the cornerstone of educational psychology and plays an important (core) position in educational psychology. The fundamental theoretical problems of learning (essence, process and conditions) solved by learning theory are the theoretical basis for guiding students to learn effectively and teachers to teach effectively.

16. Learning theories are mainly divided into: (connectionist learning theory), (cognitive learning theory), (connectionist-cognitive learning theory) and (humanistic learning theory).

17. There are two ways for people and animals to keep balance with the environment: (instinctive behavior) and (learned behavior).

18, Gagne's learning classification: (1) Wisdom skills; (2) cognitive strategies; (3) oral information; (4) motor skills; (5) attitude.

19, Ausubel's learning classification, according to the way of learning, learning can be divided into (accepting learning and discovering learning); According to the relationship between learning materials and existing knowledge in learners' cognitive structure, learning can be divided into (mechanical learning and meaningful learning).

20. Ausubel divides meaningful learning into: (representative learning, concept learning and proposition learning).

2 1. 1972 In the book Time and Educational Psychology edited by Petrovsky, learning is divided into two categories: (reflective learning and cognitive learning).

22. Chinese scholars divide students' learning into: (knowledge learning, motor skills learning, mental skills learning and social production standard learning).

23. The information processing mode of learning regards the learning process as: (the process of information input-encoding-processing-storage-decoding-output).

judge

1, the study of educational psychology is inseparable from the educational process. In any society, the older generation must pass on the social experience to the younger generation in some way. Everyone is constantly influenced by others from birth.

2. The education process is essentially a process of experience transmission.

3. The study of the educational process is inseparable from the psychological phenomenon in the educational process.

4. Although the external environment can accelerate or delay the individual's physiological development, it cannot change the internal procedure and rhythm of its development.

5. The individual's psychological development is not a process of continuous quantitative change, but a discontinuous process with a series of qualitative different stages of development.

6. Inherent genetic quality and acquired environmental conditions restrict individual psychological development.

7. Learning in a narrow sense refers to students' learning, which is what people usually call learning.

A short answer or discussion.

1. What five aspects should educational psychology provide theoretical guidance for?

Answer: (1) Determine the teaching objectives; (2) Understand the characteristics of students; (3) Applying the psychological laws of the learning process;

(4) Selection and implementation of teaching methods; (5) Teaching measurement and evaluation.

2. What aspects must educational psychology learn from?

A: (1) learning theory; (2) students' learning; (3) learning strategies; (4) Learning transfer; (5) Learning motivation.

3. What is the purpose and task of educational psychology research?

Answer: (1) Prompt the basic psychological laws in school education and help teachers solve practical problems in teaching.

(2) Establish a systematic teaching theory to promote the further development of teaching reform.

4. Briefly describe Leper's experiment.

A: Lepper randomly divided preschool children into three groups and asked them to draw with a kind of colored pen that children like. The first group and the second group were award-winning groups, but the first group was told that it would be rewarded after painting; The second group didn't know there was a reward; The third group is the control group, and no reward will be given after painting. The results show that the number of children in the first group who continue to choose painting is only half of that in the second and third groups. From this, Leper concluded that once the external reward is removed, it will reduce the individual's original interest in this activity. This is the origin of the conclusion that external reward damages internal motivation. From Leper's experiment, we can see that the experimental method has two main characteristics: the first is to randomly assign subjects; The second is the control variable. In short, the experimental method requires the experimenter to strictly control the experimental situation, the experiment follows the pre-designed experimental design, the implementation of the experiment has a set of strict procedures, and the experimental results should be accurately measured. Because of this, experimental method is considered to be an effective method in educational psychology research.

5. What are the experimental methods in educational psychology research?

A: (1) Laboratory experiments. This is a research method to strictly control the experimental situation, so as to accurately and carefully observe the relationship between independent variables and dependent variables. The biggest advantage of laboratory experiment is that it allows experimenters to control all the factors in the research to the greatest extent, so this kind of research has high internal validity. Its limitation is that its experimental situation is highly artificial and simplified, so it is difficult to infer its experimental results into real life situations.

(2) Random field experiment. This kind of research is conducted in a real teaching situation, usually lasting for a long time, and its purpose is to evaluate the effect of a certain teaching procedure or other educational measures.

(3) Single case experiment. The "Good Behavior Game" experiment conducted by barris and others is an example of a single case experiment. In a single case experiment, the experimenter does not need to test and explain the results, and the chart itself is clear at a glance. This is the characteristic that distinguishes a single case experiment from other group experiments.

6. What are the similarities between the * * * of the participating schools?

A: Thorndike, Watson, guthrie, Hull and Skinner are the main representatives of the franchisees. First, all psychological phenomena are attributed to the direct connection between stimulus or situation (S) and reaction (R), and S-R formula is used as the highest principle to explain all psychological phenomena; Second, it is argued that the essence of learning is to passively establish the relationship between S-R through conditioning; Thirdly, in the research direction of learning problems, we pay attention to the exploration of external phenomena and external conditions, while ignoring the research of internal processes and internal conditions.

7. What is the theoretical expression of the cognitive school?

A: The cognitive school is mainly represented by Vitmer, Kaufka and Kohler. They advocate "Gestalt Theory". One is to deny that the connection between stimulus and response is direct, and think that behavior is dominated by consciousness, with consciousness as the intermediary; Secondly, it is believed that the essence of learning lies in actively constructing gestalt or forming cognitive structure, rather than passively forming S-R connection; Thirdly, in the research direction of learning problems, we advocate discussing the internal process and conditions of learning.

8. Try to describe the relationship between psychological development and education.

A: Education is the most important influence received by individuals from the environment in the process of psychological development, and it is also the leading factor in the process of individual psychological development. The relationship between education and psychological development is mainly reflected in two aspects: on the one hand, education is restricted by the existing psychological development level of individuals; On the other hand, education can promote individual psychological development.

(1) The restrictive effect of individual psychological development on education. The individual's learning readiness includes two aspects: physiological readiness and psychological readiness. Physical preparation, especially the development and maturity of the brain and nervous system, is a natural prerequisite for an individual to receive education. Psychological preparation includes intellectual factors.

Develop in the positive direction of the opposite development process.

(3) Although personality development has different characteristics in each stage, on the whole, personality development in each stage is a complete and continuous process.

13. Briefly describe Kohlberg's theory of stages of moral development.

A: Kohlberg pointed out that the development of human moral judgment has gone through three levels and six stages: (1) pre-secular level (before 9 years old). Phase 1. Stage of punishment and obedience; Stage 2: the orientation stage of instrumental relativism; (2) Secular level (9-20 years old). The third stage. Good boy orientation stage; The fourth stage. Orientation stage of law and order; (3) Post-secular level (after the age of 20). The fifth stage. Orientation stage of social contract; The sixth stage. The orientation stage of universal ethical principles.

How to grasp the definition of learning?

A: First of all, learning is characterized by changes in individual behavior or behavioral potential.

Second, the change of behavior or behavior potential caused by learning is relatively lasting.

Thirdly, the change of behavior or behavior potential caused by learning is caused by the acquisition of experience.

Fourthly, learning is a phenomenon that people and animals adapt to the environment.