Teacher certification exam, psychology and education exam focus? Can anyone help me with the exam on Sunday.

Note that all of the following bolded words are key points and frequently tested points, so please make sure you remember them!

1. What is the object and content of study in psychology? Give examples.

Psychology is the study of mental phenomena and their laws, a science that helps people understand themselves. The contents are four aspects of psychological processes (cognitive processes , emotional processes, volitional processes), psychological states, psychological characteristics and psychological motivation. For example: in the park, I saw a young man, unobtrusively picking flowers in the flower beds, an old man criticized him for doing so, but the young man not only did not accept, but scolded the old man for meddling in his own business, which is the cognitive process of the psychological process; I was very angry, and I wanted to go to the young man to fight two punches, but in my heart I was afraid of not being able to beat the young man, which is the emotional process of the psychological process; but I saw that the young man still disrespect the old man, scolding, and so on, which is the emotional process of the psychological process. But when I saw that the young man was still disrespectful to the old man and scolded him incessantly, I was so angry that I rushed over and punched the young man, which is the will process of the psychological process; after I punched the young man, I felt very good and felt that I was right, which is the psychological state; after a while, after I calmed down, I felt that I was not calm in my actions, I was short-tempered, and that it was not right for me to punch the young man, which is a psychological characteristic; the reason why I thought I had punched the young man was that he not only had no public morals, but also had no public morals, which was the reason why I had punched him. Not only do I have no public **** morals, but also do not respect the elderly, this is the psychological motivation.

2. What is the task of psychology in higher education? What is the significance of studying psychology of higher education for college teachers?

There are two main tasks: the first is to study and reveal the psychological laws of students' "learning", in order to gradually establish and continuously improve the theory of learning, so that students can use these laws to improve their own academic performance. This includes the following aspects: ① Research on the nature and characteristics of student learning and the nature and structure of the results of student learning. ② Studying the categorization of student learning. ③ Studying the process of student learning. ④ Studying the conditions of student learning. The second is to study and reveal the psychological law of "teaching".

Significance: To provide psychological basis for the establishment of reasonable teaching principles and perfect teaching theories, and to help teachers match the various stages of students' learning, provide appropriate teaching events, and improve the effectiveness of teaching. In the areas of instructional design, classroom management, classroom evaluation, and teacher behavior, Educational Psychology will benefit teachers with the research results provided by its own disciplinary perspective.

3. In the light of the actual situation, explain the characteristics of the development of college students' self-awareness, and how college teachers can help them effectively in self-education?

Self-awareness is formed by the interaction between human beings and their environments, and it is a multi-dimensional and multi-level psychological system, including knowledge, emotion, and intention, i.e., self-knowledge, self-experience, and self-regulation.

In general, college students' self-awareness is a period from the discovery of the self to the development of the self and the further improvement of the self. However, the development of college students' self-awareness undergoes an obvious process of differentiation, contradiction, transformation, unification and stabilization. Educators in colleges and universities need to understand the course of the development of college students' self-awareness, especially their inner conflicts and contradictions, and guide their self-awareness toward a positive direction of unity and stability, mainly through external means to promote self-education of college students.

(1) Self-knowledge: Compared with primary and secondary school students, college students are more conscious and active in self-evaluation, more capable and more comprehensive. However, it is difficult to know others and even more difficult to know oneself, and college students are prone to overestimate or underestimate themselves. In response to the high self-evaluation, college teachers should guide college students to know themselves correctly, find the right frame of reference in all kinds of activities, and know themselves objectively from multiple perspectives. Apply the comparative method to take the spiritual role model figures recognized in the society as the frame of reference, so as to make them develop the mindset of being modest to have a clear understanding of the self. For those with low self-evaluation, college teachers should guide college students to develop themselves continuously, instruct them to recognize themselves dialectically and clearly, help them discover and create advantages, and create opportunities to show their strengths to shape their ideal selves. They should be encouraged to develop their enthusiasm, courage and confidence in themselves.

(2) Self-experience: college students' emotional content is increasingly rich and profound, but with bipolar, sometimes emotional high, pride, conceit, sometimes low, self-pity, self-blame. Self-esteem is the core of self-experience, and college students have strong self-esteem, excessive concern, and excessive sensitivity. A sense of superiority arises when self-esteem is satisfied, and a sense of inferiority arises when self-esteem suffers a setback. A few college students can not accept the self, or self-denial, or self-expansion. When teachers in colleges and universities mainly guide college students to accept themselves positively, they should respect every student's subjectivity, cultivate and protect every student's self-esteem, and recognize every student with a big heart. For college students who can't accept their own self-esteem level is too low, we should start from adjusting the cognitive structure, firstly, adjusting the direction of attention focusing, guiding them to see their own strengths instead of only focusing on their shortcomings, only on the basis of discovering their own strengths can they rebuild their self-esteem, and secondly, we have to adjust the level of the ideal me and formulate the goals that are adapted to the self. For college students with high self-esteem, it is also necessary to start from adjusting the cognitive structure, guiding them to see their own limitations and shortcomings, and to know themselves comprehensively and realistically. Acceptance of the self is actually the result of correctly recognizing the self and developing the self in a determined manner.

(3) In terms of self-regulation: college students have a strong desire for self-design and self-improvement, and can formulate appropriate goals and plans, but their goals and ideals are often too demanding, and the self-awareness of self-development is not high enough. Teachers in colleges and universities should guide college students to strive for self-improvement and set goals according to changes in social requirements and the reality of personal development. When college students are discouraged and disappointed by the huge gap between their real and ideal selves, they should be guided to set realistic development goals and provide role models for them to reinvent themselves. Teachers should guide college students to self-motivation, self-monitoring, and form good habits of self-reflection.

4. Briefly explain the guiding significance of Gagne's theory of categorization of learning outcomes for teaching

Gagne believes that the goal of education is the expected learning outcome, and that although the specific teaching goals of each subject offered by the school have their own focuses and differences, they are all included in the theory of categorization of learning outcomes, and this categorization of learning outcomes has a direct guiding significance for the teachers to formulate the specific teaching goals.

5. Briefly describe the significance of Skinner's theory of reinforcement in teaching

Skinner believes that education is about shaping behavior, and that reinforcement is used to shape student behavior, and advocates procedural teaching, in which attention is paid to feedback, and attention is paid to the correct use of the law of reinforcement.

6. Bruner's Cognitive Structure Learning Theory on Teaching

Bruner's Cognitive Structure Learning Theory on Teaching has an important guiding significance to stimulate students' motivation to learn, according to the level of the students to organize the teaching, the teaching should pay attention to the difficulty and the span of the right, pay attention to feedback.

7. Briefly comment on Bandura's Social Learning Theory

He believes that in addition to direct learning, indirect learning, that is, observational learning, can take place by observing the behavior of others and its consequences. Much of human learning of knowledge, skills, social norms, etc. comes from indirect experience rather than direct learning via external controls such as rewards or punishments.

8. What is unique about constructivism

Constructivist learning theory suggests that the learning process is one in which individuals construct their own cognitive structures from different backgrounds and perspectives, and in a unique way, with the help of teachers or others. Students are not passive absorbers of information, but active constructors of the meaning of information, and the process cannot be replaced by others. As a result of learning, students' cognitive structure is a network structure constructed around key concepts. Through learning, the knowledge structure constructed by students is a networked cognitive structure rather than a linear or hierarchical structure. Constructivism emphasizes the dynamic nature of knowledge, stresses that learning is a process of active construction, emphasizes the social and contextual nature of learning, and tries to achieve a broad and flexible transfer of learning application, and these points of view to reform the traditional teaching have important significance.

9. What are the characteristics of college students' learning motivation

Learning motivation has the function of strengthening learning, and students with high level can keep serious learning attitude and have unremitting perseverance in learning for a longer period of time. It is an important factor in influencing learning, and the relationship between it and learning is complementary, and the level of motivation of medium intensity is the most efficient in learning.

10. Briefly comment on the significance of several theories of motivation

Intensive motivation theory on its main tendency is the motivation theory of behaviorist psychology, emphasizing the role of external forces in the process of eliciting students' motivation to learn, ignoring or even denying the self-consciousness and initiative of human learning behavior, there are great limitations, but this theory is the use of praise and rewards in our school education, goals and feedback and other means to mobilize students' learning motivation and stimulate students' learning motivation is an important theoretical argument. Achievement motivation theory is usually regarded as the internal motivation of people who strive for success in accomplishing tasks. This theory not only emphasizes the influence of achievement motivation on people's behavior, but also takes into account the influence of objectivity on people's behavior, which provides a theoretical basis for the different learning goals set by teachers for different students to make every student successful. Self-actualization theory, self-actualization is an important motivation for learning and an important source of personal motivation to learn, students' lack of motivation to learn may somehow be due to the fact that certain low-level needs are not adequately met, and it is these factors that can be a major obstacle to students' motivation and pursuit of learning. Success and failure attribution theory proves that the causal attribution of success and failure causes changes in individual expectations and emotional responses, and in turn has a facilitating effect on subsequent behaviors. It clearly describes the important role of students' perceptions of the success or failure of their own behaviors and the attribution of their motivation to learn, which is of great significance for us to teach our students to form the intrinsic motivation for learning and to cultivate their complete personalities and excellent psychological qualities Self-efficacy The theory points out that the result expectation will have an important influence on human behavior, and emphasizes that the efficacy expectation has a more important role in regulating human behavior, which overcomes the tendency of traditional psychology to emphasize behavior over desire and knowledge over emotion, and combines the individual's need, cognition and emotion to study the motivation of people's behavior, which has a greater scientific value. The uniqueness of self-worth theory is that it tries to explore why some students refuse to study hard, i.e., it mainly discusses the reasons for students' lack of motivation to study, puts forward the theoretical explanations for the abnormal but very common phenomena that students with high ability do not have strong motivation to study and that motivation to study decreases with the rise of grades, and considers these phenomena to be the results of school education, which, for the general public teachers This is something that needs to be thought about and reflected upon.

***The theory of identical elements suggests that transfer occurs only when two learning situations have identical elements, and that the more identical elements there are in the two situations, the greater the transfer. This theory is particularly helpful in avoiding the disconnection between schooling and real life, and guides teachers in their teaching.

The theory of relational transformation holds that migration is not something that occurs automatically when two learning situations have the ****same components, principles or rules, but rather is the result of a sudden discovery by the learner of a relationship that exists between the two learning experiences, i.e., what one migrates is an epiphany - a realization that the two situations have suddenly been linked. This theory helps teachers to consciously cultivate students' imagination in actual teaching.

The generalization theory emphasizes the role of principles, generalized experience in the migration, that the better the understanding of the principles of the generalization, the greater the adaptability to new situations, the better the migration of learning. Therefore, students should be encouraged to abstract or generalize the core basic concepts to maximize transfer.

11. Explain the psychological mechanism of declarative knowledge acquisition in terms of Ausubel's assimilation theory.

The assimilation theory explains the mechanism of new knowledge acquisition, i.e., the process of cognitive structure building and reorganization. According to Ausubel, whether students can acquire new knowledge depends on the old knowledge already existing in the original cognitive structure in the mind, and the result of the interaction between the new knowledge and the existing concepts leads to the assimilation of the new knowledge, and in the learning, the original appropriate concepts of the new knowledge play a certain role in fixing the new knowledge, which becomes the point of assimilation and facilitates the incorporation of the new knowledge into the existing cognitive structure, which establishes, extends, improves, differentiates, and refines the original cognitive structure, and makes the original cognitive structure established, expanded, perfected, and refined.

12. Give examples of the process and conditions of procedural knowledge learning

The process of procedural knowledge learning is divided into three stages: ① The stage of learning rules and laws. ② The stage of transformation. ③ The stage of automation. Taking doctors as an example, medical students finish their medical courses in medical school, which is equivalent to the stage of declarative knowledge learning or the stage of learning rules and laws. After entering the clinical internship stage, they will come into contact with patients of different ages, different genders, different occupations, the non-essential characteristics of these patients are different, but the pathogenesis of a disease, the typical performance is basically the same, that is, the essential characteristics remain unchanged. It is precisely by eliminating various non-essential features and grasping the basic, essential features that a doctor can make a correct diagnosis and treatment. It is through these variations that the interns acquire the procedural knowledge of treating patients and saving lives. It is only after a lot of practice that the intern's skills tend to become automated and easy to use. This is how one becomes a competent physician. Therefore, the conditions for procedural knowledge learning include: ① The student must have appropriate declarative knowledge. ② A large number of variations of practice, many times from different angles and different ways to apply the rules to solve problems.

13. Explain the acquisition of a particular ethical behavior by a college student in terms of Bandura's social learning theory.

On the acquisition of moral behavior, Bandura believes that the determinants of moral behavior are the environment, socio-cultural relations, and a variety of objective conditions, role modeling and reinforcement, etc., and that as long as certain conditions and methods are utilized to reward students for appropriate behaviors, it will help the formation and development of good behaviors in students. For example, in the downtown area, a student saw a thief stealing a lady's purse, he shouted to catch the thief, and with the help of bystanders, the thief was sent to the police station. If the teacher publicizes the incident in the school and gives the student some material and spiritual rewards, the students will surely develop the virtue of courage and bravery when they encounter such incidents in the future.

14. Using the theories of character development in this chapter, and in connection with the reality of college students, talk about how colleges and universities should effectively carry out character education.

As far as college students are concerned, character development should pay attention to six principles.

1) The principle that moral cognition, emotion, will and behavior are given equal importance.

That is to say, the cultivation of students' moral character can start from a certain aspect, but it cannot cut off the connection between the four, nor can it be biased towards any one of them.

2) the principle of practicality for students.

In the teaching activities, only from the students' point of view, to the personal feelings of the main problems, supplemented by book knowledge, put forward some of the problems in line with the students' actual life situation, in order to let the students have a sense of affinity, so as to cultivate their ability to think positively and to make reasonable judgments, so that the teaching of morality to achieve satisfactory results.

3) The principle of focusing on individual differences.

When teaching morality, teachers should first analyze and understand the students' level of moral development, then put forward relevant moral judgment questions, give moral scenarios, and gradually increase the difficulty of the questions and the complexity of the scenarios, so as to make them psychologically generate cognitive conflicts, let them think, debate, and then draw conclusions.

4) The principle of shifting from external control to internalization.

In the stage of external control, many individual morals are passive, and only when they reach the realm of internalization can students really build up their personal moral concepts.

5) The principle of mutual cooperation between home and school education.

Schools need to rely on the cooperation of the family, only parents according to the behavioral norms and moral standards established by the school to require students to live outside the school, it is possible to make the students to comply with, the family also need to rely on the cooperation with the school, in order to discipline students to accept the social norms and moral standards.

6) The Principle of Setting an Example

The norms and standards of student behavior set by the school should not only be consistent with the students' understanding and experience, but also be practicable; at the same time, the teachers and parents should set an example and provide role models for students to identify with for them to emulate.

15. How to improve the cohesion of university student groups?

Group cohesion is the attraction of a group to its members and among group members, as well as the degree of satisfaction of group members, that is, a tendency of group members to be willing to contribute to the group.

Improving the cohesion of college student groups must first improve the leadership style of leaders. Most of the groups of college students are led and managed by class cadres or group leaders, and teachers seldom participate in students' activities. If the leadership in the group has a democratic working style and is willing to pay for the group, it can drive other members of the group, mobilize their initiative and sense of responsibility, and enhance the cohesion of the group. Secondly, control the size of the group. The size of the college student group has a great influence on its cohesion. Smaller groups, because of fewer members, more opportunities to communicate with each other, easier to understand each other, identify with each other, and form a close relationship, so the cohesion of the group is strong. Again, correctly deal with external threats and competition. When a group is facing a threat or encountered the enemy, in order to *** degree of difficulty, each other will be more collaborative, unity, group cohesion will naturally increase. Therefore, appropriate participation in competitions in the name of the group will enhance the cohesion of college student groups.

16. How to guide the competition and cooperation in college student groups?

Competition and cooperation, as an indispensable part of the college student group, is closely related to each student enough, and it has both positive and negative effects.

The competition of college students' groups, such as the study competition of class members, promotes students in the following ways: First, it can stimulate students' motivation to study and improve their study efficiency. Secondly, they can find out their own potential and their own limitations, and reposition themselves. Of course, competition in learning also has a negative side, poor students may not only take all kinds of means to cheat, but also, fierce competition will cause hostility and loss of trust between students.

Cooperation is likewise a double-edged sword. Its positive effects are: 1) It enhances group cohesion. 2) It allows for brainstorming. 3) It helps students develop good personalities. Of course, it also has shortcomings, for example, introverted students often have no way to express or even too late to express themselves when working with extroverted students, which can cause unnecessary anxiety and low self-esteem.

Competition and cooperation in the college student group is a unity of opposites, educators should make the best use of their strengths and avoid their weaknesses, give full play to the positive effects of competition and cooperation, and limit their negative effects. At the same time, we should guide students to establish a correct sense of competition and cooperation, so that they can maintain a calm mind to face the competition and cooperation, so that they can prepare for their future into society.